News of the Week – April 3, 2026
This week’s issue is curated by Stephanie Strand. Stephanie is an Associate Professor of Biology, Biochemistry and Molecular Biology at The College of Wooster.
Teaching and Learning
Throwback: Rigor: (David Clark and Robert Talbert of Grading for Growth; March 30, 2026) The term rigor is often used to describe courses, yet definitions of rigor vary. This post discusses some of the challenges associated with the term and how we might get at some of the assumptions of rigor by using alternative grading systems.
In-class Writing with James Seitz (Intentional Teaching Podcast: Episode 85, March 10, 2026). Derek Bruff of the Intentional Teaching Podcast interviews University of Virginia English Professor Jim Seitz. As stated in the episode description Jim “has moved the writing his students do into the classroom. This move is a response to generative AI’s disruption of writing instruction, yes, but it’s also the latest in a series of teaching choices Jim has made to teach his students writing as a way of thinking and to change their relationship with writing.
“Blips” of Knowledge Reduce Accuracy and Increase Confidence (written by Cindy Nibel, The Learning Scientists Blog, March 2026). Does a “blip” of knowledge (in a brief summary for example) make people overconfident about what they know? And if so (and in the age of many “blips of knowledge”, what are the implications for teaching and learning?
Instructor Talk and Student Belonging in Introductory Biology: Not all Talk Matters and Relationships Very by Student Identity (Benjamin D. Jackson et. Al; CBE Life Sciences Vol. 25, No. 2). I recently attended the American Association of Colleges and Universities Transforming STEM Conference. The authors of this paper led a session at the conference about the research studying “non-content instructor talk” in the classroom. While this research was done in the context of STEM education, I believe it is worth thinking about how the findings could apply to other disciplinary areas.
Tidbits
Why College Graduates Feel Betrayed (Noam Scheiber; New York Times, March 26, 2026) As graduation seasons approaches, encourage those students who are entering the job market to begin the career search early and to make good use of the resources available at their institutions to help them with the process.
When Faculty Stop Showing Up (David DeMatthews, The Chronicle of Higher Education, March 20, 2026) Faculty engagement on campus has changed, and it may be impacting the student experience.
10 Books for the Evidence-based Professor (by Benjamin Pacini, Inside Higher Ed, February 25, 2026) I love a book list, and this list of ten books about evidence-based teaching practices is a good one. If you are thinking about engaging in some professional development reading over the summer or are looking for a book to read and discuss with colleagues, this list might be a good place to start.
Around the GLCA
Plato’s Symposium “Read-A-Thon”: A Stand for Academic Freedom at DePauw – The DePauw
On March 11, supporters of academic freedom filled Meharry Hall for a “Read-A-Thon” of “The Symposium” by Plato. 20 readers recited various sections of “The Symposium,” braving the heat of East College to publicly oppose censorship in higher education. The Read-A-Thon was organized by Professors of English David Alvarez and Harry Brown, along with Professor of Philosophy Jennifer Everett; the event was co-sponsored by the Departments of Art, Art History, Classical Studies, Communication and Theatre, English, German Studies, Global French Studies and Political Science.
According to Alvarez, the organizers were “inspired by Dr. White’s championing of academic freedom at DePauw.” In his opening remarks at the Read-A-Thon, he again emphasized Dr. White’s mission to have DePauw “shine brightly as a beacon for the liberal arts and sciences.”
Read more here: Plato’s Symposium “Read-A-Thon”: A Stand for Academic Freedom at DePauw – The DePauw