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Newsletter Archive
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April 18, 2024An Overlooked Way Professors Can Be Role Models
Revealing unseen parts of their identities could help science instructors show students what’s possible for them, a researcher says. -
April 11, 2024
More on How — and Whether — to Develop Students’ Study Skills
An essay on “studenting skills” prompted thoughts from readers. -
April 4, 2024
Why Professors ‘Should Not Be Scared’ to Extend Deadlines
After studying his “extension without penalty” model in a large biology course, a professor offers reassurance. -
March 28, 2024
Should You Teach Your Students How to Be Students?
A teaching expert challenges professors to add skill-building to their syllabi. Should that be their role? -
March 21, 2024
What Students Think About Active Learning
Students who’ve taken a flipped math course ask for more. Plus, new evidence on how the pandemic shifted students’ knowledge of active learning. -
March 14, 2024
Tackling Stale Discussion Posts, Poor Reading Skills, and Other Challenges
We dive into these dilemmas with readers’ help, and some questions for you. -
March 7, 2024
The Rewards — and Risks — of Sharing Failure Stories
Recently I asked if you’ve shared a failure story with students. Here’s what some readers had to say. -
Feb. 29, 2024
How to Help Students Who Lack Critical Reading Skills
Instructors share stories and strategies in response to concerns about a decline in reading abilities. -
Feb. 22, 2024
How — and Why — to Tell Students Your Academic-Failure Story
An instructional designer aims to help students by “making failure visible in lives that are also full of success.” -
Feb. 15, 2024
Before Teaching Can Be Evaluated, Good Teaching Must Be Defined
A look at what prevents more effective ways of assessing teaching.
