Online Blogucation

Let’s Talk About: “What’s Going Well?”

I saw this blog recently in the Chronicle of Higher Education and want to share it with you. It’s short, so rather than trying to summarize, I’ve copied it in its entirety.

What’s Going Well?
March 21, 2012
By Natalie Houston

My training and experience as both a teacher of literature and as a personal productivity coach have shown me time and time again the value of asking simple questions. A good question doesn’t have to be long or complicated. A good question shouldn’t be an argument misleadingly packaged as a query. A good question often opens up other questions.

So here’s today’s question: what’s going well for you right now?

I like this question for several reasons:

Most people don’t spend enough time thinking or talking about what’s going well. At a deep neurological level, our brains are designed to pay more attention to potential danger than to neutral or beneficial things. Learning to pay more attention to the good stuff, even just with simple journaling exercises or breathwork, can help create new, more positive neural pathways.

Most people find it easier to focus on or complain about what’s not going well. I’ve written about this before, in relation to the social scripts that academics often engage in. (Have you heard anyone say, “oh, I didn’t get enough done over spring break” lately?) Rewriting those scripts has the power to shift your energy and that of people around you.

It’s also the case that our intellectual training tends to be organized around critique and competition. It’s much more challenging to sustain a conversation about what you liked and agree with in a text than about what you disagree with (try it with your next graduate seminar and you’ll see what I mean). There’s nothing wrong with intellectual critique – but it’s good to experience appreciation and celebration too, of yourself and others.

We can learn from what’s going well. By exploring what’s going well, you can discover core values and habits that you can extend from one area of your life to another. Do you prefer to be alone or with others? What do you find motivating? What helps you be persistent? Whether it’s writing, exercising, or cleaning the garage that you want to improve, you can apply strategies and ideas from some other area in which you feel more successful.

If we take this article to heart, and think about how we can apply this to our own work in an academic setting, what might be some questions we can pose to our students? I can think of a few examples.

Let’s imagine the beginning of the class period (for face-to-face) or a discussion item in an on-line course immediately following a lengthy reading assignment. We typically ask students if there was anything they found confusing or didn’t understand in the assignment. What if we turn that around and instead we ask our students to name one thing they really understood well and to give us a summary of their understanding of that one thing. This serves a similar purpose, in that we would be getting information about what our students learned from the assignment. It also provides a nice review and can help students who may not have understood the item.

I liked Natalie’s suggestion that using journaling could “help create new more positive neural pathways.” I wonder what the result might be for students if we asked them to keep a journal in which they must identify things that are going well in the course but with a focus on how they personally are doing well in the course. Perhaps by asking our students to focus on their own feelings about themselves as learners and by targeting what’s working and going well, students may come to see themselves in a more positive light and this might improve their confidence. It might also help students to better understand the important role they must play in their learning and thus, take more responsibility over their learning.

I’m sure you can think of many other ways to use this approach with your students. Please add your ideas or experiences with using this approach with your students (or coworkers). Tell us what is going well.

Kimberly Thompson
Assessment Consultant
Academic Training & Consulting
Pearson eCollege


Philosophy of Teaching Twitter Challenge!

This post could have been titled “What’s Your Teaching Philosophy in 110 Characters or Less?” because we’re asking you to participate in a challenge related to developing and succinctly crafting a version of your philosophy of teaching!

The Challenge*

Please review this this post and the examples provided below about writing a brief teaching philosophy. Then, we challenge our readers here to try it for yourself! We would like to receive your submissions via our Twitter account using a hashtag and to mention our Twitter name in your post. So, how do you do it? When posting your 110 character philosophy of teaching to twitter, please include the following in your post so we can follow your responses: @atcecollege #teachphilosophy

What is a Philosophy of Teaching? Why Should I Write One?

Though many formal teaching philosophy statements run two or more pages, having even a brief framework of your philosophy can be beneficial. According to Chapnick (2009), “creating a philosophy of teaching and learning statement is ultimately both personally and professionally rewarding, and is therefore well worth the effort” (p. 4). Defining our philosophy of teaching helps to provide a framework for our practice as educators.

Do you believe timeliness and access are important, as Stevens III (2009) does in this example of his principles? “The principles I follow are simple: be accessible to students and treat them with respect. Accessibility means being available not just during class and office hours, but at any reasonable time. I encourage them to call me at home, and I promise them a response to email messages within 24 hours” (p. 11). If yes, for example, your philosophy would feature timeliness and access as important to you and in your practice you would work to achieve these principles.

