The idea of "students as consumers" continues to grow, and to erode key values in higher education, writes Nate Kreuter.
We need a new instructional model to replace the lecture-only format, but let’s not simply replace one rigid approach with another, Pamela Barnett argues. Rhetoric matters.
When humanities professors plan their courses, writes Michael P. Ryan, they should ask students what they would like to see on the syllabus.
Teaching ethics should be part of the job of all faculty members in all disciplines, writes C.K. Gunsalus.
The growth in the number of professors teaching fully or mostly online gives community college students far fewer opportunities to interact with possible advisers and mentors, writes Keith Kroll.
Disciplines that are under siege would do well to reject the models for their fields that were created by elite universities and that scare off students and the public, write Chris Buczinsky and Robert Frodeman.
Students may be more willing to welcome significant learning experiences than critics of academe realize, at least if professors make the right assignments, writes Robert M. Eisinger.
There are important elements of teaching for which PowerPoint is only of minimal help, writes Christopher Conway.
An unexpected message from an unlikely source helped Michael Bugeja return to the classroom.
Bob Blaisdell explains why his remedial English students so dislike writing in class -- and why he needs to get them comfortable doing so.
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