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.

If we orient our teaching practice toward student agency, minor decisions can become accidental paradigm shifts, bringing joy to our work.

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

Schools must clarify the types of course delivery, differences between humanities and sciences, and the balance between scheduling and independence.

When we allow our platforms and devices to make decisions for us, we give up our agency and lose control of our lives. How can we resist?

Math and English classes manifest the process/product dichotomy. What is more important: the thinking students do or the work they create?

I’m trying to see what makes the first-year writing courses at my institution break, how far they bend before they do, and what gives way first.

Writing requires visual literacies, which too often go unacknowledged. Students need to learn about readability and effective document design.

In a discussion prompt for the course, Jesse Stommel related creative, participation-driven learning with the time-limited, arbitrary challenges of reality cooking shows. According to Stommel, the shows are a microcosm of what effective assignments and assessment could be if we relaxed the institutionalization of education. He makes excellent points, most relating to the authenticity of...