What the philosophy includes might reflect a diverse set of information and depends on the audience. The Teaching Center (2007) offers these as guiding questions: (1) Why do you teach? (2) What do you teach? (3) How do you teach? and (4) How do you measure your effectiveness? Let’s apply that framework here in our challenge!

Can I See an Example?

Of Course! Following the model described above, here are some examples:

Inspiring humanity social science and education engaging and interactive
authentic experience designs @atcecollege #teachphilosophy

Learning experiencing sharing knowing doing frequent engagement
anywhere anytime @atcecollege #teachphilosophy

Lisa Marie Johnson, Ph.D.
Academic Trainer & Consultant
Pearson eCollege


  • Do you want to follow the tweets associated with @atcecollege or the tag #teachphilosophy? You can search without a twitter account by going to the Twitter Search page:
  • Hashtags on Twitter allow for “tagging” a post to twitter (tweet) that makes it easier to search for on twitter.  When you include the Twitter name preceded by the at-symbol - @ - it is a Mention of the account and your post shows up in a list of tweets that refer to that account.
  • If you do not have a Twitter account, but are on Facebook, you could instead post to our ATC eCollege Facebook account in response to the comment about this post:
  • Hashtags on Twitter allow for “tagging” a post to twitter (tweet) that makes it easier to search for on twitter.  When you include the Twitter name preceded by the at-symbol - @ - it is a Mention of the account and your post shows up in a list of tweets that refer to that account.
  • If you do not have a Twitter account, but are on Facebook, you could instead post to our ATC eCollege Facebook account in response to the comment about this post: MindShift.


Chapnick, A. (2009). How to write a philosophy of teaching and learning statement (pp. 4-5). Faculty Focus Special Report - Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement. Magna Publications. Available from

Stevens III, R. S. (2009). Education as becoming: A philosophy of teaching (pp. 11). Faculty Focus Special Report - Philosophy of Teaching Statements: Examples and Tips on How to Write a Teaching Philosophy Statement. Magna Publications. Available from

The Teaching Center (2007). Writing a teaching philosophy statement. Available from the Washington University in St. Louis:


Science and Science Labs in Online Environments

A good advocate of online learning will tell you that all content areas can be taught online; you just need to plan and adjust so that the activities done online are still as rich and compelling as they were face to face (F2F). So if I’m that science instructor wanting to move online with my biology course, where do I start?


Having attended the Sloan-C Blended Learning Conference and Workshop in April, I was able to attend sessions and network with colleagues who have been at that starting point of where do I begin? It seems like a great place to start is a blended or hybrid approach. When planning for a blended course, you decide what will work best F2F and what will work best online. This allows you to examine your content and evaluate each lab and activity to determine what is the best way to learn this concept?


If you are going fully online with your science lab course, you obviously will not have the luxury of deciding which labs you want to do F2F and which you want to do online. So plans need to be made for full online integration. From that perspective I think the best option is collaboration with colleagues. In addition to the contacts I made at the conference above, after further conversations outside of the conference I have a list of other science professors willing to talk to me about what they are doing.


So what if your institution doesn’t have the funds to send you to a variety of conferences (does any institution have the funds right now)? No problem! If you’re scrappy you can find the contacts you need to start the conversations. It is easy to find conference Websites online. Look around for the list of presentations or in the case of the conference above, look for the link to the presentations post conference. If you find someone who might have information you seek, contact that person. I tried it with two people and in addition to their insight, they provided me with names and email addresses of other colleagues as well. So a little digging and you’ll be able to build your own network of colleagues with whom you can collaborate and generate ideas for bringing your science course fully online based on what others have done.


If you are not that adventurous, the other option is to find listservs that focus on teaching science courses. The group of collaborators will already be assembled for you, waiting for you to ask your questions. Some great resources I found are listed below. Just sign up (sometimes the tricky part) and send your questions out or search the archives for previous posts.


Also, any of these resources or tactics will work for any content areas. If you are taking your curriculum online, find others who have gone ahead of you and build on their ideas and experience. You don’t have to do it alone.


ITeach Listservs – resource page for instructors associated with Minnesota State Colleges & Universities. There are a variety quality of sites and listservs for all content areas.

AdjunctNation – a comprehensive resource for adjunct professors of all curriculum areas

 Clemson University Biolab listserv – you have to dig a bit on this one; scroll down to the Visit header and click on BioLab. There are directions for joining the listserv which is described as: a great place to discuss college biology teaching with colleagues.  

Catalist – a fully comprehensive search engine for listservs. You can find a listserv on any topic you can dream up. It led me to the last one:

ISEN-ASTC-L - which links informal science professionals from around the world.

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- Pamela Kachka, M.A.Ed. –
Academic Trainer & Consultant