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November 2025

Student Success

Double, Double . . . Teaching Trouble? Lessons in Scaling Up
Rethinking the Flipped Classroom: Beyond Content Delivery
An Assignment for Teaching Research Skills Using AI
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Why do students come to class? We may hope it’s for the love of learning, because of our inspirational teaching, or because they know it will help them
Learning management systems (LMSs) are, on one level, another space—beyond the classroom—to “interface” with students, both cognitively and metacognitively. They are spaces, as Merriam-Webster defines the noun interface,
Nearly all educational apps have incorporated AI in some way to enhance their functionality, and many new educational AI apps have emerged over the past year. This plethora
The Transparency in Learning and Teaching (TILT) Framework (Winkelmes, 2012, 2016) provides a helpful way to inform and communicate choices about using generative AI tools in higher education.
If we named the purposes of college, chief among them would be ideas surrounding the transfer of knowledge and content delivery. This is accurate but incomplete. A more
Higher education has traditionally taught from theory to practice. Students first learn the underlying principles of a subject, such as the forces that determine bridge load, and then
Two truths and a lie is a popular social icebreaker game. In case you aren’t familiar with it, this is the way it goes. Each person thinks of
“How do we know students are earning the degrees we confer?” That question, which a board member at my university recently posed, is deceptively simple, yet it strikes
E-learning literature and research strongly suggest that online instructors should build their presence into a successful asynchronous course. Many faculty, however, often assume that replicating in-person presence requires

“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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