The other day, I was explaining to my students the process profs use to grade research papers, and the more I explained, the more I kept thinking, “This is insane! This whole system is insane!”
My first wall hit me in second-year university. It seemed as though every course was a “weeder” course. Organic chemistry, biochemistry, calculus—all these classes were utter beasts.
As a teacher at a local university, I see the fallout of our emphasis on grades first hand day after day. We do a great disservice to our youth by allowing them to believe grades define success. As we approach final exam season at our university, I find myself beset by many students trying to... Continue Reading →
A while ago I wrote about my decision to experiment with the use of engaged-learning practices in my third year business classes (see Engaged Learning - My Grand Experiment Part I). Time to tell you the results. Overall, I'm happy with how it worked out, though it wasn't a clear win on every parameter. Let... Continue Reading →
Last year I had a student in a senior-level business course I teach at Kwantlen Polytechnic University. Let's call him Mr. X. Mr. X was not doing well in my class. His first assignment was far below my expectations and the grade I assigned reflected as much. Well, let's just say he was pissed and... Continue Reading →