On the cusp of spring 2026, higher education finds itself at a crossroads, blending time-tested research with cutting-edge technology in the ongoing quest to improve teaching and learning. Recent events and recommendations from academic leaders provide a window into how educators are striving to empower both themselves and their students, whether through the pages of influential books or the digital halls of virtual symposia.
On February 25, 2026, Benjamin Pacini, an educator and opinion writer, published a highly anticipated piece outlining what he calls a "starter kit" for evidence-based teaching at the college level. According to Pacini, the secret to meaningful improvement in teaching practice isn't about reading a mountain of books—it's about choosing the right ten, reading them deeply, and, most importantly, putting their lessons into action. "Reading alone may not improve teaching, but reading is so very often the first step toward the best, biggest kinds of changes," Pacini wrote, emphasizing that expertise is forged not just in theory, but in the deliberate application of knowledge.
Pacini's handpicked list includes some of the most celebrated titles in the field: Small Teaching: Everyday Lessons From the Science of Learning by James M. Lang, Powerful Teaching: Unleash the Science of Learning by Pooja K. Agarwal and Patrice M. Bain, The Science of Learning: 99 Studies That Every Teacher Needs to Know by Edward Watson and Bradley Busch, and Teaching & Learning Illuminated: The Big Ideas, Illustrated by Bradley Busch, Edward Watson, and Ludmila Bogatchek. Other recommendations include Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School by John Medina, Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel, and Why Don’t Students Like School? by Daniel T. Willingham. Rounding out the list are Drive: The Surprising Truth About What Motivates Us by Daniel H. Pink, How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose and colleagues, and What the Best College Teachers Do by Ken Bain.
What ties these books together? According to Pacini, it’s their shared focus on evidence-based strategies, accessibility, and practical application. Many of the books revisit recurring themes—retrieval practice, motivation, cognitive science, and the importance of connecting research to classroom realities. As Pacini notes, "you will hear a good deal about retrieval practice in most of these—but I view that as a feature rather than a flaw: you will get a sense for just how important a topic is by reading about it over and over again."
Each title brings a unique flavor to the table. For instance, Lang’s Small Teaching is praised for blending science and practical advice, challenging educators to rethink foundational aspects of their courses. Agarwal and Bain’s Powerful Teaching stands out for its energy and immediate applicability, making it suitable for educators across grade levels. Meanwhile, The Science of Learning and its illustrated companion distill complex studies into digestible, actionable insights, earning rave reviews from Pacini’s students for their clarity and design.
Not all the books are aimed exclusively at higher education or even at teachers. Medina’s Brain Rules takes a broader look at how brain science can help anyone thrive, while Pink’s Drive explores the nuances of intrinsic motivation—a concept Pacini believes is most useful for instructors who have already mastered the basics of classroom management. Willingham’s Why Don’t Students Like School? offers witty, research-based answers to perennial questions, with lessons that apply from kindergarten to college.
Pacini is careful to note that no single book—or even a set of ten—can make someone an expert overnight. "Experts know more, it’s true—but they also have sharper intuitions, developed through trial and error, experience, and years of practice. One cannot merely read their way into excellent teaching," he cautions. Still, he’s adamant that the right books, read with intention and followed by deliberate experimentation, can provide the foundation for real growth and the vocabulary needed to join expert conversations about the craft of teaching.
While Pacini’s recommendations ground themselves in research and reflection, the world of higher education is also abuzz with the promise of technology. On February 24, 2026, Penn State University announced the return of its virtual "Symposium Lite," a half-day online event set for March 26, 2026, under the banner of Teaching and Learning with Technology (TLT). This virtual gathering, which follows the in-person TLT Symposium scheduled for March 21, aims to extend the innovation and energy of the face-to-face event to a broader, online audience.
Crystal Ramsay, Senior Director of TLT, underscored the event’s mission: "Symposium Lite extends the energy and innovation of our in-person event to an online audience. This virtual gathering offers insightful presentations and dynamic discussions, ensuring that you can connect, learn and explore new ideas from anywhere." According to Penn State University, registration for both the in-person and virtual events is already open as of late February 2026.
The agenda for Symposium Lite is as ambitious as it is timely. The first session, "Beyond Compliance: Digital Accessibility Literacy as a Pedagogical Strategy," brings together faculty and instructional designers to discuss how accessibility can be woven into the fabric of teaching, not just tacked on as an afterthought. Next, "Integrating Generative AI, Perusall and Kaltura in Experiential Learning Assignments" spotlights the use of artificial intelligence and collaborative platforms to enrich hands-on learning.
Another highlight is "Teaching the Foundations of the Design of Data Visualization with ChatGPT," a session led by chemistry professor Benjamin Lear and graduate student Morgan Vincent. This presentation promises to demystify the integration of AI tools like ChatGPT into foundational coursework, helping educators leverage technology to make complex concepts more accessible. The event wraps up with "Course Accessibility: One Step at a Time," a practical look at improving digital access for all students, led by IT accessibility experts Elizabeth Pyatt and Philip Vorhees.
Both Pacini’s curated reading list and Penn State’s Symposium Lite reflect a broader movement in academia: the blending of research-based pedagogy with innovative technology. The two approaches aren’t at odds; rather, they’re complementary. While Pacini urges educators to ground their practice in evidence and reflection, events like Symposium Lite show how digital tools and collaborative discussions can bring those principles to life in new and exciting ways.
As colleges and universities face the future, the message is clear: improving teaching and learning is a journey, not a destination. Whether through the wisdom found in a well-chosen book or the inspiration sparked by a virtual symposium, educators are finding new ways to connect, adapt, and grow—one page, one session, and one experiment at a time.