Teaching

While most believe the contrary, some people understand that plagiarism is not necessarily deceitful or deserving censure, writes Jennifer A. Mott-Smith.

Deb S. Reisinger makes the case that intercultural perspectives can and should inform the teaching of academic content in many disciplines, making language study not only relevant but even indispensable.

W. Russell Neuman explores the impact of undergraduate foreign language requirements and finds that they seem to have little to no meaningful effect on students’ proficiency.

The classrooms that we as professors have tried to create -- spaces where inequities are voiced and the status quo challenged -- are becoming reality, writes Lynn Cockett. The problem is we now represent that status quo.

The university brings its active-learning initiative to regional campuses, seeking to boost student engagement.

Why would we expect, ask John C. and Christine K. Cavanaugh, that students who have come of age surrounded by people who largely look and think as they do will be highly skilled at handling disagreeable situations?

Such a class can provide a model for constructive, fact-based public discourse and stand as a model of principled resistance in a “fake news” era, argues John Duffy.

If you are a faculty member who is not in math, know that what's happening in many math departments can be directly hurting your own department and possibly your teaching preferences -- as well as the students themselves, writes Alexandra W. Logue.