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Applying to doctoral programs
37 years ago, I was writing applications for history doctoral programs. I was a senior in college, had one of my professors give me the “tenured jobs in history are shrinking, regardless of what others are saying” talk (he was right), and had no clue what doctoral admissions committees look for. I applied to a […]
Laptops and knitting in class
Twitter is burning up with discussion of Sue Dynarski’s November 22 NYT column on laptop use in class. Dynarski summarizes some of the research on how laptops affect students in classes heavy in formal presentations (such as many economics classes) and explains why she generally bans electronic device use in her classes as a result. Loads […]
Developing courses for others
Yesterday, I found myself hip-deep in course planning at the undergraduate, masters, and doctoral level. The doctoral course is for a major initiative that is on my plate this year, the undergraduate course helps the Division of Teacher Preparation with one of their curriculum initiatives, and the third is from a very clear need for redevelopment of the masters-level […]
Observations from a doctoral research forum
ASU’s EdD program students are great in describing problems of practice and focused in tackling them. That’s part of what I learned last Thursday night, when I welcomed dozens of ASU doctoral students, faculty, and several guests to the fall Doctoral Research Forum on the ASU West campus.
“Instructional design” and “authentic assessment” strike me as hubris
If I were a sloppy New York Times reporter, I’d start this blog post by constructing a faux-trend narrative about the increasing use of “design” in educational discourse or practice. But I’m not a reporter and don’t work for the Times, so I will just note that in the past six months I have come across enough […]