This article explores a novel approach to Latin instruction grounded in the principles of the natural semantic metalanguage (NSM) and the Minimal Languages framework. Whilst recent developments in Latin pedagogy have increasingly embraced communicative methods, the selection of appropriate target vocabulary remains a critical challenge, especially when traditional frequency lists prioritise terms ill-suited for active use. This, in turn, complicates the implementation of communicative approaches, which depend on accessible and contextually relevant language. We propose Minimal Latin (ML), a minimal language based on a universal lexicon derived from NSM principles and governed by a simplified grammar. ML offers a principled solution for vocabulary selection and lexical sequencing. It also facilitates in-language definitions and the explanation of cultural concepts without recourse to translation. The article outlines the theoretical foundations of NSM and Minimal Languages, presents a Latin version of NSM, and proposes ML as a pedagogical tool for Latin teaching across multiple instructional contexts.

Learning a new language is a challenge not only because of the acquisition of grammar and vocabulary but of worldview. In teaching the Irish-Gaelic language to beginners in North America, using songs has proven central to successful language acquisition. Because Irish-Gaelic has strong regional dialects and grammatical challenges that can affect comprehension and pronunciation, teaching students to sing songs that reflect those challenges leads to the internalization of grammar and vocabulary. For some in the diaspora, Irish is a heritage language; the successful combination of song and language connects them to Ireland in ways that language study alone could not.

Teaching introductory courses on the ancient world is a study in reviewing a vast field of material without compromising on nuance. It is a tightrope walk, especially when beginning a teaching career. Comedy and economics are topics often parsed in more advanced courses to engage the primary source materials and modern debates with appropriate depth of analysis. However, their place in the introductory classroom is an essential aspect of understanding the ancient Greek world fully. Especially as students often struggle to find ancient comedy amusing upon first interaction, teaching these topics is a process of trial and error for the professor, who is often constrained by their own exposure to these topics. This article shares a classroom activity on comedy and economic institutions designed for the introductory class, engaging students by activating prior knowledge and practicing close reading of a selection from an ancient text.

Literary scholars’ expertise is founded on knowledge of a small collection of texts, below which lies the vast realm of archived but long-forgotten literature that Margaret Cohen has called the “Great Unread.” Cohen’s account frames the Great Unread as the exclusive domain of highly trained specialists, while students are, for pragmatic reasons, taught to close-read the established canonical texts. This article argues that there is great value in facilitating the engagement of newcomers with the Great Unread, and in particular, the Global Great Unread. Within a course I created and taught at the Massachusetts Institute of Technology, I guided undergraduates through exploring the Great Unread of nineteenth-century global periodicals, selecting a short story of interest and creating a digital edition to reintroduce the story to a present-day audience. In crafting editorial materials of various kinds, students independently studied and wrote about global contexts ranging from the linguistic to the cultural to the geopolitical. After the course was complete, students could choose to have their edition published on a website and thus actually become available to a public readership beyond the classroom. Through such initiatives, we can expand our understanding of the ways in which literary scholars and literary study can be valuable to publics on a global scale.

This article comparatively examines expertise and policy-making related to school maturity in postwar Czechoslovakia and Poland. Through an analysis of published sources and archival material, it traces the intensive development of pedagogical and psychological expertise about school maturity from the early 1960s onward and examines how that development influenced the policies introduced in both countries in the late 1960s and early 1970s. Using the concept of the expertise as a network as our analytical lens, we show that despite considerable differences in education systems and particular features of expertise in the two countries, pedagogical expertise affected policies in a very similar way through intensive networking, leading to the introduction of measures such as preparatory departments and compensatory classes in Czechoslovakia and early enrollment in Poland. We argue that educational policy-making in post-Stalinist Czechoslovakia and Poland was largely expert-driven. Nevertheless, there were limitations on the experts’ influence, as not all the proposed changes were introduced.

