Volume XXXIII, No. 15 | May 6, 2011 Developing a Framework of Support for Adjunct Faculty: Collaboration between Stakeholders One of the biggest challenges that many colleges face is finding a way to communicate regularly with adjunct faculty about departmental guidelines and expectations about the courses they teach. Like many colleges, Cuyahoga Community [...]

Volume XXXIII, No. 14 | April 29, 2011 Can We Talk?: Facilitating Successful Faculty-Student Visits Lack of engagement between students and faculty has been a personal and professional concern for some time. Over the years I have noticed that many students who were experiencing problems in my classes either waited too long [...]

Volume XXXIII, No. 13 | April 22, 2011 An ACAdemic Approach to Redesigning Faculty Professional Development San Jacinto College (SJC) began requiring a faculty certification course to teach online and hybrid courses in spring 2006. This initial course focused on general instructional theory and training for the learning management system and supporting tools. [...]

Volume XXXIII, No. 12 | April 15, 2011 Building a Community in a College Classroom Aristotle once said that man is a social animal, and modern research confirms that people thrive best in an environment to which they feel connected. No matter how esthetically pleasing, any environment soon becomes dull and meaningless if [...]

Volume XXXIII, No. 11 | April 8, 2011 Roll Call for Learning One student lamented that he had attended a class for an entire semester and uttered only one word: here. Taking attendance is a requirement for federal student aid. Funds start when a student begins to attend class and may have to [...]

Volume XXXIII, No. 10 | April 1, 2011 A Culinary Program for the 21st Century: A Success Story In spring 2008, the Professional Cooking (PCK) program of the SAIT School of Hospitality and Tourism undertook a major redesign initiative, prompted by several factors. It had been over five years since the program had [...]

Volume XXXIII, No. 8 | March 11, 2011 A SUPPORT GROUP FOR STUDENTS WHO STUTTER Our students engage in activities in which they are required to speak throughout each day—asking questions, interacting with classmates, communicating with customers at their jobs, and interacting with family members. Students’ grades, in some courses, may be based [...]

Volume XXXIII, No. 7 | March 4, 2011 I’ll Take Education for $100 I had always loved discussing movies with many of my associates. But when I began teaching film, I could not generate any student discussion. I tried a diversity of exercises to get students more involved. One exercise was to have [...]

Volume XXXIII, No. 6 | February 25, 2011 Trying Something New: Unlecturing Mathematics At some point during my teaching journey, I boarded the “transmission-by-telling” ship in viewing mathematics as best learned by listening. For years, I delivered polished lectures of codified mathematics and paid excruciatingly close attention to detail. I rarely made mistakes [...]

Volume XXXIII, No. 5 | February 18, 2011 It Is Time To Move It, Move It. . .Engage Your Students with Active Learning With more accountability measures being imposed on college classrooms, what better reinforcement to mastering objectives than student demonstration through engaging activities? Activities help students grasp ideas and concepts, and convert [...]