Unlike less personal subjects, teaching intimate relationships involves navigating students’ experiences, perspectives, and beliefs. Students bring personal histories and assumptions to classes on intimacy, which can lead to challenging moments when these deeply held beliefs are questioned. How can instructors address and reframe these preconceived assumptions with respect and empathy?
Tag: Educational Equity
Advancing Equity through Teaching with Artificial Intelligence
In this age of Generative Artificial Intelligence (often abbreviated GenAI or, simply, AI), many educators are understandably apprehensive about students’ illicit use of these tools and the possible negative impacts on students' critical thinking and authentic learning. I frequently hear from dedicated instructors who worry about how to ban or detect their students’ use of AI. While I empathize with and validate these concerns, I’ve concluded that ultimately this is not a productive way to spend our intellectual energy. Instead, I propose that we reframe the opportunity in front of us: we can help our students learn the ethical and responsible use of AI. In doing so, we are advancing equity in teaching, learning, and society more broadly.
Worried about AI in the Classroom? Try Process-Oriented Pedagogy
If you’re like most faculty, you’re worried about AI—specifically, how large language models (LLMs) like ChatGPT, Google Gemini, and Bing Chat will affect your students’ learning. For example, one colleague said she was concerned that “students will lose their unique voices.” Another added: “I want to hear their original thoughts. I want them to be …
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Three Ways to Make the Most of Midterm
Isis Artze-Vega serves as college provost and vice president for academic affairs at Valencia College in central Florida, a Hispanic-serving institution long regarded as one of the nation’s best community colleges. She provides strategic leadership in curriculum, assessment, faculty development, online learning, career and workforce education, and partnerships for educational excellence. She is the lead author …
Reaching Every Student in Your General Education Class
I know just how difficult it can be to stand in front of a large classroom of diverse students —most there just to fulfill a credit requirement—and wonder how you will facilitate their learning. My college, Weber State University in Utah, is an open enrollment institution that provides accessible educational opportunities and high-quality degrees to the students seeking them. What that means for my classroom is that I usually have students at all different levels of experience and all kinds of backgrounds.
Beating ChatGPT with ChatGPT: Using AI Technology to Create Authentic Assignments
David Woodring, PhD, is a criminologist/medical sociologist who currently serves as an adjunct instructor for Southern New Hampshire University, Eastern Gateway Community College, and Northwest Arkansas Community College, guiding students across a variety of subjects from cultural awareness in online learning to introductory sociology and social problems. Dr. Woodring also serves as a consultant for …
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Teaching Neurodiversity: The Brain Is Diverse by Design
Adam K. Anderson is professor of human development and member of the graduate field of psychology at Cornell University. He is interested in the role of the emotions in all human faculties, considering psychological, physiological, and neural perspectives. In recognition of his work, Adam has been a Canada Research Chair in Cognitive Neuroscience, received the APA …
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#TeachLivingPoets: Activities for Equity in Poetry
Melissa Alter Smith is a high school English teacher in Charlotte, where she earned the 2017 District Teacher of the Year, as well as an AP® Reader and AP® Consultant. She is the creator of #TeachLivingPoets and TeachLivingPoets.com. Melissa is co-author of Teach Living Poets, and the Norton Guide to AP® Literature. Melissa was on …
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The Norton Guide to Equity-Minded Teaching: An Invitation to the Dual Enrollment Community
Mays Imad is an assistant professor of physiology and equity pedagogy at Connecticut College. A nationally recognized expert on trauma-informed teaching and learning, Mays works to promote inclusive, equitable, and contextual education—all rooted in the latest research on the neurobiology of learning. She is also a coauthor of The Norton Guide to Equity-Minded Teaching. Mays ImadImage …
Building Community in the New School Year
Suzanne Caines has been teaching high school English in public school settings in New Jersey for thirty-four years. She grew up on the West Coast, graduated from the University of Oregon, and later earned a master’s degree at Montclair State University, where she wrote her graduate thesis on using mindfulness and meditation to improve learning conditions …