CTL@UCM

"As a follow-up to last week's post, here's a final bit from my rummaging around old favorites in my personal library of teaching and learning resources."

"One of my New Year's resolutions was to reread some of my favorite teaching and learning resources, especially those I haven't looked at in a while. I'm enjoying these revisits and decided to share some random quotes with timeless insights."

"When this semester started, I spent the first two weeks tracking down students - via email and other methods - so that I could invite them to use the digital tools I've assigned for my online survey course on U.S. history. I could have just sent emails to their university accounts but, in my experience, most students hardly ever check their campus email. Getting the address that they do check was the first step in trying to bring my course to where students live their already-busy digital lives."

For the last decade, millennial students have captured the attention of higher education. We've studied them, learned about their perspectives on the world, and sought to serve them well through our educational system. Now the stream of millennial-minded students is maturing; they are no longer our traditional-aged prospects.

We all endorse it and we all want our students to do it. We also claim to teach it. "It" is critical thinking, and very few of us actually teach it or even understand what it is (Paul & Elder, 2013).