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Professional Growth

Aha Moments and the Art of Cultivating Insightful Thinking
The Room Where It Happens: Teaching for Equity
AI Toolboxes for Teachers

December 15, 2025 | By John Orlando

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For many, Richard Feynman (1918–1988), the Nobel Prize–winning physicist turned cultural icon, is the prototype of a creative genius (Gleick, 1992). Beyond physics, he became renowned for his
Every semester, we conclude our courses with grades, reflections, and the quiet hope that, somehow, what we have taught will show up later in our students’ lives, when
Teaching in fast-moving fields with real cases presents three persistent problems. First, the news cycle moves more rapidly than any course can adapt. Second, such as in cybersecurity,
Can you work when you’re being watched? In the 1920s, workers at the Hawthorne Works plant in Cicero, Illinois, took part in a novel study of productivity. To
A few semesters ago, I found myself caught in what I now call a fairness trap. Teaching qualitative research methods to over 150 undergraduates (equivalent to three sections),
Not that long ago, if you wanted to find a flight, you needed to call each airline and talk to a representative about the options. Then the internet
Here are some selected highlights from my long history of using educational technology:
  • When I started in academia, we made copies using a ditto machine. You created a
  • When generative AI (GenAI) appeared on the higher education landscape, the general reaction ranged from enthusiasm and curiosity to grave concern around how a technology that was not

    “As we see in ongoing global youth activism, and as many of us feel in our classrooms daily, students barely have the patience to go through the motions of getting an education as a means to an individualist, career-oriented end. They are waking up to the fact that their time on this planet is limited, and that what they—and we—do now will significantly shape the future of life for all beings on this planet. Students want something different from their education than what their professors studied. How will we as educators—often exhausted, burned out, and despairing, too—rise to this moment?”

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