Teaching

Deborah J. Cohan suggests strategies for generating discussion and engagement in large classes.

By Deborah J. Cohan

Neither time or money should be wasted by requiring students to sit in large lecture halls, taking introductory-level courses from an arbitrarily-chosen bucket of courses, write Arthur "Tim" Garson Jr. and Robert C. Pianta.

By Robert C. Pianta and Arthur Garson Jr.

Proliferating course offerings can overwhelm and confuse students and make a college education seem like a box-checking exercise rather than a cohesive and comprehensive intellectual endeavor, argues Loni Bordoloi Pazich.

By Loni Bordoloi Pazich

Lectures for one of Reed College’s signature learning experiences, a humanities course on the ancient Mediterranean, were canceled after protesters tried to interrupt the class to protest perceived Eurocentrism. What’s the future for courses grounded in ancient -- largely Western -- texts?

A. W. Strouse, whose students represent a planet’s worth of distinct backgrounds, offers guidance on how to encourage them to speak up in their own way.

By A.W. Strouse

Unorthodox lecturer Alexander Coward, once caught between students who praised him and a math department that didn’t, still employs his teaching skills at UC Berkeley -- even if it’s on an unofficial basis.

A year after instructor of the university’s largest course said it was fine for students to watch videos instead of coming to class, he changes his mind.

Study by British university finds the practice does little to eliminate achievement gaps.