Student success and socio-emotional well-being, including coping and adjusting to college life (particularly during their first year) continue to be pervasive issues (van der Zanden et al., 2018;
“Yes, Iris,” my Chicana/o Studies Professor spouted as he acknowledged my raised hand for a comment about the reading. “He knows my name?” I thought distractedly as I tried to refocus on the thought
This article first appeared in The Teaching Professor on January 27, 2025 © Magna Publications. All rights reserved. Learn more about The Teaching Professor here. Over
Any educator can attest to the mounting challenge of maintaining student attention in the classroom. Students’ exposure to digital media from a very young age has both diminished their capacity to pay attention
AI is now embedded in teaching and learning. As educators, how do we help students benefit from AI without slipping into dependency, surface-level work, or ethical misconduct? I’ve found
If you’ve ever organized faculty development, you know the usual routine: run workshops, get sign-in sheets, and maybe send a feedback survey. While useful, these activities don’t always tell us the
One of my quietest students once came up to me after class and said, “I’ve never felt comfortable speaking in English before this course.” That
Wrapping up a recent course, one of my students approached and asked to talk. It turns out she wasn’t there to review an assignment or
When students of different years of study share a common class, their levels of experience and confidence differ. Students from lower years of study may
Interpersonal communication theories not only help students navigate personal and professional relationships but also strengthen teacher-student connections. Drawing on Orón (2018) and Orón Semper &
