Teaching

Christine Harrington explores how faculty can and should closely examine their experiences, beliefs and potential biases so they can understand how they impact student learning.

Students’ happiness with their grade, not instructional quality, is a major driver of the correlation between high grades and high student ratings of instruction, according to a new working paper. Interventions don’t quite work, either.

Instead, it’s the black mirror of higher ed, argues Christopher Schaberg—a teaching method in which both instructors and students lose something.

It’s time for all of us on campuses, not just the people in career services, to step up and help offer the competencies employers say they’re looking for, Rachel Toor writes.

Part performance, part protest, a professor’s video got him suspended from Ferris State University. He didn’t want to teach in person in the first place due to COVID-19, and he says he’s retiring. His union says the suspension is an attack on academic freedom.

When Randi Shedlosky-Shoemaker had to step in and teach someone else’s course, she learned that when professors dive into the minutiae of their field, it can leave a lot of students behind.

The University of Memphis wants to give faculty members grants to incorporate equity and social justice into courses to reflect the institution’s commitment to those issues. Conservative lawmakers are having none of it.