Hi, All,
My pedagogical training as a graduate student at Emory in Spanish language and culture, and my subsequent work as a faculty member and administrator have been almost entirely focused on student-centered learning techniques. Within the language classroom, for example, lecturing would get the professor very poor marks on his/her peer teaching evaluations. Upper-level courses in the languages, as well as in History, English, Philosophy and Religion, among others, all value small group discussion and problem solving over lecture.
Best wishes,
Jess
Jess M. Boersma, Ph.D.
Director of ETEAL<http://uncw.edu/QEP/index.html>
Director of Team for Interdisciplinary Global Research<http://uncw.edu/tigr/index.html>
Associate Professor of Spanish
Foreign Languages & Literatures
University of North Carolina Wilmington
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Wilmington, NC 28403-5954
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of David Smith
Sent: Monday, October 19, 2015 4:53 PM
To: [log in to unmask]
Subject: Re: reaction to NYT article
The author makes an argument for lecturing in the humanities. I would particularly like to hear comments from teachers in those disciplines.
Regards,
David Smith
On Mon, Oct 19, 2015 at 3:25 PM, Nicholas DiFonzo <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hello TBL-ers. Our dean recently sent the link below which is a recent piece arguing in favor of the traditional ‘lecture’ as a valuable pedagogical approach to teaching. I am curious what people think about it: http://www.nytimes.com/2015/10/18/opinion/sunday/lecture-me-really.html
Nicholas DiFonzo, Ph.D.
Professor of Psychology
Department of Psychology
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Room 1-2363
Rochester Institute of Technology
Rochester, NY 14623 USA
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Rumor Psychology: Social & Organizational Approaches<http://www.rumorpsychology.com/>
The Watercooler Effect: A Psychologist Explores the Extraordinary Power of Rumors<http://www.thewatercoolereffect.com/>
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