Critical digital pedagogy calls us to set aside grading and instead provide feedback to help students improve their self-assessment skills.

Learning designed in advance often fails to respond to student needs and the immediate context. Can we design courses that empower students?

But what if students can't engage in a course? What if “being fully present” just isn't in the cards? Here’s how our praxis should respond.

What’s important in a class? The content of our courses were important, but it's the human connections we remember most vividly.

In a Worf-centric episode, three other characters demonstrate how to listen with compassion when someone's perspective differs from our own.

A trusting commander and a garrulous tailor remind us to let students learn for themselves through experience, rather than lecture.

In a truly awful (yet, oddly, award-winning) episode, Kirk models the benefits of learning from students while they develop independence.

The way one character teaches another to pass an exam provides a useful model for helping students develop independence: Restraint.

Re-watching “Once More Unto the Breach” from Star Trek: Deep Space Nine brings to mind good teaching practices, leading to classroom balance.

The world—especially the world of academia—expects specialized experts. I’m more of a generalist, with a wide set of shallow skills…rare and useful.