Administrators must take action to help professors who are struggling to teach disengaged students, writes David D Perlmutter for the Chronicle of Higher Ed. Perlmutter writes that administrators should avoid invalidating faculty concerns about misbehaviour, misconduct, and disengagement and—recognizing that disengagement varies in different settings and among different populations—work collaboratively to address the associated challenges. The author also encourages administrators to support faculty and staff by organizing and supporting meetings to brainstorm solutions, avoiding imposing new bureaucracy, and rewarding those who lead in the “pedagogical reset.” Perlmutter adds that administrators should consider how they can anticipate and prevent disengagement by expanding conversations to include high school leaders.
