The Teaching Professor

The Teaching Professor is the lively, highly informative newsletter with a singular purpose: to provide ideas and insight to educators who are passionate about teaching. A source of cutting-edge information and inspiration for more than 10,000 educators at universities and colleges worldwide.

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Do you crave access to pedagogical techniques, ideas, and strategies that enhance how you teach and how your students learn? The Teaching Professor is here to offer you all this and more. A subscription to The Teaching Professor provides you with articles including evidence-based practices from colleagues at institutions around the world.

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Subscribing to The Teaching Professor provides you with:

  • A weekly variety of inspiring and insightful articles/resources focusing on the most up to date issues impacting teaching and learning
  • Breakdowns of notable research from peer-reviewed journals on teaching and learning
  • Special Resource Collections that give you a comprehensive dive into a vital teaching topic
  • Full access to the archives of The Teaching Professor, bestowing instant access to a treasure trove of teaching answers whenever you need them

Add inspiration to your classroom with content-rich materials that focus on improving instructional effectiveness, regardless of your discipline or teaching modality.

The Benefits of The Teaching Professor Subscription

Accessible Resources imageWhether you are an administrator or faculty member, The Teaching Professor offers you access to new ideas, strategies, and pragmatic approaches that work. A subscription to The Teaching Professor puts articles and other resources within reach of faculty, administrators, and faculty developers.

All resources from The Teaching Professor cover a variety of topics that include but are not limited to:

  • Promoting active learning
  • Designing effective assignments
  • Creating a climate for learning
  • Mentoring new and adjunct faculty
  • Overcoming student apathy
  • Energizing and reinspiring experienced faculty
  • Integrating instructional technology
  • Responding to course evaluations and feedback

These thought-provoking resources also focus on pedagogically sound techniques, ideas, and strategies that will create a rich professional development experience for your faculty.

Access to an Impressive Digital Library

searchable library imageA subscription to The Teaching Professor provides you with not only resources and full access to a searchable library of inspiring articles from The Teaching Professor and Online Classroom.

All resources are designed specifically for educators and faculty and can be accessed by any device with internet access.

Although The Teaching Professor is designed specifically for faculty, it is also beneficial for academic deans, department chairs, teaching and learning directors, and distance education administrators.

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Now is the time to find the inspiration faculty and administrators need to continue offering high-quality educational opportunities for students. The Teaching Professor is the ultimate resource.

Provide your faculty with superior resources they need with a subscription to The Teaching Professor.

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The Teaching Professor (ISSN 2578-9899) is published by Magna Publications Inc., 2718 Dryden Drive, Madison, WI 53704. SKU: EPTPAA.


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Meet Our Contributing Editors

The Teaching Professor contributing editors carry on the publication’s mission of providing readers with evidence-based ideas and advice for improving learning in their courses. Look for their insight exclusively for The Teaching Professor subscribers.

A person wearing glasses Description automatically generated with medium confidenceStephen L. Chew is a professor of psychology at Samford University in Birmingham, Alabama. Trained as a cognitive psychologist, one of his primary research areas is the cognitive basis of effective teaching and learning. Chew has worked to translate learning research for teachers and students. He developed a research-based framework of cognitive challenges that teachers must address to engender student learning. He is the creator of a groundbreaking series of YouTube videos for students on how to study effectively which have been viewed almost three million times. Chew is the recipient of multiple national awards for his teaching and research, including being named the 2011 Outstanding Master’s Universities and Colleges U.S. Professor of the Year by the Carnegie Foundation for the Advancement of Teaching. Chew serves as the chair of the National Institute on the Teaching of Psychology (NITOP).

Regan A. R. Gurung is associate vice provost and executive director of the Center for Teaching and Learning and professor of psychological science at Oregon State University. He has published 16 books, most recently Thriving in Academia: Building a Career in a Teaching Focused Institution and A Pocket Guide to Online Teaching, and over 130 peer-reviewed research articles. He is winner of the American Psychological Foundation’s Charles L. Brewer Distinguished Teaching of Psychology Award and the CASE Wisconsin Professor of the Year Award, founding coeditor of APA’s journal Scholarship of Teaching and Learning in Psychology, and past president of the Society for the Teaching of Psychology and Psi Chi, the International Honor Society in Psychology.

Paul Hanstedt directs the Houston H. Harte Center for Teaching and Learning at Washington and Lee University in Virginia. He has worked with dozens of universities on four continents to support curricular and pedagogical reform and innovation, including a Fulbright year helping Hong Kong move from a three- to a four-year tertiary model. He is the recipient of multiple teaching awards and has authored several books, including General Education Essentials and Creating Wicked Students. He will follow you back on Twitter if you seek him out at @curriculargeek.

Amy B. Mulnix is currently the interim associate secretary in the national Phi Beta Kappa office. From 2014 to 2022, she served as founding director of the Faculty Center at Franklin and Marshall College in Pennsylvania, where she supported faculty across the arc of their careers and the scopes of their academic identities. Prior to that, Amy spent 25+ years teaching biology at Earlham College, a Quaker-affiliated institution, where respect for all persons and social justice permeated the curriculum and pedagogy. She has specialized in evidence-based practices that achieve inclusion, as well as equity-mindedness. Her publications include pieces in CBE—Life Sciences Education, To Improve the Academy, the Journal on Excellence in College Teaching, and the Journal of College Science Teaching.

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