
Clarity: An Important Pedagogical Tool
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Can you work when you’re being watched? In the 1920s, workers at the Hawthorne Works plant in Cicero, Illinois, took part in a novel study of productivity. To change habits in the workplace, researchers decided to give them more light. Researchers changed the light bulbs

The integration of generative AI into education is an exciting opportunity to transform how we learn and teach. I embraced this potential by introducing an assignment using Google’s Notebook LM. Unlike other AI tools, Notebook LM lets users upload their own resources—articles, videos, even YouTube

Higher education has always looked for ways to bridge theory and practice through applied learning practices, such as internships. Simulations are also an excellent way to give students experience with real-world situations, but setting them up can take a tremendous amount of work. I found

“Zip! Zap! Zop!” my 15-year-old son cried as he wildly waved his arms. “My math teacher makes us do this exercise halfway through class. You should try it with your students.”

As he reflected on his upcoming 60th birthday, Rob LaZebnik, a writer for The Simpsons, saw his worst fear coming true: He was becoming boring. Rather than embracing the challenge and growth that comes from novel experiences, he found himself settling into the comfort of

Large language models like ChatGPT, Gemini, and Llama have become powerful tools that can boost productivity and learning support, but they also undermine academic integrity by making it easier for students to submit unoriginal or automated work. How can we keep assessments purposeful, relevant, and

Have you ever invested a lot of time and energy into planning a new learning activity or assignment only to be disappointed with the response you received from students? Prototyping and testing your new design may help.

What does it mean to succeed without learning? That is a question I have wrestled with since last spring, when students in an introductory programming course I teach submitted assignments with computer code that was unusually advanced, well-structured, efficient, and carefully annotated. But when faced

As I examined students’ work and tracked their progress in the past few years, I observed a consistent pattern: many students were still repeating the same mistakes, showing limited improvement in conceptual understanding, and struggling with the language of mathematics. It became increasingly clear that