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"Over the past few years, I've taken TA training courses in a number of departments across campus (four, to be exact) and while their approach varied slightly depending on the discipline, they had one thing in common: they prepared me to teach the average student. But what I realized soon enough, was that there was no such thing as the "average" student."

"Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including the humanities, math, and science. Students who learn CT across the curriculum can begin to see a relationship between academic subjects, as well as between life inside and outside of the classroom."

"For many courses of varying format and size, across many disciplines, reasonable alternatives to traditional tests (i.e., paper-based T/F or Multiple Choice) exist. In fact, oftentimes the alternatives may even be advantageous to promote student learning and be more authentic means of students demonstrating what they have learned at the higher levels of Bloom's Taxonomy (synthesis, analysis, evaluation)."

"Believing in students is not simply telling them that you believe in them. These words matter only if they are true and if you demonstrate them by your actions. There is no way to fake it, because kids have built in crap detectors (a phrase taken from Neil Postman, and Charles Weingartner, in Teaching As a Subversive Activity), and they can tell if you don't mean it. Here are some ways to express it."