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2020 has been quite a year. What have you learned about teaching for learning? We encourage you to share effective practices, new insights, and more. Check in with our Teaching Renewal Week page for more details as they become available. All sessions will be held virtually.

Pedagogies of Care

Open Resources for Student-Centered & Adaptive Strategies in the New Higher-Ed Landscape

Improving Graduation Rates by Nudging Faculty, Not Students

Jeff Gold, Roy Stripling and Michal Kurlaender describe a program that encourages professors to use tools offering specifics about the academic trajectories of their students to help facilitate those students' paths to a college degree.

How to Make Your Teaching More Inclusive

This comprehensive guide offers a road map to make sure your classroom interactions and course design reach all students, not just some of them.

How Can We Convince Students That Easier Doesn’t Always Mean Better?

Article by 2019 Celebration of Teaching Keynote, James Lang.

Students Learn From People They Love

Putting relationship quality at the center of education.

How to Avoid Overprepping for Your Classes

Too many faculty members prepare too much for the classes they teach, writes Christine Tulley, who proposes a solution: pattern teaching.

What Will Students Remember From Your Class in 20 Years?

One rainy September day, a small group of faculty members gathered around a conference table in a seminar room at my college to puzzle over an extraordinarily difficult question: Twenty years from now, what do we hope students will remember from our courses?

10 Key Points About Active Learning

For well over a decade, I’ve been exploring the science of learning, cognitive neuroscience, research on memory and studies of pedagogy, as well as reading everything I can get my hands on having to do with techniques and methods for meaningful, engaged classrooms.

The Chronicle’s Best Ideas for Teaching

The 10 articles in this collection describes innovative teaching strategies—not just high-tech ones, but low-tech ones, like peer instruction, faculty learning communities, and reconsideration of the canon.