Clear evidence shows an impact on teaching methods and the learning experience, write Stephen L. Benton and William H. Pallett.
President Obama and other politicians shouldn't embrace science and technology by neglecting history and other fields, writes Kenneth Pomeranz.
Teaching writing and mathematics in the same course leaves Ruth Starkman considering the way humanities and mathematics students approach problems.
Professors can change attitudes, but only by thinking about educational values, and not just grading policies, writes Cathy Davidson.
Historians and other academics are, contrary to what you may hear from critics of academe, working to define specific student outcomes and to promote accountability, writes Anne Hyde.
Michael Bugeja wants his students to come to class, but he has unusual rules to encourage them to do so.
A poem by Laurence Musgrove considers the state of student writing.
Faculty members have more to learn than they might expect from those who work with the youngest students, writes David L. Kirp.
It's time to reject the idea that studying timeless disciplines is inconsistent with preparing for life success, writes William G. Durden.
Cheryl Reed reflects on the inspiring environment students created in one of her courses.
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