Teaching

Bruce Jackson’s approach to education can serve as an example for us all, write John Mateja and Arlene Lieberman.

By concentrating so heavily on graduation rates, policy makers are ignoring danger signs that the amount that students are learning in college may be declining, writes Derek Bok.

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

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.

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.

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?

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. 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.