Filter & Sort
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Navigating the Hidden Curriculum Part II

Aurora Washington and Rebekah Layton explore social identity, peer relationships, self-advocacy and accessing resources—in hopes of providing context and support for those just now encountering these parts of the hidden curriculum.

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Who Can Teach Ethnic Studies Revisited

Carmen R. Lugo-Lugo further explores its genesis and history, which she divides into three parts.

Tiny man holding a briefcase looks bewildered as he stands in front of giant feet of another man

Surviving in a Small Department

Matthew J. Wright describes some of the challenges as well as the benefits.

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Bridging Disciplinary Divides

Brian R. Clack, a philosophy professor, and Beth O’Shea, a geology professor, share lessons they discovered firsthand about the transformative power of an immersive, team-taught course.

Illustration: a hand reaches out to another hand holding a bright red torch

The Effective Presidents Emeriti

It’s all about clearly defining the role and avoiding being underfoot, writes Steven Bahls.

Bright red lock sits on a clipboard with a list on it (opinion)

Navigating the Hidden Curriculum: Part I

Aurora Washington and Rebekah Layton advise students from historically excluded groups on the benefits of networking, mentoring up and career planning.

President James T. Harris walked with student in a canyon near the University of San Diego

A Walk in the Canyon

Campus leaders need to connect authentically with the students and others whom they serve and become grounded in their situations, writes James T. Harris.

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Evaluating Faculty’s Multifaceted Work

More than ever, higher ed needs a new approach to assessing what faculty do, writes Salvatore J. Catanzaro, who proposes an integrated teacher-scholar model.