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.
Joseph E. Aoun writes that it's time to stop trying to divide the curriculum into the liberal arts and practical training.
Students who use emojis in their emails and write “heeeeelp!” in the subject line don't necessarily know better. Paul Corrigan and Cameron Hunt McNabb present a way for professors to help such students.
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