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June 2026

Professional Growth

What Faculty Want Incoming College Students to Know
Student Learning
What Faculty Want Incoming College Students to Know

June 15, 2026 | By Stephen L. Chew

Safety, Story, and Belonging: Teaching to the Ancient Brain
Classroom Climate
Safety, Story, and Belonging: Teaching to the Ancient Brain

June 15, 2026 | By Christopher G. Jones and Julia VanderMolen

Sparking Connection: Introducing Yourself with a Digital Story
Building Relationships
Sparking Connection: Introducing Yourself with a Digital Story

June 15, 2026 | By Nirupama Akella

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Recent Articles

Show, Don’t Tell: Models of Transformative Reading

Our students do not need yet another reverent speech about literature’s profound importance, especially from English professors like me. They need examples, models of what people actually do

A Simple 30-Day Check-In That Reconnects Teaching to Purpose

There are moments in a semester when teaching feels steady, even productive, and yet you feel less connected to the work than you would like. You are showing

Improving Your Pedagogical Meta Riffing Game for Effective Teaching

Summer flexibility presents a pedagogical paradox of sorts. On the one hand, summer is the perfect time to reflect on our teaching, change out required readings, fine-tune assignments,

The Classroom Problems I Understand Differently Now

Early in my career, I interpreted most classroom problems at face value. A disengaged student seemed unmotivated. Missing assignments looked like irresponsibility. Frustration during class activities appeared to

Arguing with AI: How Interactive Avatars Transform Difficult Conversation Practice 

A business major must tell a teammate their work is jeopardizing a project. A nursing student listens as a patient hesitates, clearly withholding something important. A new professional

Approaching the Finish Line: Last-Day-of-Class Activities

Henry Wadsworth Longfellow once wrote, “Great is the art of beginning, but greater the art is of ending.” Faculty members practice this “art of ending” every semester as

Honoring the Final Section: Strategies for Ending a Teach-Out Course

Curricula evolve. Disciplines shift. Programs respond to changing professional expectations and emerging competencies. In higher education, we give much attention to launching new courses and revising degree requirements.

From Faceless Slides to Personal Connection: A Rapid AI Avatar Workflow for Busy Faculty

We have all been there: sitting alone with a microphone, narrating slide after slide, wondering whether our students feel a connection to the person behind the screen. In

Teaching Is Much More Than Telling

A senior colleague mentioned to me recently that he had spent the early part of his career overcoming the idea that “teaching is telling,” a common and pernicious

“I want to cultivate the capacity for second thoughts, by which I mean the stance and the competence that makes it feasible to inquire into the obvious. This is what I call learning.”

—Ivan Illich, “Ascesis”

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