As I mentioned, I am lucky that the course material allows me this opportunity, however I can totally understand how a different course would make this more difficult. As for my students enjoying me and my class, lets hope so!

I absolutely agree- I dont think we have to revolutionize these classes, but I think small tweaks can go such a long way!

Just to add a bit in this regard, people who are developing their research proposals and research plans are switching to blogging, networks like researchgate to develop their idea into a plan using the inputs from the researchers in their field, which I think is definitely a good start.

You are absolutely right, which was kind of the point I was making- I am in a fortunate position in that I have no choice but to build and foster communication. However, I think its still important to think about how we can foster at least sooooommmeeee of this connection in those other courses.

I completely agree. Perhaps it helps to write freely first elsewhere, and then tweak it to be something you are comfortable with being permanent.

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Hi Farha, I appreciate your question how many times can a student fail, and similarly to students being heterogeneous, programs can also be highly idiosyncratic with their views on failure and what qualifies as successfully crossing a hurdle. Some programs have a higher appreciation of failure and some seemed more designed for students to fail. Do you feel like the other students are in similar positions? Do you feel like your colleagues in other departments/programs are fairing differently? I feel that my experiences in Engineering were more similar to yours, but that in my Public Health program and in Planning things are different. Failure is also very much a part of the work world, and learning how to fail and recover is a skill, so in some ways the programs that don’t encourage and support students through failure are almost certainly setting some students up for this outcome when they leave the walls of our campus. I look forward to seeing how your questions evolve over the course of the semester.

I honestly kind of overlooked this factor. Keeping this in mind, it kind of begs the question, are we placing emphasis on the wrong things in the hiring process?

I agree with you. There are a number of logistical and ethical issues pertaining to the use of smart apps and web portals. But my point is not emphasising the usability of these apps and portals but the importance of shared learning. As anything which can be described as smart needs a human input too. Moreover, networked learning can happen more efficiently if we use these apps and web portals but what more important is the sharing of information between the diverse groups.

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Hi Ishi, as a fellow engineer, who has environmental and water treatment in their background, I appreciate your perspective on what you're used to for classes, being confused (I wish that Campbell had defined what he saw as networked learning, which can be nebulous), and the importance of computer literacy and coding. Our employers and being citizens of the world require computer literacy, and coding is often not required but increasingly beneficial to both.

Thinking about the balance between new technologies and effectiveness is critical. There is a tendency in some fields, programs, and people to want to use the shiny new thing, even if it does not add a significant benefit. Some of these same groups do not appreciate the need to prioritize effectiveness, seemingly as if takes away some intangible benefit that these technologies can provide. I look forward to how you shape discussions with your engineering background.

I agree. Staying positive is absolutely key. I don’t think the problem can be isolated to either the teacher or student, and I think there is a broader culture with the way education is currently viewed that prompts issue of grades and learning.

While thinking about systemic issues is certainly worthwhile, I think it’s also important to consider what elements are in our direct control as educators and fellow learners. I am a strong believer in learning partnerships, so we can’t implement effective learning without student buy-in, but I always ask myself what I can do as an educator to increase the likelihood of that happening. Blaming and overthinking issues outside of our control just takes away from efforts we can be making.