Tech & Innovation

Well-meaning administrators and faculty members have put processes into place that show little awareness of the hurdles students confront, says Bridget Burns.

U of Vermont's College of Medicine announces it will get rid of lecture courses and completely reshape the faculty role -- a first for a traditional medical school.

Data show that students who earn C's in foundational courses are much less likely to graduate. As a result, U of Arizona may require some C students to repeat a course.

Proponents of digital badges and alternative credentials have valuable goals, writes Colin Mathews, but are pushing a universal language of credentialing that is unnecessary and unfair.

Computer-generated gobbledygook can pass for the real thing with many faculty members, study finds.

Technology experts should have the academic freedom to speak on behalf of what's best for education, not just a university's bottom line, Jonathan A. Poritz and Jonathan Rees argue.

Rather than shun technologies hyped by companies with grand promises, faculty members should force vendors to explain how the tools will help professors teach and students learn, Michael Feldstein argues.