I just finished my grading for the term, and as is typical, a number of students approached me as the term wound down to discuss their grades and how to improve them. These discussions generally focus on these two concerns:
Students want to improve their grades by having me change the grading standards or expectations in some ways.
Students want to improve their grades by performing better in class.
In my experience, students often handle these discussions poorly, especially in regard to concern 1. Here I have some advice for students about concern 1 — I'll save advice about concern 2 for another post.
Teaching Philosophy is introducing a new feature to each of its issues. The journal will be publishing articles entitled 'How to Teach...' Each article will be an overview of how to teach one of the standard courses in the philosophy curriculum. The basic motivation for these articles is to help those who have never taught courses in a given area of philosophy prepare to teach such courses, as well as giving those experienced in teaching courses in a given area different models for courses in that area.
We already have an article scheduled on how to teach critical thinking. In the next few years, I hope to publish 'How to Teach ...' articles on the following courses:
the Continental tradition
philosophy of science
bioethics, medical ethics, health care ethics
information technology ethics
If you might be interested in writing such a piece, please contact me: mjcholbi*at*csupomona*dot*edu.
Below the fold are additional guidelines for the 'How to Teach...' articles.