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Artificial Intelligence (AI) burst into classrooms without knocking. Before educational institutions could respond, AI was shaping lesson plans, assessment tasks, and student learning. It wasn’t long before AI-generated outputs were observed in student assignments and outcomes. Moreover, the practitioners’ prevailing e
On paper, LiveBinder seemed ideal for my undergraduate literacy methods course: free, accessible, and built for collaborative content creation. Students could upload documents, annotate websites, and learn from peers, all course goals. I expected the tool to integrate seamlessly. Mostly it did, until it didn’t. Adoptin
Recently, a faculty member took up residence in Amanda’s office chair and settled in for a chat. As a regular visitor, he first updated her that after four attempts, his daughter had received her driver’s license. As the discussion drifted towards work, he laughingly mentioned that their dean had sent him yet another r
When I think of a positive classroom climate, I picture a brightly lit classroom with students sitting around tables, a soft buzz of student discussion, and the teacher facilitating their learning. But I am old-fashioned. Those days are long gone for many of us who teach online or hybrid courses with asynchronous or sy
When we asked our peers to imagine the world ten years from now, their nightmares came easily. Within minutes, our installation at the Oculus in downtown Manhattan was filled with handwritten fears: AI takeover. Jobs lost. Unable to think without AI. Love being replaced. The environment destroyed. But when we asked the
One of the readings that my students always pick as their favorite lesson about digital media economics comes from the late 1990s when Google engineers accidentally found gold in their trash. When they launched their search engine, it was working perfectly and millions of users were using it every day. Their algorithm
Recently, I met with a struggling student who had fallen behind after a series of personal setbacks. Our conversation was practical – we reviewed deadlines, clarified expectations, and outlined next steps. At the end of our meeting, he paused and said, “Your empathy is palpable. In this space, that is rare – and I am [
Sometime in late September, nearly every instructor meets the same moment. A submission arrives that is fluent, organized, grammatically clean—and strangely weightless. The question that rises first is the obvious one: did the student write this? It is also, I want to suggest, the wrong first question. After more than
Many first-year writing students believe academic writing is about having the “right opinion.” They summarize readings, react emotionally, or make sweeping claims, but struggle to explain how they know something. In other words, they guess. I found that before students can write strong arguments, they must first learn
The introduction of self-regulation and stress-management strategies into higher education curricula has recently come into focus as a necessary component of promoting resilience and preventing future professional burnout (Hsu & Goldsmith, 2021; Egan et al., 2022; Zhang et al., 2025). In addition to enhancing academic
Collaborative syllabus design is gaining momentum in higher education, but many instructors still hesitate to move beyond a traditionally designed syllabus (Jafar 2016; Hanna-Benson et al. 2020). Concerns about maintaining academic rigor, instructor responsibility, institutional policies, program requirements, accredit
It’s hard to believe summer is over, but here we are: the first day of class. Twenty minutes in, by the time the professor reached the late work policy, the words had already started to blur. Attendance. Office hours. Academic integrity. Weekly required readings. Discussion posts. Submissions. Final project. Ten percen
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