Professors See Charlottesville as a Starting Point for Discussions on Race

Recent events have inspired faculty members not only to talk about race in class, but to show students how to respond to hate groups.


Teaching Newsletter, August 17, 2017

Violent demonstrations by white nationalists brought renewed attention to one of higher educations biggest challenges: helping students engage in constructive conversations during fraught times.


Teaching: What Works In and Around the Classroom

This new resource brings together insights about teaching and learning. Here's a sample.


A Look at Teacher-Training Programs for Graduate Students

Universities often offer orientations and workshops, though not all programs are mandatory.



Teaching Ph.D.s How to Teach

Doctoral training hasn’t traditionally been concerned with whether future faculty members are good teachers. New programs are meant to change that.



What’s in a Grade? It Depends on Whom You Ask

A faculty debate over how to record course grades at Eastern Washington University played out largely along disciplinary lines.



Can a Single Course Jeopardize an Academic Department?

The chairman of the history department at the University of North Carolina at Chapel Hill says higher-level administrators raised concerns about a class taught by a prominent faculty critic. The class was then canceled.



What One University Likes About a Standardized Test of Student Learning

Some colleges have moved away from using exams like the Collegiate Learning Assessment to measure critical-thinking skills. An administrator at the University of New Mexico­, which did well in a recent analysis of test results, explains what it gains from using the tool.



Meet the Professor Who’s Writing a Trump-Based Lesson Plan on the Go

A Pace University professor spends six to eight hours a day consuming the news and then turns it back on his class.



Do Your Students Learn by Rote? Or Can They Recognize Patterns?

A tool developed by researchers at Washington University in St. Louis shows whether chemistry students tend to extrapolate from concepts or rely on memorization. The difference can predict how well they fare academically.