Students need to grapple with timeless questions and truly consider the possibilities of life, writes Mark Edmundson.
Domenick Scudera has been using the novel for years in a course for all freshmen at Ursinus College. If critics would read the book, he writes, they would find a work ideal for new college students.
Stephen L. Chew writes that current approaches -- for awards or tenure and promotion -- are based too much on passion or student enjoyment and not enough on actual learning.
Proposed changes for engineering accreditation are the opposite of what is needed, write Amy E. Slaton and Donna M. Riley.
David C. Williard says students need help to move beyond the "heritage vs. hate" dichotomy.
Dan Edelstein reflects on how his mentor's pedagogy helps him to this day, but the reality that he could never impose such tough love on his own students.
Despite what you may read elsewhere, white, liberal faculty members are not terrified of their liberal students, writes Charles Green. But that doesn't mean they don't need to think about teaching in diverse classrooms.
Responding to a recent critique, three humanists argue that academic meetings, done right, can spur collaboration and add value for participants, for the humanities, and for higher education and beyond.
The increasing availability of data about the learning process can help professors better understand how they can help students, Fred Singer writes.
Presidents need to teach undergraduates, writes Julie Wollman.
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