We probably all have experience (either or own or hearing from a colleague) with frustration over our students’ seeming inability to apply what they learned in a previous class to our own classes. From a science teacher frustrated because they feel like they have to re-teach their students algebra or calculus skills they should have learned in a prerequisite class, to humanities teachers who feel like every new crop of students seemingly forgot their basic writing skills, to some of my own frustrations, this problem is prevalent.
In today’s colleges and universities there is an emphasis on developing students with critical thinking skills. This soft skill is less about memorizing a path and more about being able to adapt and apply knowledge in new situations. If this is true, why then do we continue to teach in ways that don’t allow students to explore? How have we gotten to a place where our students seem to be less and less comfortable in ambiguous situations?
After students watch an online lecture, what do they know? What do they think they know? How do you know what they know?
For the first time in my working life, I am going to be out of the office for three consecutive weeks. Planning for this time away has not only forced me to be as efficient as possible in the time leading up to my vacation, but also has gotten me thinking about the importance of a great team.
Alignment is a core guiding principle in the 
When I was an undergrad, my “intellectual conversation crutch” was bringing up something from Jon Stewart’s Daily Show. After moving to Chicago, that crutch morphed into inserting something I read in The New York Times or New Yorker.
In the field of coaching there is more and more research that shows that when an athlete is in an environment where they feel supported and where they are having fun, skill acquisition comes more easily (for an interesting talk on this, 
On Feb 15th, the