You're sitting in a room that looks like it's ready to project a movie. Except, instead of an exciting new action film, you're listening to a wizened, perhaps bespectacled professor. They are reading from a notebook, occasionally writing something on a chalkboard. It's clear that they've given this exact lecture dozens of times. The person next to you awakes with a start when their feed updates, causing the phone in their hand to chirp. It's the only action you've seen during the last hour.
It's this experience of learning in college that has been under scrutiny for a long time. I've certainly been trying to get away from this style of lecture since I began teaching. I don't have spectacles or give off a "wizened" air (as someone who frequently gets mistaken for an undergraduate student myself). That's why I was so excited to become part of the Learning Actively Mentorship program this spring. In a large cohort of forty researchers, graduate students and faculty alike. We spend five days on top of Casper Mountain this month strategizing, tweaking, and workshopping our courses to make them more active. |
AuthorBree is an Alaskan Archaeologist originally from Fairbanks. Today, she's an Assistant Professor of Anthropology at the University of Wyoming. Archives
February 2024
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