I’ve spent years on various sides of the undergraduate STEM classroom—first as an underrepresented minority student navigating the hidden curricula of STEM language and culture,
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Featured faculty: Amanda Borosh
This month’s Featured Faculty spotlight highlights Amanda Borosh, M.Ed., BCBA, Ph.D., Assistant Professor of Special Education. Amanda brings more than 15 years of experience in
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Choose-your-own-adventure assessments: A flexible approach to measuring learning
Our student populations are evolving, and we’re seeing that traditional “one-size-fits-all” assessments are becoming recognized as less effective. As students’ learning experiences shift—and as some
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Save the Date! Spring 2026 Presidential Teaching Seminar Featuring Dr. Mylan Engel
Thursday, March 5, 2026 Informal conversations: 11:30 a.m. Seminar: 12:00 pm – 1:00 pm CST Location: Holmes Student Center, Sky Room No registration is required —
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Encouraging students to write: Strategies for building confidence and engagement
Whether it’s a skill assessment, a midterm essay, or an end-of-semester reflection, students benefit from regular opportunities to write. These activities help them deepen their
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“Fold in the cheese” teaching: Why students need more than vague advice
“What does that mean, fold in the cheese?” If you’ve ever seen Schitt’s Creek, you know the scene: David and his mother Moira are trying
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Building strong collaborative learners
It’s natural for students to feel hesitant about working in groups—juggling communication, responsibilities, and schedules isn’t easy. Yet collaboration is a powerful skill that supports
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Strategies for soliciting student feedback
As mid-semester approaches, we are presented with a great opportunity to pause and reflect on our courses. Soliciting student feedback gives us a better sense
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Bringing critical thinking to life in your classroom: Lessons from Linda Elder
Here’s something that keeps me up at night: we’re living in an age where misinformation spreads faster than wildfire, and our students are caught right
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When students don’t do the reading (and what we can do about it)
It happens from time to time—students come to class unprepared or without having finished the assigned readings. This may happen for any number of reasons:
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What you didn’t learn in class: Revealing the hidden curriculum
For faculty, staff, and graduate teaching assistants at NIU, understanding the hidden curriculum can make a real difference. It shapes how students connect with their
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Fostering a creative learning culture
A truly creative learning environment welcomes and amplifies all voices, providing space for students from various backgrounds, abilities, and perspectives to contribute meaningfully. While some
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