Teaching

I may incorporate ChatGPT in future courses, but for now, I’ve developed 10 strategies to prevent students’ use of such technologies, writes Kevin Jacob Kelley.

Instead, we should do a better job of assigning authentic tasks that genuinely reflect the kind of work students will have to do after graduation, writes Benjamin Rifkin.

Faculty members today too rarely recognize a significant impediment to student success: students’ own refusal—not inability—to simply do the work, writes Louis Haas.

Infusing practicable skills into academic classes can give students a greater sense of self-efficacy in managing challenging thoughts and feelings, writes Rachel Goldsmith Turow.

Beyond capstones for majors, special courses that encourage interaction across disciplines can be especially useful for students launching into careers or grad school, writes David Droppa.

Too few young adults have access to places where they can wonder, be curious, make mistakes and find common purpose with each other, writes Karla A. Erickson.

Higher education must do much more to support and value the intellectual, scholarly work of teaching, write Martha Diede, Jessica Dewey and Michelle Pautz.

If you’re to begin teaching soon and have received little (or no) instruction, how can you prepare so your experience isn’t demoralizing? Aeron Haynie and Stephanie Spong offer suggestions.