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June 2026

Professional Growth

Show, Don’t Tell: Models of Transformative Reading
Assignments and Activities
Show, Don’t Tell: Models of Transformative Reading

June 8, 2026 | By Nichole DeWall

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

June 8, 2026 | By Mindith R. Rahmat

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Recent Articles

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

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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

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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

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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

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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

“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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