The obsession w/ standardized, “objective” tests has created an unhealthy focus/reliance on grades. Can classes improve if we remove grading?

I propose giving FYC students authority of assessment, control of content, and freedom of product in their second-semester research classes. Crazy, right?

The academic crushes mentioned in the Femme Musings post each directly worked with the author to give her feedback, encouragement, and direction; each appeared to be aware of their intentional influence on her. By contrast, my intellectual idols work indirectly, unintentionally, and without their awareness. Instead of getting direction from my academic crushes, I get...

Changing our curriculum to include more-visible student writing presents pedagogical challenges of scale and continuity. Here's how it could work.

Tracking and visualizing daily writing volume helped me stay motivated through DigiWriMo. I found that setting goals helped less than seeing those goals.

Understanding threshold concepts can better prepare us to teach students, especially in introductory or entry-level courses. Here's how it works.

By paying attention to our interactions with technology, we bring awareness to our process and our thinking. Ubiquitous technology makes this an imperative.

Word counts help in very specific — notably limited — ways. How we use them in classes should be beneficial, not punitive. What makes the difference?

Why did I sign up to participate in NaNoWriMo? To help prep for my comp exams. Here are 3 ways it'll help and 4 tools I'll use to meet the 50k-word goal.

If we can’t continue teaching when the power fails, we’re doing it wrong. If our teaching has to fundamentally change when our classes get plugged in, we’ve been doing it wrong.