Dreams have been described as dress rehearsals for real life, opportunities to gratify wishes, and a form of nocturnal therapy. A new theory aims to make sense of it all.
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Thinking well and doing good in academia.
Mitchell M. Handelsman Ph.D.
Based on my one semester of experience teaching remotely, here are five principles I'm keeping in mind as I prepare for next semester and wait for my vaccine.
Here’s one issue I’d like to get your input on as I prepare for next semester: Should instructors require students to keep their cameras on while they’re in a Zoom classroom?
The big question for me has been how to translate what I know about teaching and learning to Zoom.
Two things happened last week that got me thinking (a tough task) about what students are learning in college.
In these difficult times, it’s easy to get lost in what we’ve lost. What might we be learning that will be useful in a post- (or between-) pandemic world?
How student voices can save a semester.
I hear this a lot these days: “Everything’s different.” But that’s a trap that I don’t want to fall into.
Is it ethical to make students work before the semester starts?
A case study about grading in college courses. What would you do?
During these crazy times, teaching and learning continue. Thus, I present a situation we can ponder while we’re waiting for our next teleconference to start.
A reader of my blog makes several interesting and important arguments for not teaching collaboration skills—with which I disagree, or at least have questions.
"Sonder" is a new word that's not yet listed in traditional dictionaries. Its meaning may make you appreciate your own life experience as well as that of others.
Like any virtue, students can develop too much prudence. This can lead to ethical paralysis, the feeling like any professional action involves too much risk.
College is an investment—and like any investment, you want to maximize your return. However, there is more to college than “seat time.”
There’s a plastic pumpkin filled with candy on the little table near the front door of our house. Should I take some candy, or not?
Should I give students sample papers to read before they embark on their own writing assignments?
A large percentage of students will experience some mental health issues—anywhere from mild feelings of anxiety and depression to serious mental illness.
What words of encouragement and wisdom can inspire students to persevere, to hold compassion for themselves, and to have faith that they will succeed over the coming year?
I’m writing about a new wrinkle on a traditional learning method: Flash cards. This innovation was developed by the students in my graduate course on teaching.
I conduct a Teaching Skills Workshop for doctoral students. To motivate them to consider teaching in their careers, here are the reasons I'll share with them on our first day.
Once upon a time, during office hours, three potential transfer students walk into my office. They want to complete their degree at my school.
Over the years, the students in my ethics courses have had a lot of complaints. Let me address just one.
There I was, walking down the street, minding my own business, when I saw it.
Think of students as drivers, and learning as driving.
When I get a set of papers to read, I think about which ones to read first. It’s a very deep question for me, a problem of human motivation. Bring ‘em on!
Online college courses are a national trend. Like most trends, however, some folks jump on the bandwagon without considering potential pitfalls. Today I present two of them.
Reflections of a new department chair taking stock at the start of a new year.
Professors talk a lot about the importance of students knowing what they want to get out of college. Professors should also have reasons for their teaching decisions.
Most of us have probably heard, or said, some variation of this: “I’m going to do the right thing because I’ll sleep better at night.” That may not be true!
Let’s take a look at the Socratic Method through the lens of ethics.
Mitchell M. Handelsman, Ph.D., is a professor of psychology at the University of Colorado Denver.