By Doug Ward

A short history lesson:

By Doug Ward

Here’s one more reason to worry about rising tuition rates: decreased diversity.

In an examination of 14 years of tuition increases at public colleges and universities, Drew Allen of Princeton University and Gregory Wolniak of New York University found that for every $1,000 that tuition goes up, racial and ethnic diversity among students goes down by 4.5 percent.

By Doug Ward

Robin Wright has a clear vision of the future of education.

By Doug Ward

Putting innovative curricular ideas into practice takes time and coordination among instructors, especially when several classes are involved.

To help jump-start that process, CTE has created a Curriculum Innovation Program and selected four teams of faculty members who will transform important components of their curricula over the coming year.

By Doug Ward

The beginning of an academic year is a time of renewal. Our courses and our students start fresh, and we have an opportunity to try new approaches and new course material.

The beginning of an academic year is also a time for sharing advice, information, experiences, and insights. Here are some interesting tidbits I think are worth sharing.

By Doug Ward

Data analytics holds great potential for helping us understand curricula.

By combining data from our courses (rubrics, grades, in-class surveys) with broader university data (student demographics, data from other courses), we can get a more meaningful picture of who our students are and how they perform as they move through our curricula.

By Doug Ward

The University of Kansas has gained international attention with its work in student-centered learning over the past five years.

By Doug Ward

Howard Gobstein issued both a challenge and a warning to those of us in higher education.

Universities aren’t keeping up with the pace of societal change, he said, and the initiatives to improve education at the local, state and national levels too often work in isolation.

By Doug Ward

The overarching message from a meeting of the University Innovation Alliance was as disturbing as it was clear: Research universities were built around faculty and administrators, not students, and they must tear down systemic barriers quickly and completely if they hope to help students succeed in the future.

By Derek Graf

As instructors, we sometimes look for ways to create big changes in our courses, departments, and degree programs. Searching for complete overhauls to our teaching practices, we risk losing sight of the small changes we can make in our next class meeting.