Judith Shapiro asks if academe is paying sufficient attention to all of the ways in which technology is changing the role of the professor and faculty-student interaction.
Julie Wollman, a university president, shares what she learned about teaching and learning by taking a course -- in an unfamiliar subject -- with undergraduates.
It's time for students who leave MOOCs and the professors who teach them to stop apologizing, writes Jeffrey Pomerantz.
By staying on the sidelines, colleges and professors of liberal arts and sciences have helped teacher education go off track. It's time for them to get more involved, writes Stephen Mucher.
David N. DeVries considers what it means to live a life grounded in the liberal arts.
Andrew Joseph Pegoda says it's time to stop talking and thinking about teaching and learning with a term focused on children, not adults.
If faculty members want students to act like adults, they should treat them as adults, writes Sean A. Valles.
We can't teach everything, but we can try to engage more students, and a more diverse student body, writes Clark G. Ross.
Michael Roth considers what higher education would become if it consisted only of vocational training.
Seven humanities professors offer 10 reasons that "trigger warnings" are counterproductive.
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