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March 2026

Classroom Climate

Should It Stay or Should It Go? The Practice of Giving Students Slides
How to Handle Hot Moments Without Breaking Classroom Climate
Preparing Students for the AI World
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Recent Articles

Creativity scholars Kaufman and Glăveanu (2019) argue that “like love or happiness, creativity is everywhere and nowhere in academia” (p. 27). They make this claim within the context
What if the most powerful teaching tool wasn't a new AI technology but humans helping other humans become teachers themselves? After two decades working with neurodiverse students who
Picture this: You spend hours crafting a midterm exam that could provide valuable learning opportunities. Students get their exams back early in the course, leaving them plenty of
There is an elusive win-win in teaching in which both teachers and students truly enjoy a class together. The teachers find pleasure and satisfaction in educating students, and
We often hear faculty complain that students are not reading the course material. Studies consistently report low rates of reading compliance across disciplines, with students citing time pressures,
Every teacher knows the challenge: Students complete homework at 9:00 p.m., get stuck, and have to wait until the next day’s class for help. By then, you're facing
“I spent hours on the Gulliver’s Travels reading—yes, hours—and I still didn’t get through the Lilliput section!” my student, Sarah, bemoaned after class one morning. I asked her
Faculty training in higher education often emphasizes verbal participation as the primary indicator of student engagement. In graduate preparation, instructors learn to value quick interaction, frequent discussion, and
Instructors and students waste many hours struggling to get what they want out of an AI chatbot due to a lack of understanding of prompt engineering. With AI

“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves. And in doing that, he or she lives the experience of relating democratically as authority with the freedom of students.”

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