The “Must Reads” of the “Must Reads”
With the avalanche of content we want to read, bookmark, and never get back to, Kim Marshall’s Memo, along with Jenn David-Lang’s The Main Idea, are godsends. Since 2003, the weekly Marshall Memo scans over 60 publications to curate the best and most insightful articles on teaching and learning, including pieces from the ACUE community. Since […]
Beyond Co-Requisites: Math Success at Cal State LA
When Executive Order 1110 required the end of remedial math across the California State University (CSU) system by Fall 2018, Cal State LA sprang into action. Through an inclusive, collaborative redesign process that included campus and community stakeholders, a consensus on goals was reached: to increase completion of quantitative reasoning courses and eliminate the completion […]
USM’s Faculty Development Institute
“Whether you’ve just finished your graduate work, whether you’ve been teaching for thirty years, whether you’ve been teaching for five years, there’s always an opportunity to strengthen your instruction,” said Kelly Lester, director of the Center for Faculty Development at the University of Southern Mississippi. Through USM’s new Faculty Development Institute, Lester and her colleagues […]
“Student success is our reason for being”: CHEA’s New National Quality Dialogue
ACUE sat down with Judith Eaton, president of the Council for Higher Education Accreditation (CHEA) to discuss the launch of their “National Quality Dialogue.” This effort includes reaching out to colleagues and faculty organizations to explore, reassess, and understand what quality in higher education looks like today and in the future. In this Q&A, Eaton […]
Building Community Across Disciplines at USM
Reaching All Learners Through Innovation and Teaching Excellence
“Having the Time of My Life”: The Trickle-Down Model of Self and Student Engagement
Looking back at my undergraduate education, I now fondly remember a physiological psychology course. It met early, at what felt like 5:30 a.m. Although I needed several cans of Mountain Dew to wake up and get there, I never considered missing a class. It wasn’t that the professor had a strict attendance policy, or the […]
Studies at Rutgers-Newark and UN-Reno find Stronger Grades Course Evaluations
We’re delighted to share the results of two new studies that find improved outcomes among students taught by ACUE-credentialed faculty members at two leading public research universities: • At Rutgers University-Newark, students were significantly more likely to earn A, B, or C grades in courses taught by ACUE-credentialed faculty than in comparison classes • At […]
New studies show sustained impact, greater equity, from effective teaching
Making Participation Count
By Harry Brighouse For four years I read more syllabi than any one person ever should. With colleagues on our university’s Curriculum Committee, we vetted all new course proposals, which had to include a syllabus specifying how students would be graded. The wide variety of approaches to student participation was striking. Most syllabi encouraged, but […]
