Volume XLIV, No. 5 | March 17, 2022 Process of Collaborative Course Design Harford Community College (HCC) uses collaborative course design (CCD) for all online physical education (PE) courses. CCD is the shared creation of course content that applies the expertise of multiple faculty members to meet academic rigor and support [...]
Volume XLIV, No. 4 | March 3, 2022 Midsemester Evaluations of Teaching: Strengthening Faculty Development in Rapidly Changing Times Student evaluations are used at many higher education institutions to assess faculty performance and encourage self-reflection and improvement over time. However, because these evaluations typically come at the end of the semester, [...]
Volume XLIV, No. 3 | February 17, 2022 Teaching Argumentative Writing in the Age of Trigger Warnings and Safe Spaces In 2016, an opinion article in The New York Times entitled “Trigger Warnings, Safe Spaces, and Free Speech, Too,” was written by Sophie Downes, a then-college student at the University of [...]
Volume XLIV, No. 2 | February 3, 2022 Adopting OER to Support Equity in Instruction and Learning Open Educational Resources (OER) are having a moment. The state of California just invested an unprecedented $115 million to develop zero textbook cost degrees and OER at the California Community Colleges. But OER adoption [...]
This article is a continuation of the research that began in a previous issue of Innovation Abstracts, "Pivoting in a Time of Pandemic: The Faculty Experience" (Peterson et al., 2020). If you have not already read the first article, you can do so here. y Volume XLIV, No. 1 | January 20, 2022 [...]
Volume XLIII, No. 33 | December 16, 2021 On Becoming Writing Practitioners As the co-editor of a national journal, I have been told privately by many English instructors that they would love to contribute something to a journal, faculty newsletter, or newspaper editorial page. Their promises are seldom kept. The common [...]
Volume XLIII, No. 32 | December 2, 2021 Intrusive Advising as a Retention Strategy Educators are often not aware that students are struggling until it's too late. We encourage students to contact us if they have concerns, but very few students do. How can we get ahead of problems before it's [...]
Volume XLIII, No. 31 | November 18, 2021 Losing My Control Instead of My Mind During the past three semesters, I experimented with changing my Learning Management System (LMS) course layout to improve my students’ success and knowledge retention. I made some mistakes and learned a few lessons along the way. [...]
Volume XLIII, No. 30 | November 4, 2021 Virtual Mentoring: Leveraging Technology to Grow Potential Technology has influenced the way we live, work, and connect with our students, colleagues, and employee teams. Over the past year, it has allowed us to meet the needs of our students and colleges in new [...]
Volume XLIII, No. 29 | October 21, 2021 Using Forms and Bookings to Shift Institutional Processes From High-Touch to Touchless Many colleges and universities pride themselves on the face-to-face interactions and in-person opportunities they offer students. But over the past year, we've had to find a better way to provide campus [...]