Recently the CTT team was invited to participate in a session exploring this question of belonging in college and to do this in a way that focuses on what we might do individually and in our units to promote a sense of belonging among first-generation and other underrepresented groups.
The impression that teaching in a university is done by one kind of person and research by another has grown alongside the reality in many cases. The tensions across the range of tenured, untenured, contingent faculty, professors of practice, and researchers can be very real. Polarization between these groups is increasing in a society where oppositional tendencies are growing more generally. While this is not the only reason the CTT is launching a formal process of recognition for teaching and learning at the University of Nebraska-Lincoln, and we don’t imagine for a moment we can resolve the aforementioned divides, it does seem valuable to us to help build a community around teaching and learning that shares particular values and practices.
There are significant benefits for students, faculty, staff, and the institution itself from co-creation activities. Students gain more agency and develop leadership skills. They also develop stronger connections to their departments and the University.
CASNR offices came together and created a summer discussion series about what an inclusive classroom looks like, and how to create an inclusive environment.
In a recent article in The Conversation, psychologist Allyson G. Harrison notes a huge rise in reporting of ADHD symptoms during the COVID-19 Pandemic. Harrison reports that "we’ve only diagnosed about five percent of these people with ADHD. This finding is consistent with other studies showing that most of the time, later-onset symptoms of ADHD are due to something else."
There is a widespread belief that one of the principal problems that affect our students is that they are gullible. The opposite is the truth and it is cynicism that is afflicting our students. In a society in which nothing is believed, power fills the void vacated by truth, and the path to authoritarianism is opened.
The public lecture has been out of fashion in higher education pedagogy for some time. And there seems to me to be a good reason for this. For every performance that kept me glued to my seat, afraid to move, there have been half a dozen where I have felt just plain bored.
Those of us who spend our working lives in universities are fond of predictions. A kind of secular prophecy that emerges from the practice of advancing and testing hypotheses. There is nothing like a full-blown crisis for bringing this tendency to the fore.
What exactly should be the role of a teaching and learning center in a university like ours? There are a whole range of views.
What has impressed me at this university, has been the work undertaken at all stages and by individuals from every corner. This feels genuinely different to several organizations I have worked in where much was said, and little was done.
Professor Ken Robinson was one of the best-known and creative thinkers on education of the last 50 years. He sought to free us from the shackles placed upon us by those who use education for political purposes.
The shift in the attitudes of young people according to rigid doctrines of the right or the left may well be a significant feature driving a less civil environment and moving students along a path to possible radicalization. But what can we do to address these issues?