The cited article argues that forgetting "enhances flexibility, by reducing the influence of outdated information" and "promot(es) generalization" by preventing us from focusing on too many specific details. So how would your teaching change if you thought of forgetting as a "feature", not just a flaw? (The cited article is at http://www.cell.com/neuron/fulltext/S0896-6273(17)30365-3 if the link in the story doesn't work.)

Can "information literacy" exist as a skill outside of "domain knowledge"? And if it does, what does it look like?

The student who isn't pulling their weight (and even the fear of that student) can be a major obstacle for group work. This article has some concrete tips for reducing the ability of a group member to coast. I particularly like the options which encourage you to prioritize and teach group process.

Sometimes our talk about student creativity verges on treating it like a magic "special sauce". Here are some concrete exercises which we can teach students to seed or spark creative approaches.

Good models from James Lang for ways to talk about productive and distracting uses of computers and cell phones in the classroom.

Powerful NPR piece about students in a southern Ohio high school taking a course about the opioid crisis.

Universal design for learning ultimately saves labor, and benefits all learners in the class. "So if I take a little more time and effort to make my writing large, legible, and organized on the white board, I am going to help the student with visual impairments - but I'm also going to help everyone in the room take better notes on our discussion. If I take the time to create slides with a minimal amount of text or images - and then encourage students to take their own notes by filling in the examples and ideas from the lecture or discussion - I'm helping everyone push beyond simply copying down lecture notes and regurgitating the course content."

Good tips on when to write letters of recommendation, when to say no, and the kind of work to put into them.

There's a survey instrument attached which you can use to have students reflect and report on how they study for exams. They can then ask themselves if their approach is working - or you could tally the data and tell them which approaches are being used by the students getting the best grades.

Bryn Mawr hosts an annual "Community Day of Learning", with programming determined in a highly democratic manner across all areas of the college, to discuss issues of equity and inclusion.

"Class visitation ... is intended to foster conversations among faculty that will lead to a deeper understanding of classroom dynamics and improved student learning." A good essay by Rick Holmgren at Allegheny College about why observing other people's classes is a good habit to develop, and some suggested techniques from getting the most out of the visit.

4 great questions to ask when you consider team-teaching a course, with 4 great lessons drawn from the authors' experience.

Lots of good collections of resources for teachers considering how to address Charlottesville with their classes.

I think dismissing "best practices" entirely is a bit extreme, but there are some good points about reflecting and adapting if a "best practice" isn't producing the outcome you want. What's really great in this article, though, is the way Bonnie Stachowiak talks about drawing inspiration from high profile exemplars for practices when can be authentic to her style.

Six experts in the area of "digital literacy" talk about their approaches to the topic. Interesting common themes and maybe more interesting contradictions among the interviewees' answers!

Transparency about your teaching methods may be particularly important when using the Socratic method (or the "semi-Socratic" devil's advocate approach).

Are you getting enough rest this summer? Are there decisions and worries you can deal with now so they don't wear you out next fall?

Terrific example of how research-based teaching practices can be given useful context with a theory of learning.

"The value in feedback from students lies in considering the centrality of experience." The author applies John Locke's concept of "primary" (i.e. objective) and "secondary" (i.e. subjective) qualities to course evaluations.

"If you think about the way our educational system is set up, it's this constant cycle of goodbyes." Ed Burger and Jennifer Stayton discuss endings and beginnings, as we pass the end of the academic year and approach graduation.