Volume XXXVIII, No. 25 | October 27, 2016 Using Dilemmas and Case Studies to Promote Critical Thinking and Interpersonal Skills “Education is not the learning of facts, but the training of the mind to think.” – Albert Einstein For many of us, our student populations are diverse—military, veterans, fathers, mothers, grandparents, siblings, caretakers, [...]
Volume XXXVIII, No. 24 | October 20, 2016 What You May Teach Without Knowing It Consider the things you learn without being fully aware that you are actually learning them. For instance, what can you learn from simply walking into a new building for the first time? With everyone and everything you observe, [...]
Volume XXXVIII, No. 23 | October 14, 2016 Peer Review and Cultural Diversity “People teach each other, mediated by the world, by the cognizable objects which in banking education are ‘owned’ by the teacher.” – Paulo Freire, Pedagogy of the Oppressed “Why do we need to peer review? It seems to be an [...]
Volume XXXVIII, No. 22 | October 7, 2016 Creating a Culture of Evidence With Course-Level Dashboards At many community colleges, faculty and administrators have a long list of unmet data needs. In order to submit a data request to a typically small, overworked Institutional Research (IR) department, faculty and administrators often need to [...]
Volume XXXVIII, No. 21 | September 29, 2016 Blogging for Beginners: Recording a Semester of Teaching Online In creating a daily digital diary, I documented what it was like to teach a fully online teaching load. I blogged for 116 days during the 16-week spring 2016 semester, recording the challenges, successes, and unpredictable events [...]
Volume XXXVIII, No. 20 | September 23, 2016 Commitment to Honesty: Easier Said Than Done . . . Or Is It? Academic dishonesty is an issue most faculty members have faced or will face during their teaching career. Situations in which students engage in cheating behaviors can range from minor lapses in judgment to [...]
Volume XXXVIII, No. 19 | September 15, 2016 Helping Students Value Challenge and Hard Work In postsecondary classrooms, we should help students move beyond the “empty vessel” model of learning to a model that encompasses self-directed, strategic learning. For many years, I struggled to identify ways or approaches that help students to see [...]
Volume XXXVIII, No. 18 | September 8, 2016 Outside the Classroom and Beyond the Campus: Community-Based Experiential Education Expanding the Experiential Concept After years of incorporating a combination of field trips, active learning, and flipped classrooms, I decided to design a radically flipped course in which I would leverage technology to craft class [...]
Volume XXXVIII, No. 17 | September 1, 2016 A Tale of Two Division Chairs When you think of the job title “Division Chair,” what comes to mind? Roles and responsibilities are ever-changing in higher education. The division or department chair position at community and technical colleges has morphed into a myriad of [...]
Volume XXXVIII, No. 16 | August 26, 2016 Transforming Classrooms Into Active Learning Zones While student response systems (SRS) have been around well over a decade, it was not until recently that I began to take advantage of their pedagogical benefits. In the span of time since my first implementation of SRS-associated peer-instruction [...]
