The Importance of Talking with Students—Examples from Bennington College and N.C. A&T State University   By Charles Blaich   We recently returned from a great visit to Bennington College. Bennington is participating in the Wabash Study, and over the last […]

Grit, Talent, and Success Academically Adrift has raised the question of whether colleges and universities are doing enough to promote critical thinking. The development of critical thinking has been the aim of liberal education for some time. A good “recent” […]

Clear and Organized Teaching By Charles Blaich and Kathleen Wise   An April 14, 2014 article in the Chronicle of Higher Education referenced data on teaching clarity and organization that we presented first at an AAC&U meeting in January and […]

Knowing vs. Knowing How By Charles Blaich and Kathleen Wise   For over a decade, we have been working with faculty, staff, and administrators from colleges and universities to translate evidence into improved student learning. We are not higher education […]

Teaching to Lead By Charles Blaich and Kathleen Wise   Sometimes simple distinctions, like the oft repeated distinction between liberal arts education and vocational education, do not serve us well. As Craig Dykstra has pointed out, the term vocation does […]

Conversation About Faculty Development and “Knowing vs. Knowing How” By Charles Blaich and Kathleen Wise   In January 2015, we published a short essay on the Practitioners’ Corner about why it is so difficult to take what we read about […]

Levels of Change in Higher Education By Lisa Jasinski, Special Projects Coordinator in Academic Affairs at Trinity University   Recently I was asked to examine a challenge from my professional practice in greater depth. I found inspiration in an unlikely […]