Four Ways to Design a Better Team Assignment
Lauren Vicker and Tim Franz
January 20, 2026
To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.
To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.
One of the most powerful uses of AI in education is providing personalized tutoring to students anytime and anywhere. This tutoring helps struggling students learn class material and frees up teacher time. What’s more, setting up an AI tutor requires no programming knowledge and very
When I talk with my students about navigating difficult conversations, I don’t begin with a slide deck or a list of ground rules. I begin with a story.
Imagine that all AI applications are surrounded by a high, impenetrable fence. At the gate stands a calm but firm Gatekeeper who unlocks the gate only when a student has an acceptable reason to use AI for a specific task.
Most people think of AI only in terms of answering questions or creating works such as images and songs. But AI’s power lies in its ability to interact with users, and to this end, instructors can use it for highly realistic chat-based simulations without the
To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.
College classrooms today include students from various backgrounds and experiences. The different experiences of students can create challenges when trying to encourage discussion and participation, especially related to topics of politics, history, identity, and equity. But creating a culture of empathy and respect can support
Have you ever posed a question to a classroom full of students, leaving the recommended moment of silence to await responses, only to realize no one seems to have heard the question? It’s no secret to seasoned instructors that learner attention spans are getting shorter.
In my classes, there is a reaction from my students that I have learned to wait for. It isn’t flashy. No hand shoots into the air. No triumphant “I got it!” echoes across the room. It’s much simpler and nuanced and yet more precise: a
“Focus on what you can control” is hardly groundbreaking advice. Yet when I read David Gooblar’s version of it this August in One Classroom at a Time: How Better Teaching Can Make College More Equitable (Harvard UP, 2025), it felt newly persuasive: “[Professors] cannot control
