Innovation Abstracts, NISOD’s flagship teaching strategies publication, provides an excellent opportunity for community and technical college educators to learn about and share best ideas about programs, projects, and strategies that improve students’ higher education experiences.

25 Jan, 2017

Don’t Reinvent the Critical Thinking Wheel: What Scholarly Literature Says About Critical Thinking Instruction

2022-10-31T16:37:13-05:00

Volume XXXIX, No. 2 | January 26, 2017 Don’t Reinvent the Critical Thinking Wheel: What Scholarly Literature Says About Critical Thinking Instruction As colleges face accreditation requirements, or as departments undergo program review, they generally seek to integrate formal statements about critical thinking into their documentation. Yet, it is not uncommon for these institutions to [...]

Don’t Reinvent the Critical Thinking Wheel: What Scholarly Literature Says About Critical Thinking Instruction2022-10-31T16:37:13-05:00
18 Jan, 2017

Teaching Applied Education Courses Online

2022-10-31T16:37:17-05:00

Volume XXXIX, No. 1 | January 19, 2017 Teaching Applied Education Courses Online There is growing demand for online courses in higher education, and applied education courses are no exception. This alternate mode of delivery leverages advances in information and communication technology to increase the geographical reach of education and training. Not only does [...]

Teaching Applied Education Courses Online2022-10-31T16:37:17-05:00
28 Nov, 2016

Using a New Tool in a New Way

2022-10-31T16:37:16-05:00

Volume XXXVIII, No. 29 | December 1, 2016 Using a New Tool in a New Way Many students find studying difficult, perhaps because they’ve never been taught how to study. There is ample evidence that shows repeated exposure to course material, especially in different contexts, helps move course material into long-term memory (Baddeley, [...]

Using a New Tool in a New Way2022-10-31T16:37:16-05:00
14 Nov, 2016

Teach Students HOW to Learn: Metacognition is the Key!

2022-10-31T16:37:16-05:00

Volume XXXVIII, No. 28 | November 17, 2016 Teach Students HOW to Learn: Metacognition is the Key! “Miriam, a freshman calculus student at Louisiana State University (LSU), made 37.5 percent on her first exam, but 83 percent and 93 percent on the next two exams. Robert, a first-year general chemistry student at LSU, [...]

Teach Students HOW to Learn: Metacognition is the Key!2022-10-31T16:37:16-05:00
8 Nov, 2016

Close Reading With Open Eyes

2022-10-31T16:37:15-05:00

Volume XXXVIII, No. 27 | November 10, 2016 Close Reading With Open Eyes Learning to read a text closely and carefully is a practical skill that serves students in any discipline—and introductory literature is no exception. Every semester of my English 1302 course begins with an introduction to tragedy and the ancient Greeks, [...]

Close Reading With Open Eyes2022-10-31T16:37:15-05:00
1 Nov, 2016

Is Fair Grading Futile? Evaluating and Rethinking Assessment

2022-10-31T16:37:13-05:00

Volume XXXVIII, No. 26 | November 3, 2016 Is Fair Grading Futile? Evaluating and Rethinking Assessment "Teachers often replicate what they experienced as students.” –Pula Stitt Educator Challenges What is one of the most challenging aspects about your job as an educator? The usual suspects come to my mind: time constraints, course load, [...]

Is Fair Grading Futile? Evaluating and Rethinking Assessment2022-10-31T16:37:13-05:00
25 Oct, 2016

Using Dilemmas and Case Studies to Promote Critical Thinking and Interpersonal Skills

2022-10-31T16:37:12-05:00

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, [...]

Using Dilemmas and Case Studies to Promote Critical Thinking and Interpersonal Skills2022-10-31T16:37:12-05:00
19 Oct, 2016

What You May Teach Without Knowing It

2022-10-31T16:37:12-05:00

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, [...]

What You May Teach Without Knowing It2022-10-31T16:37:12-05:00
14 Oct, 2016

Peer Review and Cultural Diversity

2017-06-16T01:14:41-05:00

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 [...]

Peer Review and Cultural Diversity2017-06-16T01:14:41-05:00
7 Oct, 2016

Creating a Culture of Evidence With Course-Level Dashboards

2017-06-16T01:14:54-05:00

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 [...]

Creating a Culture of Evidence With Course-Level Dashboards2017-06-16T01:14:54-05:00