Students are likely to (at best) skim or (at worst) skip a poem entirely when it interrupts the prose of an assigned novel. This reading malpractice is not without consequences! So, how do we convince students that this generic navigation is labor worth undertaking?

I recently joined the Unofficial Office Hours podcast for a conversation about BYTE and the larger question of how teaching-focused faculty can make their work visible in ways that feel authentic, strategic, and sustainable.

Despite their flaws, engaging with formal student evaluations is part of being a scholarly teacher. In this post, I share several quick tips for responding to mid-year feedback when there isn’t time for a major course design overhaul.