Teaching is Caring
Brad GarnerFocusing on how faculty in higher education can love their academic disciplines, be lifelong learners, and intentionally care for their students.
| Platform |  | Pricing | Only free issues | Publishes | Weekly |
|---|---|---|---|---|---|
| Issues | 43 | Founded | a year ago | Last Issue | 25 days ago |
| Active | |||||
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bradgarner1.substack.comLatest Issues
STEPS: Walking Alongside Students
Online education has become increasingly sophisticated. Courses are carefully designed, learning platforms track engagement, and instructors have more tools than ever to organize content and communicate with students. Yet learners often ent...
Future Proofing Our Students
Higher education has entered an unusual moment. Generative AI can now produce essays, code, analyses, summaries, images, and explanations in seconds. That has understandably pushed many faculty conversations toward academic integrity:
*...
Stay Curious
Curiosity is often described as something educators want students to possess. Faculty ask students to question assumptions, investigate unfamiliar ideas, consider alternative explanations, and move beyond the first answer they encounter. Ye...
Purposeful Struggle
One of the tensions in caring teaching is knowing when to help. Faculty naturally want students to succeed. When students become confused, frustrated, or uncertain, the caring response may seem obvious: explain the answer, provide another e...
Caring Enough to Hold Students Accountable
Care and accountability are sometimes treated as competing values in teaching. Care suggests understanding, flexibility, compassion, and responsiveness to students’ circumstances, while accountability suggests expectations, standards, respo...
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| Subscribers | Engagement | 67 | Monthly Web Visits | ||
|---|---|---|---|---|---|
| Accepts Sponsors | Estimated Cost per Ad | ||||
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Authors
The writers behind this newsletter.
Brad Garner serves as the Digital Learning Scholar in Residence in the Office of Academic Innovation at Indiana Wesleyan University (IWU). Before moving into higher education, he worked as a classroom teacher, school psychologist, and administrator.
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