After years of trying to convince students it was in their best interest to start their research papers early, Zachary Nowak simply required them to.
You can just ignore them, or you can take some positive steps to ensure that they will push you forward in your teaching, writes Constanza Bartholomae.
Matthea Marquart, Katherine Segal and Kelly Smith highlight questions faculty and administrators should consider to protect students and classes in extreme situations.
Tamara Schwartz outlines how instructors can combat the information warfare that pervades society by teaching students information and disinformation literacy skills.
Jonathan Shapiro Anjaria and Nicholas Papas describe the powerful synergy that can occur between scholarship-oriented students at universities and community college faculty with practical teaching experience.
Laura Skandera Trombley reflects on the artful stitching together of a first-semester first-year seminar.
David Galef explores the true motives of students asking for extra credit and the results of instructors giving it.
Elizabeth Steere recommends instructors be aware of the messages students are receiving and the types of tools they are using to rephrase AI-generated text.
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