Teaching

Journalists and scholars regularly mischaracterize legislation against critical race theory, wrongly implying that discomfort-creating lessons are illegal, Peter Minowitz writes.

To create a productive climate for hard campus conversations, consider shifting the focus from debate to dialogue, Megan Halteman Zwart writes.

Robert Talbert shares the results of his experiment over the past semester with this approach to assessing and reporting on student learning.

Immigrant engineering faculty may face challenges in navigating American classroom cultures and the societal context for diversity, equity and inclusion initiatives, Mariappan Jawaharlal writes.

Course syllabi set the tone for the whole semester. With the help of a new tool kit, some instructors are overhauling theirs to make them more welcoming, inclusive and focused on student success.

John Schlueter writes that emphases on corequisite reform risk depriving vulnerable students of the learning opportunities that developmental education can provide.

As an instructor, Candy Lee asks, if a student, working diligently, hasn’t managed to grasp a subject, whose fault is it—theirs or mine?