Abstract
Clinging to dead ideas about teaching and learning limits our practice as professors. The resulting tyranny means we fail to educate our students as effectively as we might. This address challenges faculty to reconsider their understanding and habits in three areas: the preparedness of students, the impact of grading policies on learning motivation, and the role of technology in teaching. The good news is that learned behaviors, sociologically informed reflection, and the application of the research in the scholarship of teaching and learning can liberate us and improve the experiences of teachers and learners alike.
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