Teaching

Justin Robertson describes an experimental class project that introduced students to a new way of conducting interviews and applying what they learned.

Throwing students into groups without an accountability system rigs such work against them, writes Christina Katopodis, but we can transform it by thoughtfully structuring it in equitable ways.

As the new academic year begins, we must rethink the issue and help students decide when programs like ChatGPT deserve a place in written work, writes Naomi S. Baron.

Confronting our discomfort with learning’s affective domain will help us deal with the widespread hangover of the pandemic that remains a barrier to students’ classroom engagement, writes Angela Bauer.

As the academic year begins, Karlyn Crowley, a university provost, offers some thoughts to professors at the start of their careers.

They come and go, waxing and waning as regularly as pedagogical trends, but they can have significant impacts, writes Zachary Michael Jack.

How can educators make the most of ChatGPT? Use it for helping students talk through concepts and practice reasoning and critique, advises Patrick D. Watson.

William Cunion describes what guidance from his fitness coach has reminded him about the importance of feedback in teaching.