Volume XL, No. 39 | November 29, 2018 Revising Student Group Work Not long ago, as I typed up minutes for a college committee that I am a part of, I found myself wondering how much time the committee could save if we completed tasks by email instead of in person once [...]
Volume XL, No. 38 | November 15, 2018 Faculty Stress: What Can Junior Faculty Members Do to Promote Good Mental Health? A lot of research has focused on student stress, but few studies have examined faculty stress. This is especially true for tenure-track junior faculty members who are adapting to new organizations, [...]
Volume XL, No. 37 | November 8, 2018 Using Essay Revisions to Help Students Succeed Based on my experience as an English instructor, I am convinced the learning process is much more like a winding, looping rollercoaster than a vector on a graph. While learning can steadily incline, I’ve found most “light [...]
Volume XL, No. 36 | November 1, 2018 Three Teaching Strategies to Use Today To engage students, instructors must do more than lecture; they must provide students with opportunities to engage deeply with the course content. When students are actively engaged, they focus on the new information being presented. The following three [...]
Volume XL, No. 35 | October 25, 2018 Jeopardy and Bibliographic Instruction Last year several academic instructors at my college, Baton Rouge Community College (BRCC), invited me into their classrooms to provide bibliographic informational sessions for their students. In each of the classes that I visited, I found that students were overconfident [...]
Volume XL, No. 34 | October 18, 2018 Using the Fraud Triangle to Understand Academic Dishonesty A colleague once complained to me that he caught a student cheating on an exam in his class. Among his comments about the student was the phrase, “The student only cheated because he was too lazy [...]
Volume XL, No. 33 | October 11, 2018 Metacognition Can Save Our Students Technology has forced many educators to reimagine their classrooms, curriculums, and instructional practices. Educators have had to confront the ways technology has changed students’ brains, as well as how the internet has changed the ways students interact with ideas. [...]
Volume XL, No. 32 | October 4, 2018 Differentiated Instruction Leads to Increased Student Engagement Student achievement is important in all levels of education. The effective use of classroom time has long been considered a key element for increasing student achievement. The most common use of classroom time is direct teaching, otherwise [...]
Volume XL, No. 31 | September 27, 2018 Interdisciplinary Studies Then and Now: Expanding Concepts of Integrative Teaching and Learning Interdisciplinary studies and integrative thinking have long been a topic of conversation in academia; many researchers have pointed to the advantages of engaging students in interdisciplinary studies and various forms of integrative [...]
Volume XL, No. 30 | September 20, 2018 Integrating Formative Assessment Practices While planning for each academic semester, instructors often search for new instructional practices that increase student engagement and retention. The challenge is to find optimal teaching practices that ensure students can understand and apply the course content. I often ask [...]
