By Matthew LaFevor, Geography. One of the ways I like to begin my classes is by asking students a very broad question: What’s going on in the world today?
By Nathan Loewen, Department of Religious Studies. The challenge Decisions to attend the University of Alabama are based numerous reasons. A perusal of the University’s homepage suggests some of those
How might your teaching be amplified by generative artificial intelligence? Katherine Chiou (Anthropology) and Lawrence Cappello (History) lead the Artificial Intelligence Teaching Enhancement Initiative, which answers this question. The initiative
The syllabus is a useful tool for teaching and learning. If you search for ‘syllabus’ on the Teaching Hub (see the ‘magnifying glass’ in the upper-right corner?), you can find
by Amy Dayton and Amber Buck, English On campuses across the US, faculty, administrators, and students alike are talking about ChatGPT. If you haven’t heard, ChatGPT is an artificial intelligence
by Lisa Beck, Psychology Another option, especially after having the above “let’s get curious” conversation with students part 1 of my post, may be to creatively remove the grading fixation
by Jeffrey Melton, Department of American Studies Here is a basic fact for anyone interested in student learning: artificial intelligence is and will be involved. How teachers and students respond
Nathan Loewen, Department of Religious Studies Learning to read is a crucial skill for higher education. Student reading has changed due to the shift, and back, from going entirely online.
By Xabier Granja, Modern Languages Over the past fifteen years teaching higher education, I have been struck by the same recurrent issue coming up with new students arriving at university:
By Kaleb Heinrich, Biological Sciences. I didn’t learn to read until I was in graduate school. It wasn’t until then that I learned effective reading strategies that improved my understanding.