Teaching

At the University at Buffalo and the U of Virginia, professors fear that too many requirements and not enough thought about them may detract from students' learning. Both move toward more thematic approaches to general education.

Whether we can actually teach students critical-thinking skills is one of the most overlooked and misunderstood issues in higher education today, argues John Schlueter.

Faculty members at various institutions debate the pros and cons of shielding freshmen from themselves (or least their performance) in the form of "covered" or "shadow" grades on transcripts.

Literally walking side by side with students while teaching a class can bring unexpected benefits, writes Del Doughty.

None of our concerns about student readiness for college are ever going to be resolved if we don't help students learn how to stop fearing questions, themselves and others, writes Laurence Musgrove.

Champlain College is proud of its pre-professional programs, and also of an unusual approach to general education that lasts for four years.

Scholars consider how to revive the liberal arts and consider the importance of math and science, impact of hyperspecialization, economic inequality, public attitudes, admissions strategies and more.

Scholars at conference on whether liberal arts need saving focus on evolving threats, including diminishing attention spans, mounting consumerism and a desire by administrators to quantify everything.