Volume XLV, No. 10 | May 25, 2023 Take a Look, It’s in a Book: Empowering Preservice Teachers to Read to Their Communities Some of our preservice teachers will begin their teaching careers in schools that have a noticeable population of students with limited English proficiency. According to EdRising (2020), “Almost [...]
Volume XLV, No. 9 | May 11, 2023 From Field Trips to Fully Involved: Embedding Key Players Into Transitional Courses Community colleges continue to address the challenges of increasing completion and retention, but often these efforts take place in the separate silos of academic affairs and student services. While finding time [...]
Volume XLV, No. 8 | April 27, 2023 Filling the Gap With Possibilities The gap between secondary education and a sustainable income has resulted in a collection of like-minded individuals who want to be a part of the solution. Postsecondary educators recognize the possible changes in quality of life when the [...]
Volume XLV, No. 7 | April 13, 2023 Transforming the Learning Experience Through Ungrading The conventional 100-point scale of grading has been the common standard for evaluating students’ progress and comprehension of material since the early 20th century (Schinske & Tanner, 2014). Despite the ubiquity of numerical and letter grades in [...]
Volume XLV, No. 6 | March 30, 2023 Solving the Student Success Paradox: Using a Mixed Methods Approach to Enhance Student Learning, Achievement, and Satisfaction Recently, an article published by Ruffalo Noel Levitz (2022) reported that approximately 31 percent of students seeking an associate's degree will graduate within six years. Although [...]
Volume XLV, No. 5 | March 16, 2023 Engaging Students in the Work of Learning Through the Collaborative Curve I have many goals related to teaching, all of which are in support of student success. I strive to ensure that my students see the value of education and that they recognize [...]
Volume XLV, No. 4 | March 2, 2023 Encouraging Learners to See the World Through Their Own Lens Teaching in higher education can be unpredictable. The wealth of outlandish stories that educators tell about their time in the classroom is a testament to this fact. For any given lesson or term, [...]
Volume XLV, No. 2 | February 16, 2023 From Sour Chemistry to a Better Buy In At Harford Community College, a Calculus I honors section is offered every fall semester. In order to meet the expectations of the honors program, I have continually asked myself, “What can I do to create [...]
Volume XLV, No. 2 | February 2, 2023 Is the Assignment an Invitation to Plagiarize? Imagine you're grading a stack of assignments through your online learning management system. Suddenly, you reach an assignment submission in which the text abruptly shifts from the familiar, conversational voice of your student to overly technical [...]
Volume XLV, No. 1 | January 19, 2023 Collaborative Course Design: Best Practices From a Case Study of ENG 102 Collaborative Course Design (CCD) is an innovative process for curriculum development in higher education meant to ensure consistent instructional quality. My institution, Harford Community College (HCC), facilitates CCD for all sections [...]
