When Americans were asked recently what makes some universities the “best,” they rated excellence in teaching the highest. Their second most important factor was the degree of learning. Both were valued more highly than student satisfaction, graduation rates, job placements, and average starting salaries. In truth, there’s no way for…

When asked if “student success” and “retention” are synonymous, 83% of provosts said “no.” Let me explain… This past academic year, in-person conferences came roaring back! Thank goodness. New friendships formed and insights gained. They’re a reminder that we’re in this work together. …

If we could only get politics out of education. It’s a comforting sentiment, heard often since the Progressive Era at the start of the 20th century. As educators, it allows us to believe that our work is virtuously outside the civic fray. Or as Hannah Arendt controversially argued at mid-century…

When I learn my students’ names and respect what they wish to be called, treating each as unique, When I embrace their aspirations and draw on their experience, to find relevance in our work, When I engage with every one, attuned to how each contributes different perspectives in civil discourse, …

When the overseers of 75 per cent of all public undergraduate education in the US decide to do something, transformative change happens — at scale. This opportunity is now before us, thanks to the determined leadership of the National Association of System Heads (NASH), an organisation whose few dozen members…

I love pecan pie. Its gooey molasses, the softened spiced nuts, a warm buttery crust. Sure, the corn syrup and shortening are awful for me. Someday I’ll eat healthier. But not this Thanksgiving. Or Christmas. I’ll start next year. Maybe. Now just imagine if I got recognized by Pie International…

“Nobody cares how much you know until they know how much you care.” Truer words were never spoken (even if the attribution to Teddy Roosevelt is apocryphal). Plus, who can resist a chiasmus? ;) It could be educators’ Hippocratic Oath, too. Yes, we are experts in our fields. Yes, our…

“How do we know?” It’s the fundamental question before every educator. Epistemologically, how do I know that what I teach — and intend for my students to learn — meets standards of evidence, enjoys expert consensus, and discerns fact from opinion and that which is rightly a matter of faith? …

“We bought her a new tire. We noticed she had missed a few days of class, so we called and she said she had a flat. She couldn’t afford a new one and had no way to get to campus. So we bought it for her. That’s what it takes.”* …