For this back-of-the-envelope analysis, I am going to focus on those clicks to the article version.
In our most-read issue, back in June, Beth shared the perspectives of professors who thought that pandemic-era flexibility had gone too far, and was hurting students more than helping them. I’m not surprised that the topic caught your attention: Finding a balance between structure and flexibility that works for both students and professors is a continuing challenge — one I am reporting more on right now.
The next-most-popular issue, also from the summer, shared one instructor’s thought-provoking exercise for the first day of class. With a new semester on the horizon, that might be a good one to revisit now.
A glance at other most-read issues suggests that readers were drawn to coverage of common challenges around class participation, motivation, disengagement, and stress. You were also particularly interested in our coverage of the connection between faculty well-being and student success, and the emerging model of faculty teaching tracks.
It’s no great surprise that fostering student motivation remains top of mind: Our latest reporting reflects that many instructors continue to see low class attendance, lots of late work, and other signs of student struggle or disengagement. We’ll continue to cover the emerging picture of how the last few years have changed students’ expectations of what happens in a course, and how instructors are responding. And we’ll be digging into these issues in a new webinar series, too (see the next item).
Finding a few issues about faculty working conditions near the top of the list makes sense, too. We know that professors have been through so much the past few years, and that many feel unappreciated for the extra effort they’ve made.
Readers were also attracted to an issue about whether to allow cellphones in class, a reminder that some pre-pandemic debates have endured, as well.
None of this coverage would happen without readers like you: We depend on your insights, examples, feedback, and the papers and other materials you share with us to inform our reporting. Thanks for being a part of the teaching community — we appreciate you.
New Year, New Webinar Series
One of the most consistent comments Beth and I hear from readers is that the newsletter offers a sense of community — a reminder that there are other instructors who are experiencing the same challenges you are and working just as hard to meet them. We’re always looking for ways to extend and deepen that community, and we are excited to tell you that we’ll be hosting a two-part webinar series for Teaching readers in the new year.
With a panel of teaching experts, we’ll be delving into two challenges we know many of you are contending with: how to make class time meaningful, and how to support students without overextending yourselves.
The first session, on January 20, is open to anyone. The second, on February 10, is just for newsletter subscribers. If that’s you, you’ll automatically get an invitation. If you’re reading this without having signed up to get it in your inbox every Thursday, this is a great time to make it official (and remember, it’s free!). And if you know someone who might enjoy the newsletter, it’s an especially good time to let them know.
In both sessions, you can expect an interactive discussion that brings together practical advice, evidence-based insights, encouragement, and a reminder that you’re not alone.
Read more about the series and sign up here. We hope you’ll join us!
Happy Holidays
This is the final issue of Teaching for 2022. We hope you have a happy and safe holiday season. We’ll be back in your inboxes on January 5!
— Beckie
Learn more about our Teaching newsletter, including how to contact us, at the Teaching newsletter archive page.
