In my previous post, I reflected on the impossibility of today’s full-time, undergraduate students’ completing the two “independent student learning” homework hours for every “instructor-led” class hour as standardized by Carnegie. Fulfilling these mandated homework hours was not possible before the pandemic because students did not have enough time in their weekly schedules. After the pandemic, students face even more obstacles. Still lacking enough time to study, students seem to be missing critical independent study skills and are experiencing limited cognitive capacity as well as increased mental health concerns. In this post, I will offer a few concrete ways to address these two concerns in our syllabi and support the vocation of student learning.
Continue reading “The Carnegie Hour and the Vocation of Student Learning”The Carnegie Hour and the Vocation of Student Learning
The aim is to teach students to prioritize non-homework activities that support mental health and emotional well-being, and that are critical for building cognitive function inside and outside of the classroom.