This video features guest Dr. Rita Cheng, president of Northern Arizona University. Bio 181 at Northern Arizona University used to be known as a “weed
Can seemingly minor adjustments to teaching practices, such as the introduction of peer-to-peer instruction and detailed scoring rubrics, make a difference in learning outcomes? Dr.
ACUE sat down with Derek Bruff, director of the Vanderbilt University Center for Teaching and Learning, to discuss his new book Intentional Tech: Principles to
“You are the changemakers,” extolled Chancellor Nancy Cantor in an impassioned call for an inclusive world that “brings more people to the table of prosperity.”
By Sara Abelson Mental health disorders are common, consequential, and largely untreated on college campuses. These findings are evident through data from the Healthy Minds
Bio 181 at Northern Arizona University used to be known as a “weed out” course, with about 30% of students dropping out. It’s a gateway
By Philip G. Rogers From accreditation to enrollment to policy, much of higher education is located far from the classroom. But, in reality, teaching and
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
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
By Judith V. Boettcher My granddaughter, a rising sophomore, is buried with assignments. She shared, somewhat despairingly, that rarely can she get anything done in
