University of California, Irvine

Young woman writing notes with a pad and laptop

Colleges, not the College Board, determine university-level writing

Educators who teach first-year writing courses need to use their leverage to ensure students arrive on campus with skills that match expectations, writes Daniel M. Gross

Daniel M. Gross

University of California, Irvine

Female college teacher in class

The anxieties of non-research faculty at a research university

The worth of know-how – as opposed to know-that – is enhanced when instructors are full-time, eligible for tenure and materially supported in their collective endeavour. Here, Daniel M. Gross makes the case for valuing teachers’ collective wisdom

Daniel M. Gross

University of California, Irvine

Asian student concentrating on laptop

Voice, agency and style: what goes missing when AI chats back

We need to teach that imperfect but authentic writing is more valuable than sentences that are polished on the surface, argue three US academics. Here, they share surprise findings from STEM and beyond

Qian Du, Daniel M. Gross, Patrick Hong

University of California, Irvine

THE podcast graphic

Campus talks: when pop culture meets academia

Can superheroes teach us about physics? What can studying Kylie Minogue tell us about gender politics? Two academics talk about the intersection of popular culture and higher education

Michael Dennin, Liz Giuffre

University of California, Irvine, University of Technology Sydney

Assignment paper with a C-plus grade and 'satisfactory' comment

How the idea of ‘excellence’ can be misleading in higher education

A new approach to achievement could see a focus on As give way to a suite of mastery that meets students’ needs – and helps faculty balance expectations, writes Michael Dennin

Michael Dennin

University of California, Irvine

Smiley-face-icon-in-hands

Pedagogical wellness specialist: the role that connects teaching and well-being

Does faculty well-being affect student outcomes? Exploring this question in the wake of post-Covid burnout and trauma led UCI to create a new position that prioritises teacher wellness

Andrea Aebersold

University of California, Irvine