Volume XLIII, No. 10 | March 25, 2021 Three Best Practices to Stop the Spread of Misinformation in the Classroom There is a classic riddle: "A baseball bat and a ball cost $1.10 in total. The bat costs $1.00 more than the ball. How much does the ball cost?" If you [...]
Volume XLIII, No. 9 | March 18, 2021 Building a Culturally-Based Contract for Student Success Students thrive in environments that support them holistically. A holistic approach can be defined as an approach that activates all aspects of a student’s personality, including their physical and mental health, to provide them with a [...]
Volume XLIII, No. 8 | March 11, 2021 Building Community Through Research: An Inquiry Into Information Literacy Professionals in any field need a reason to collaborate. Collaborative research is an effective way to gain valuable experience while building a faculty community and generating meaningful results. At Durham College, we had the [...]
Volume XLIII, No. 7 | March 4, 2021 Instructional Scaffolding in the Tutoring Center: A Student Support Approach Like most people, the earliest form of instruction I received in grade school could be typified as objectivism. The teacher stood at the front of the classroom, usually with an overhead projector, and [...]
Volume XLIII, No. 6 | February 25, 2020 Engaging Students in a Virtual Classroom Teaching during a pandemic has brought a whole new list of concerns to my classroom. Specifically, it has demanded I learn an entirely new set of skills to manage technology and facilitate student engagement. In a typical [...]
Volume XLIII, No. 5 | February 18, 2021 How to Break the Ice Online One of the biggest challenges asynchronous, online instructors face is getting students to connect with them as a real person. Often, students view their online instructors as robots, someone who gives assignments and provides grades, but is [...]
Volume XLIII, No. 4 | February 11, 2021 When a Language Instructor Becomes a Language Learner: Reflections and Insights Learning something new is a valuable experience for college educators in any field. As experts, we often forget how we once learned. When we experience learning something new, and when we [...]
Volume XLIII, No. 3 | February 4, 2020 Meeting of the Minds: Using Linked Courses to Increase Retention and Completion In light of the continued educational challenges brought on by the pandemic, new ways of keeping students engaged in their educational journeys are in the forefront of faculty’s minds. At Harford [...]
Volume XLIII, No. 2 | January 28, 2020 Pivoting in a Time of Pandemic: The Faculty Experience Across the landscape of American higher education, there exist over 1,000 two-year colleges. These institutions account for 23 percent of all colleges and universities while educating 29 percent of their students (Carnegie Classification of [...]
Volume XLIII, No. 1 | January 21, 2020 Five Ways to Make Your Online Foreign Language Content More Brain-Friendly Between the threat of COVID, national unrest, and the stress of everyday life, students are experiencing an unprecedented amount of information overload and anxiety. Neuroscience has taught us that our brains do [...]
