Volume XLIII, No. 4 | February 11, 2021 When a Language Instructor Becomes a Language Learner: Reflections and Insights Learning something new is a valuable experience for college educators in any field. As experts, we often forget how we once learned. When we experience learning something new, and when we [...]
Volume XLIII, No. 3 | February 4, 2020 Meeting of the Minds: Using Linked Courses to Increase Retention and Completion In light of the continued educational challenges brought on by the pandemic, new ways of keeping students engaged in their educational journeys are in the forefront of faculty’s minds. At Harford [...]
Volume XLIII, No. 2 | January 28, 2020 Pivoting in a Time of Pandemic: The Faculty Experience Across the landscape of American higher education, there exist over 1,000 two-year colleges. These institutions account for 23 percent of all colleges and universities while educating 29 percent of their students (Carnegie Classification of [...]
Volume XLIII, No. 1 | January 21, 2020 Five Ways to Make Your Online Foreign Language Content More Brain-Friendly Between the threat of COVID, national unrest, and the stress of everyday life, students are experiencing an unprecedented amount of information overload and anxiety. Neuroscience has taught us that our brains do [...]
Volume XLII, No. 47 | December 10, 2020 Building a Classroom Culture of Gratitude The problem with great ideas is finding the time to learn about them and implement them in the classroom. But building a culture of gratitude in the classroom can be done little by little each day, in [...]
Volume XLII, No. 46 | December 3, 2020 Student-Centered Guidance for Encouraging Inclusive, Online Learning Environments “Don’t let what you cannot do interfere with what you can do.” – John Wooden Wherever and whatever a student studies, the chances are now higher than ever they will take an online course for [...]
Volume XLII, No. 45 | November 26, 2020 Let’s Show Compassion and Empathy to Our Students While Diversifying Our Online Courses The pandemic thrust many instructors into an online environment for which they were unprepared. Prior to COVID-19, teaching online required several hours of training and time spent designing course content [...]
Volume XLII, No. 44 | November 19, 2020 Making a Virtual Environment Seem Like a Coffee Shop As the academic term draws to a close, instructors may be wondering how to maintain high levels of motivation and engagement in the virtual classroom. It has been eight months for most of us [...]
Volume XLII, No. 43 | November 12, 2020 An Exploration of Study Habits: How Do Four-Year Universities and Two-Year Colleges Compare? How can instructors help students use more effective learning strategies in order to maximize their retention of course content? Before answering this question, we must document what is actually going [...]
Volume XLII, No. 42 | November 5, 2020 Creating an Engaging, Synchronous Online Experience When Tallahassee Community College moved its classes online in response to the coronavirus pandemic, many educators, including myself, were forced to teach online for the first time. TCC conducted the last six weeks of the spring semester [...]
