Could Grades Be Counterproductive?

A University of Georgia professor’s offer to change students’ grades upon request raises intriguing questions.


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.



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.



How a University Helped Save a Failing High School

The University of Rochester is overhauling a local high school in hopes of developing strategies and solutions for challenged urban schools.


An Instructor Saw Digital Distraction in Class. So She Showed Students What She’d Seen on Their Screens.

A graduate student at the University of Michigan at Ann Arbor cataloged every instance of students getting distracted in class, and then presented her findings to them.