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1. Bringing the entire class to the highest level of critical thinking.
2. Ability to demonstrate ideas/ concepts accurately
3. Asking students to critique the assumptions in a piece of literature, an essay, or a technical document when they have such a small store of contextual knowledge--literally nothing to say?
4. Preparing the students to function and critically think in their chosen career area.
5. Our culture does not advocate debate, discussion, non-practical learning.
6. The relationship between teaching strategies to learning outcomes
7. Engaging students in experiential learning
8. Developing as a community and then helping each other
9. Self directed learning
10. In class - working effectively in small groups
11. Weighing training versus learning
12. Meeting the objectives of the course.
13. Keeping up with new technology.
14. Students come ill-prepared to the college science (and probably every other discipline) classroom. Building a skill set for successful learning is critical.
15. The lack of preparation in basic areas for post-secondary education.
16. Fear of the topic; our culture teaches people to think that my field is only for "smart" people
17. Students reluctance to admit that this is no longer High School, and that they are responsible for a significant portion of their outcome.
18. Inadequate preparation in reading There are too many students not able to read The New York Times or a nineteenth-century novel. Students have told me that not all Wisconsin high schools require 4 years of English.
19. Preparation for course content before the semester starts
20. Students' isolation from the surrounding world, which leads them to conclude erroneously that much of what we teach is irrelevant to what they'll face.
21. Application/adaptation of course content (theory and research; what we read about and talk about in the somewhat-cloistered university) to real-world settings and problems.
22. Their attitude towards the topic area
23. Contempt for theory and thinking about things deeply
24. Relevance of material to larger context
25. What is discussed as problematic to students about professors is lack of respect towards them.
26. Reading for understanding and class participation
27. Student sense of responsibility toward their learning
28. Believing that the material is in some was important for them.
29. Student motivation and curiosity; teacher enthusiasm
30. Motivation of students
31. Momentum, excitement in learning, reflexive benefit
32. Student effort - students putting in the necessary time and effort to learn the material.
33. Overcoming fear of math
34. The amount of terminology
35. The disparity of digital knowledge.
36. Can effective communication be taught?
37. Ensuring that course content is relevant to the needs of business and industry.
38. Writing and presentation of ideas
39. Building on learning from other classes
40. My discipline involves facts, visuals, and understanding--the students are juggling all 3 & it can be fun, but intimidating.
41. The continued need for regular face to face meetings.
42. Time
43. Time for face to face contact since I teach a performance based course, Fundamentals of Speech. The content could be very well delivered online, but its the performance that would need to face to face contact.
44. How to present content, but also provide time for group work. I have my students complete critical thinking questions based on lecture content. We do this in lecture and it REALLY uses a lot of class time.
45. I don't teach which is why I left so many questions blank. I am just interested

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