While teaching through years of a global pandemic, Jessica Zeller says hopeful optimism can keep us centered on what we value: engaging with students.

"To be able to mentor students effectively, we first need self-care in the wake of this global health crisis. Self-care, under these circumstances, is nothing short of an act of defiance in the face of exploitation."

If life inherently involves the pursuit of happiness, education should prepare students to face that overall challenge, not just the needs of a future job.

When we stop judging students they stop judging and censoring themselves. They begin to actually learn. Even in a STEM class.

To use technology in support of student agency & voice, start by not teaching. Then stop trying to “manage” learning. Set them loose and watch them shine.

Two news stories at the beginning of the 2016 fall semester reignited an ongoing debate about the importance of safety in higher education. The first was a letter [https://www.insidehighered.com/news/

My daughter loves school. She used to line up her stuffed animals in rows and “teach” them for hours on end. When she got a special new doll for her 7th birthday named

For a class discussion to be student-centered, teachers must cede control, and teachers must listen. For many reasons though, these tasks prove difficult. Teachers often do not want to cede control during a

In a string of recent education articles, researchers have praised the benefits of hand-written notes and instructors have forbidden computers from classrooms. Frustrated with her student’s technological fixation, Associate Professor Carol E.

Orienting Inquiry and Process We shape our lives at the intersection and interstices of choice and chance. Subject to the vicissitudes of chance, we must ask ourselves what choices we can make that

We [http://digitalcommons.csbsju.edu/cgi/viewcontent.cgi?article=1031&context=headwaters] like to talk [http://www.edutopia.org/blog/creating-space-for-risk-michael-thornton-cheryl-harris] about risk [https://iei.ncsu.edu/emerging-issues/ongoing-programs/generation-z/taking-action/teach-risk-taking/

There was a definite buzz in the room on an otherwise ordinary Friday morning. Faculty, administrators, librarians, and educational technologists had gathered to hear future plans for our university’s classrooms. A communication

I find myself angry a lot lately, frequently at the charges of irrelevance leveled against my discipline of philosophy and liberal arts in general. These charges argue not just that philosophy is irrelevant.

4:13AM. Sunrise was still hours away. My hands throttled the oversized steering wheel in front of me. My gaze was fixed out on the dark road ahead, too afraid to even blink.