Volume XLI, No. 1 | January 17, 2019 Time to Reflect: Common Teaching Challenges and Solutions Because we are in the middle of the current academic year and on the precipice of the Spring 2019 semester, now is a perfect time to reflect on best teaching practices related to classroom management. Although [...]
Volume XL, No. 41 | December 13, 2018 Academic Skills 101: In-Class Support Services Scholarship continues to indicate that many community college students enter higher education unprepared for the rigor of their academic courses. As a faculty member of nearly 15 years who has taught at urban and suburban, predominately white, predominately [...]
Volume XL, No. 40 | December 6, 2018 Increasing Research Knowledge Through a Simple Research Activity In the behavioral sciences, research methodologies are covered in almost every course. Still, students continue to struggle with the application and understanding of terminology related to research; being able to explain the importance of independent variables, [...]
Volume XL, No. 39 | November 29, 2018 Revising Student Group Work Not long ago, as I typed up minutes for a college committee that I am a part of, I found myself wondering how much time the committee could save if we completed tasks by email instead of in person once [...]
Volume XL, No. 38 | November 15, 2018 Faculty Stress: What Can Junior Faculty Members Do to Promote Good Mental Health? A lot of research has focused on student stress, but few studies have examined faculty stress. This is especially true for tenure-track junior faculty members who are adapting to new organizations, [...]
Volume XL, No. 37 | November 8, 2018 Using Essay Revisions to Help Students Succeed Based on my experience as an English instructor, I am convinced the learning process is much more like a winding, looping rollercoaster than a vector on a graph. While learning can steadily incline, I’ve found most “light [...]
Volume XL, No. 36 | November 1, 2018 Three Teaching Strategies to Use Today To engage students, instructors must do more than lecture; they must provide students with opportunities to engage deeply with the course content. When students are actively engaged, they focus on the new information being presented. The following three [...]
Volume XL, No. 35 | October 25, 2018 Jeopardy and Bibliographic Instruction Last year several academic instructors at my college, Baton Rouge Community College (BRCC), invited me into their classrooms to provide bibliographic informational sessions for their students. In each of the classes that I visited, I found that students were overconfident [...]
Volume XL, No. 34 | October 18, 2018 Using the Fraud Triangle to Understand Academic Dishonesty A colleague once complained to me that he caught a student cheating on an exam in his class. Among his comments about the student was the phrase, “The student only cheated because he was too lazy [...]
Volume XL, No. 33 | October 11, 2018 Metacognition Can Save Our Students Technology has forced many educators to reimagine their classrooms, curriculums, and instructional practices. Educators have had to confront the ways technology has changed students’ brains, as well as how the internet has changed the ways students interact with ideas. [...]
