Teaching

Yale controversy reflects tensions faced by art professors in encouraging risk-taking while also offering guidance and (sometimes) caution.

A frequent refrain of new faculty members, fresh from graduate school, is that earning a Ph.D. didn't train them to lead a course. A new book -- On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard University Press) -- aims to help such professors. The author is James M.

Citing benefits to learning environment, faculty vote to adopt a system similar to those at Yale and Berkeley law schools. Is Harvard next?

When "Google" has become a synonym for "research," how should faculty respond? And if the answer doesn't lie in musty books and stacks of journals, are libraries still part of the answer?

Should we be worried about politics creeping into the classroom? Professor and columnist Stanley Fish enters the fray with a new book.

A new study uses one institution's unusual method of assigning students to courses to test the link between teacher quality and student evaluations.

In ambitious, long-term effort, West Point maps and measures a multi-layered set of outcomes across the curriculum.

In a discussion of growing enrollments within existing facilities, experts focus on identifying and alleviating bottlenecks.

Many professors dream of inspiring students to share the excitement that attracted their instructors to a discipline. The reality is that this isn't always going to happen. Many times, of course, professors teach students whose interests are elsewhere and who are enrolled just to fulfill a requirement. A new book offers advice on teaching these students. Teaching Nonmajors: Advice for Liberal Arts Professors (State University of New York Press) is by P.

To facilitate more interactive teaching, one college considers a different type of classroom. The barriers to building it are instructive of sometimes conflicting trends in college planning.