The integration of Generative Artificial Intelligence (GAI) is reshaping traditional legal pedagogy by introducing new dimensions to research, drafting, and personalized learning. Despite its transformative potential, the application of GAI in legal education remains promising and is accompanied by such challenges as algorithmic bias, privacy concerns, and the generation of fabricated or inaccurate content—issues that continue to divide scholarly opinion on its adoption. With this in mind, the University of Kansas School of Law offered a one-credit, one-hour course on “AI for Lawyers” during the summer of 2025. Along with reproducing the syllabus of the course and some of the professor’s observations, the paper includes an overview of AI and legal pedagogy and some recommendations going forward for integrating AI into law school curricula.

Here, we describe the creation of a new program, Public and Applied Liberal Arts, at a regional public university in the Midwest. We discuss the values of transdisciplinary research and teaching for the public good, and how we put together a willing group of faculty from across the university to create a new kind of academic program that moves the humanities into our communities and beyond.

The policy shifts the United States is facing as of late are creating a changing landscape for workers and organizations. These policy shifts are also impacting how industrial-organizational (I-O) psychology professors engage with pedagogy and politics in the classroom and training. Our policy brief emphasizes using policy shifts to support skill building around critical thinking and evidence-based decision making, thereby promoting classroom and training environments that empower the next generation. In this article, we discuss these implications and recommendations for I-O professors (including instructors, faculty, and others responsible for teaching and training the next generation of workers and I-O professionals). We call on I-O professors to intentionally engage with policy shifts in the classroom, emphasize evidence-based practice and provide opportunities to develop these skills, and support I-O advocacy. We recognize that these efforts are not without challenge, and we provide recommendations to reduce the burden on I-O professors and students when critically engaging with this content. Finally, we highlight several sources, including Society for Industrial and Organizational Psychology (SIOP), that provide information on navigating and understanding the ongoing policy shifts.

This article explores how pedagogy focused on affective possibilities of narrative genres can suggest new directions for climate fiction, potentially challenging the dystopian dominance in the climate crisis imaginary. We analyse a corpus of work produced by first year creative writing students. The students were given the task of “mashing” climate fiction with another genre (romance, horror, crime or any other genre of their choice) and asked to reflect on how this changed the emotional affect and tone of their narrative. Many students were still drawn to dystopian visions, reflecting how climate fiction has become entangled with this particular mode of storytelling, but the focus on reader affect resulted in the students adding layers of hope and agency. Many made use of the possibilities offered by genre: the whimsical allegory of fantasy, the critical thinking of realism, the active fear of horror and the comic potential of satire. By giving students the freedom to embed climate change into their preferred genre, and by asking them to consider the affective consequences of their choices, we offer challenges to the dominance of dystopian climate fiction, suggesting a different path to narratively engage with the climate crisis without descending into hopelessness.

For seven years in a row (2016 through 2022), we carried out a project with two goals. One was to train undergraduate students in sociolinguistic interviewing; the other was to catch change among English intensifiers. We expected to find an innovative variant, maybe either so or super. However, the incoming form we identify is very. We propose that, after a long decline, very became unusual enough to gain novelty value and be available for recycling. This surprising finding emerges clearly from our fine-grained, real-time data across two registers (speech and instant messaging) despite dozens of different student interviewers and two years of pandemic conditions. The cohesive patterns attest to the fundamental orderliness of language, even in phenomena such as English intensifiers that are characterized by constant, rapid change.

In the spring of 2024, I taught an Introduction to Public Humanities course at Yale University, with the support of a teaching fellow. My primary aim was to expand student understanding of how the humanities could be practiced beyond the walls of the university for a wider public. However, to accomplish this goal, we first needed to situate the more abstract concepts of the “public” and the “humanities” historically and conceptually. This stimulated us to divide the course into three parts. The first, The Humanities and Publics in Context, focused on the history of the humanities within the broader American discourse. The second part, Humanities in Public Life, brought guest speakers from various areas of the program’s concentrations: Place and Space, History and the Public, Museums and Collections, Public Writing, Documentary Studies, Arts Research, and Digital Humanities. Finally, the third part, Public Humanities: Making It as We Do It, provided students the opportunity to engage directly with the public humanities through hands-on projects, allowing them to put their learning into action. This paper captures the lessons we learned, the challenges we encountered, and the work we created throughout the course. My hope in sharing this process is that it can serve as a useful resource for others looking to explore or develop their own public humanities projects.