active learning

Dr. Jessica Johnson’s classroom vignette — published as a syndicated column and circulated widely this month — pulls a practitioner’s lens into the middle of a national debate over grading inflation, post‑COVID pedagogy, and how instructors should respond to students who have come of age in an...

Harvard’s grading wake-up call — and a syndicated classroom essay by Dr. Jessica A. Johnson — have reopened a national conversation about what grades are for, how post‑COVID pedagogies reshaped classroom expectations, and how colleges can preserve rigor without abandoning the formative gains of...

A growing national debate over grading, accelerated by pandemic-era policies and reshaped classroom practices, has been reignited by a new Harvard College report and coverage in The Chronicle of Higher Education — and it lands squarely on the classroom floor where faculty, students, and...