My annual exhortation to students, friends, and family to read more started out as a bit of advice and has turned into a longer project than I had imagined (see 2011, 2012, 2013, 2014, 2015, and 2016). Each December, people nudge me with “Where’s this year’s list?” So…
Recently, the Darden teaching faculty gathered for a session in another of our series on teaching excellence—this one was led by colleagues Greg Fairchild and Jeanne Liedtka. They presented on the topic of “experiential learning,” which was both relevant and timely in view of the pressures from stakeholders of…
Recently, the Darden teaching faculty gathered for one of our periodic seminars on case discussion leadership. Colleagues Jim Freeland and Mike Lenox focused our thinking on how to deal with slumps in student energy. At about this time in the calendar year, many instructors experience a flatness among formerly energetic…
A week ago, Darden’s teaching faculty gathered for a seminar on “Engaging the Students.” Students come to Darden (and most schools) with the expectation of engaging with the faculty. Such an expectation is possibly higher at Darden because “community” is a key pillar of our culture. We aim to…
“Well begun is half done,” says the English proverb. The opening day of a course can create a first impression about a teacher and course that can help (or hinder) the rest of the sessions. To what should the new or seasoned instructor pay attention as one kicks off the…
“I didn’t leave the Republican Party. I felt that the Party left me.” –Ben Bernanke ((A quotation from Bernanke’s Memoir, The Courage to Act, and reported in Newsmax October 7, 2015, at http://www.newsmax.com/Finance/StreetTalk/Ben-Bernanke-Republican-Party-GOP-Federal-Reserve/2015/10/07…
Earlier this month, Melissa Thomas-Hunt and I convened another session in our faculty series on case teaching. This was focused on “Getting the Best out of the Quiet Student.” Here’s a sketch of what we discussed. At the outset, we took a poll of…
So much of the art of teaching by the case method involves asking rather than telling. We teach this way out of a belief and considerable evidence that learning “sticks” when a student makes his or her own sense of an idea, as opposed to passively memorizing it. …
“Tell me and I forget; teach me and I may remember; involve me and I learn.” – Benjamin Franklin The seasoned learner is highly relevant to the work of graduate professional schools generally and business schools in particular, where virtually all of…
In contrast to previous years, I will be brief, forgoing my usual exhortation to read more books in the belief that if you’re reading this blog, you are probably doing a lot of reading anyway. And I’ll dispense with telling you how many books I’ve read this…
