lectures

Students’ Opinions Instruction are In! Now What?

by Nathan Loewen, Department of Religious Studies Sometimes there is a considerable difference between a professor’s evaluation of a course and those of the students. The divergence can work in either direction. Perhaps a “terrible” experience for the professor was “absolutely brilliant” for the students. Let’s be honest, however: the opposite situation is difficult news.

Further Response to “Lecture Me. Really.”

Lisa Dorr, Associate Professor of History and A&S Associate Dean I too felt a little dismayed by the “Lecture Me. Really” column in The New York Times. Don’t get me wrong — I love a good lecture. I love to give what I hope is a good lecture. But what worked for me isn’t necessarily

“Lecture Me.” Really?

by Nathan Loewen, Department of Religious Studies In “Lecture Me. Really,” an opinion piece in The New York Times Sunday Review, Molly Worthen argues, “Listening continuously and taking notes for an hour is an unusual cognitive experience for most young people,” and “the vogue of learning” is pedagogically blinding to the value of ancient learning