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Retaining late-semester student engagement

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In our most recent "how can we help you?" thread, Josh writes: My apologies if this has been covered before, but I'm starting my first teaching job this year and noticed that my classes seemed to suffer from intense mid- and late-semester fatigue. That is, during the first 7 weeks or so of the term, I would get (e.g.) multiple unprompted questions, consistent student-led "back-and-forths," etc. After that, however, class momentum really began to slow down (with some exceptional days sprinkled here and there, of course). I get that this is part of university life, but I wonder if folks out there have been impressed by this phenomenon enough to factor it into their pedagogical approaches (and, if so, how?). I teach a 3-3 here--all different courses--and this fatigue was painfully evident in all of them. This is an interesting query. I will be honest: I really haven't encountered this issue before. In my case, I've noticed that student interest seems to. . .

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News source: The Philosophers' Cocoon

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