Survey reveals their thoughts on Me Too (nearly half have seen complaints of harassment by professors in last year), the liberal arts (many are worried), criteria for program cuts (they don't favor just counting number of majors), general education, textbook costs, civility and more.
Teaching and Learning
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"Agile Teaching" is Inside Higher Ed's new curated collection of articles.
The booklet, the latest in a series of free, print-on-demand collections, examines new innovations in teaching and learning.
On Thursday, January 10 at 2:00 PM ET, Inside Higher Ed's editors will present a free webcast to discuss the themes of the booklet. Register now to attend the webcast.
This booklet was made possible in part by the advertising support of Top Hat.
Archive
In an era of record student debt and continuing retention challenges, it's worth asking whether we might find ways to cut general-education requirements by half, argues Zachary Michael Jack.
It's not enough to say that they pick up critical thinking skills, write Sam Wineburg, Joel Breakstone and Mark Smith. It's time to offer evidence.
New study of undergraduate STEM courses finds that lectures remain dominant -- despite finding after finding questioning their effectiveness.
The claim that cutting back on certain liberal arts majors means that an institution cannot be university makes assumptions that are worth examining, writes Greg Summers.
Will proposal for streamlined general-education program at Cornell's College of Arts and Sciences give the curriculum new life? Can new approaches to language and diversity engage students who might otherwise lose interest?
SUNY Geneseo graduated 35 physics majors last year -- about 30 more than the nation's average at institutions without graduate programs.
Finding many educators are using outdated flipped learning techniques, a new group proposes global training standards to keep them up to date.
The German apprenticeship model offers many valuable lessons but must be adapted to be successful in the U.S., writes Thomas Lichtenberger.
New study of faculty motivation for teaching says certain kinds of motivation -- intrinsic and believing that teaching is important -- are linked to use of best teaching practices, across institution types. Rewards and guilt appear to have no bearing on best practices.
Online education is an engine of racial inequality, argue Christopher Newfield and Cameron Sublett, and no good higher ed policy can be created ignoring that fact.
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