We cover research methods in the latter part of Chapter 1 in the 1st edition of our textbook. We moved and expanded our research methods coverage to Chapter 3 in the 2nd edition of our book. In both of these chapters, we have a feature where we challenge students to find a news story talking […]
In my last post, I talked about how I used question papers to motivate my students to speak in class. Another method I’ve used in a variety of classes is to provide a list of “questions to consider” when doing readings. In this case, I provide the discussion prompts, and I expect students to write […]
I tend to be fairly skill-development-focused in my teaching, and this has led me to make a number of my classes writing intensive (WI) or speaking intensive (SI). Most schools have some kind of writing intensive equivalent, but the speaking intensive designation is more rare. It means there are a certain number of required oral […]
“I hate group work!” This is not uncommon to hear from a student. It comes up every time I teach Research Methods or Psychology of Women – the two courses that have several group assignments. I have empathy for students. Group work can be challenging. The truth is group work requires particular skills – skills that are […]
Last year, I had the opportunity to participate in a multi-day workshop on intergroup communication using the model developed at the University of Michigan [CHECK THE DETAILS ON THIS]. It was an incredibly impactful experience, but one thing that really stood out to me coming off a challenging semester of teaching was our discussion early […]
