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Catherine Haras

Like most librarians, I am a generalist. We think broadly, even institutionally, to help people connect to information they need. When I transitioned into faculty development, I was surprised to find that the academy did not always share this broad approach with regard to teaching. I found that there was little consensus on the foundational practices, regardless of field, that constitute effective college instruction. The prevailing assumption was that instruction is discipline dependent. But we now know so much more about

Linda Nilson

When I was an undergraduate at UC-Berkeley in the late 1960s, colleges and universities wore attrition rates like badges of honor. When the lecture ended, students were on their own. If you didn’t get it, that was your problem, not your professor’s. “ACUE’s online course, rich with videos embedded in a smart learning design, can reach everyone.” Times have changed. Now we’re responsible for our students’ success. Merely offering an opportunity isn’t enough, especially when there are things we can—and must—do to

Jose Bowen

Teaching has always been about changing lives. When most of us started, we changed lives by providing access to content unavailable anywhere else. Learning content will always remain essential, because thinking requires ideas, symbols, facts, and a framework. But we can’t teach information that has not yet been discovered, and students know that their phone will be there to teach them after we are gone. This change cuts to the very identity of what it means to be a professor as

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