In higher education, assignment titles often serve a functional purpose, indicating the sequence of assignments rather than their specific objectives. However, intentionally structuring assignment titles
The rapid integration of generative artificial intelligence (GenAI) into higher education has reignited a familiar moral panic around academic dishonesty. While much of the immediate
Rubrics are a valuable tool that supports student growth and facilitates instructor grading and feedback (Suskie, 2018). As instructors, we see this value; unfortunately, many
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and
Imagine a classroom where AI helps students learn more effectively and faculty have more time to focus on what they do best. That future is
What if I told you the education system isn’t broken—it’s working exactly the way it was built to? That’s not just a soundbite from my
Over the last two years, I’ve witnessed the rise in students’ use of generative AI as whole. Not surprisingly, more students are using generative AI
The landscape of higher education has witnessed a significant shift in recent years, with an increasing number of students opting for nontraditional avenues to pursue their academic goals.
Too often, faculty make content coverage the focus of lesson planning. They plan their courses around the topics they need to cover, which usually leads to them motoring through information that their students are supposed to write down and retain
As educators, we’re always looking for ways to engage students with practical, real-world applications of business concepts.
