Laurel Amtower, professor of English and comparative literature, was becoming concerned about how to reach her students. Each semester her classes became larger, and, correspondingly, students were banking on their anonymity. Class attendance had become more sporadic and a good portion of her students sat in the back of her classes, not engaged. Assigned papers were seen as hurdles where students saw no connection between what they were being asked to do and what skills they are supposed to gain as a result of the class.
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