The recent article by Torgny Roxå, Associate Professor of Engineering Education at Lund University in Sweden, titled “Making Use of Educational Research in Higher Education,” speaks so directly to the purpose of […]
We could learn so much about teaching if we could observe the best teachers actually teach. When scholars write about good teaching, we get glimpses, descriptions, principles, lots of principles. […]
I am officially beginning to write a book on teaching literature—a book simmering inside me for many years now. My working title is The Tree of Reading: How and Why […]
Just why this book—Patrick Sullivan’s too plainly titled A New Writing Classroom: Listening, Motivation, and Habits of Mind—reached me in just the way it did is a more involved story […]
The recent book The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education (Utah State University Press, 2016) is an exemplary work of pedagogical scholarship for Michele Eodice, Anne Ellen Geller, […]
In Writing Across Contexts: Transfer, Composition, and Sites of Writing—a fascinating, important, award-winning book that comes from the discipline of writing studies and has broad implications for teaching and learning […]
Omar Ali and Nadja Cech present ‘Yes, and,’ a concept derived from improvisational theatre, as a teaching-learning methodology that supports engaged experiential learning. In this approach, the leader of the group and co-participants affirm each other and creatively build on what any and all bring to the conversation and activity at hand. The approach can enhance academic excellence by cultivating confidence, creativity, and collaboration.