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Current Issue

June 2026

Professional Growth

Improving Your Pedagogical Meta Riffing Game for Effective Teaching
Professional Growth
Improving Your Pedagogical Meta Riffing Game for Effective Teaching

June 1, 2026 | By Regan A. R. Gurung

The Classroom Problems I Understand Differently Now
Reflections on Teaching
The Classroom Problems I Understand Differently Now

June 1, 2026 | By Christopher Morales

Arguing with AI: How Interactive Avatars Transform Difficult Conversation Practice 
Teaching with Technology
Arguing with AI: How Interactive Avatars Transform Difficult Conversation Practice 

June 1, 2026 | By John Bellotti III and Becca McLagan

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Recent Articles

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

Students Should Leave Our Courses with More Than a Grade

At the end of a course, students complete many things. They submit final papers, deliver presentations, and take exams. We calculate grades. From a faculty perspective, the course

What AI Literacy Is and How to Teach It

There’s a lot of discussion in higher education about “AI literacy” and the need to teach it but less clarity about what AI literacy really is. Once we

The Spare Room Advantage

Do a little recon when courses begin next semester. Is there an empty classroom nearby? That vacant space is pure pedagogical potential, and it’s a shame to let

Finish Strong: How to Keep Students Showing Up in the Home Stretch

Think back to your first year as a college student. In September and October, you were bright-eyed and bushy-tailed, walking in with a fresh stack of notebooks, organized

Micro-Moments of Presence: Small Instructor Actions That Build Connection in Asynchronous Courses

Online instructors often worry that strong teaching presence requires constant availability—rapid responses, frequent check-ins, and an always-on posture that quickly leads to burnout. In asynchronous courses, especially, presence

“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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