News of the Week – October 2, 2026
This week’s issue is curated by Amy Jo Stavnezer. Amy Jo is a Professor of Neuroscience and Psychology at The College of Wooster.
Teaching & Learning
Don’t Wave the White Flag on Reading Just Yet (Austin Sarat, Inside Higher Ed, Aug 7, 2026) Austin Sarat suggests that we stop assuming students know that reading is a good thing, and being frustrated when they don’t do it, and instead help them build not only the skill but an understanding of what that skill provides.
Are Office Hours Pointless? (Tim Franz & Lauren Vicker, Inside Higher Ed, Aug 26, 2026) Here the authors argue that office hours can still be successful and helpful, if we alter our practices a bit to better meet our students where they are. They provide 5 easy to incorporate suggestions to make students feel more welcome and, hopefully, to increase their use of this important opportunity.
What Five Years of Listening to Students Taught Us About Learning (Amanda Ervin interviews Chris Gallagher, Kristi Girdharry and Kevin Smith, Dead Ideas in Teaching and Leanring Podcast, September 17, 2026). This podcast welcomes three faculty who overview the research they present in their recent book Getting Learning Right. They discuss what a group of undergraduates do know about learning, opportunities, and experiences and also how gathering this knowledge helped these faculty shift their own pedagogical practices.
Trending Tips – Alternative Assessments
Still considering alternative ways to assess knowledge, critical thinking, and understanding outside of a written exam or paper? Try some of these ideas that follow-up on the Return of the Oral Exam post from 9/18 NoTW
The Teaching Newsletter (Beth McMurtie, Chronicle for Higher Education, Sept 24, 2026) Discussion, Graded presents a clear application of scaffolding peer engagement and communication which then becomes a small group graded discussion twice in the semester. While the group is talking, the professor is assessing: professionalism, understanding of the course material, and critical engagement.
The Teaching Newsletter (Beth McMurtie, Chronicle for Higher Education, Sept 10, 2026) This post draws together several benefits and implementation strategies for oral exam. Examples come from a variety of fields and additional resources are embedded.
I’m a College Professor. Writing Isn’t as Important as We Think (Joe Cruz, NYTimes, Sept 29, 2026). In this opinion piece, Joe Cruz argues that we might do better to return to oral exams to truly assess what a student understands and how they are able think and reason. He recognizes the impact of AI, believes that we can work with it, and suggests that writing assignment provide a convenient grading mechanism for faculty, but that it might not be the best was to assess thinking.
Tidbits
Short snippets by AAC&U Liberal Education editors to inspire, engage and maybe bring a smile. Good Morning (Summer 2026) provides personal notes on what wakes educators up and motivates them every day; a moment of Snoop Dogg Affirmations, anyone?
Free to Imagine (Spring 2026) asks what you would do if barriers magically disappeared. There are some aspirational, if lofty, ideas here that could really make a difference. Wondering how we could implement just one part.
When Delight is the Goal (Winter 2026) offers simple ideas to excite students in their learning.If you like these ideas, take a look at this Edutopia piece as well.
Editor: Colleen Monahan Smith, GLCA, [email protected]