Marla Freitag March 2020
Volume: 23 Issue: 3
Count all 307
When preparing college students for the current working world, faculty also need to prepare them for the workplace of the future. Rapid advancements in technology mean that students will encounter software, systems, and responsibilities at work that may differ substantially from what is studied in today’s classrooms.
Jessica Crotty February 2020
Volume: 23 Issue: 2
Count all 200
Trying to find the new STEM Center at Moraine Valley Community College in Palos Hills, Illinois, won’t be easy. The virtual center has no bricks and mortar, yet has become a valuable resource for many in the community, including Moraine Valley faculty and students as well as local K-12 teachers and students.
Lydia Falbo, Toula Kelikian, and Carolyn Markel January 2020
Volume: 23 Issue: 1
Count all 549
Hispanics comprise approximately 17 percent of the total U.S. population (Stepler & Brown, 2016), but make up only 5 percent of registered nurses (U.S. Department of Health and Human Services, 2017). The Sullivan Commission (2004) studied the number of ethnic minority students in health care education programs and concluded, “To increase diversity in the health professions, the culture of health professions schools must change” (p. 3). The Commission went on to propose that
Jeff Vande Zande December 2019
Volume: 22 Issue: 12
Count all 910
About 12 years ago, I discovered that a handful of students in my fiction writing courses each semester wanted to be screenwriters. I’d always been interested in film myself, so, recognizing an opportunity for students, Delta College, and my own growth, I attended Gotham Writers Workshop to learn scriptwriting. When I offered Introduction to Screenwriting for the first time in the winter of 2008, the course filled in six days. Clearly, I had discovered a topic in which students had an interest.
Lim See Yew, Ramanath SH, Silas Wong Mun Yuen, and Yeo Hock Jin November 2019
Volume: 22 Issue: 11
Count all 272
Today’s world is volatile, uncertain, complex, and ambiguous. Given these dynamics, it is imperative that teaching institutions innovate curriculum, assessment, and delivery strategies to equip students with good judgement in the face of uncertainty. In Asia, school lessons typically follow a factory model by which students experience hard work, rote memorization, test question preparation, private tuition classes, and summative assessments. As a result, individuals bring heuristics and bias to every activity (Tversky & Kahneman, 1974; Kahneman, 2011).
Irving Pressley McPhail October 2019
Volume: 22 Issue: 10
Count all 291
After a productive career in community college leadership as President at St. Louis Community College at Florissant Valley and founding Chancellor at Community College of Baltimore County, I moved on to lead the National Action Council for Minorities in Engineering, Inc. (NACME). NACME is the nation’s largest private provider of scholarships for underrepresented minorities (URMs)—African Americans, Latinos, and American Indians/Alaska Natives—in engineering education.
Carolynn Reed September 2019
Volume: 22 Issue: 9
Count all 351
Developmental education is undergoing a national revolution. The old structure of sequences of standalone courses was not working, despite promising innovations in curriculum and pedagogy. The change to corequisite courses, where a student takes the developmental support and college-level courses concurrently with just-in-time remediation, has shown dramatic results.
Beth Anne Batturs Martin August 2019
Volume: 22 Issue: 8
Count all 259
Anne Arundel Community College (AACC) admitted its first nursing class in 1966. The program grew in small increments over the years, and in fall 2005, the curriculum was revised, allowing for admission in both fall and spring semesters. At that time, there was a 40 percent increase in admissions to 64 students each semester. In an effort to help alleviate the nursing shortage, the program continued to look for ways to increase its numbers. In spring 2011, the program implemented a hybrid learner program and admitted an additional 16 students.
Karl Hess and Richard Uchida July 2019
Volume: 22 Issue: 7
Count all 281
At Sinclair Community College, three math courses—College Algebra, Introductory Statistics, and Quantitative Reasoning—form a gateway through which nearly all students pursuing transferable degrees must pass. However, over 50 percent of Sinclair’s students do not place directly into a gateway mathematics class. In the past, students who did not qualify to take these college-level courses were required to enroll in remedial prerequisite courses.
Erin McConnell June 2019
Volume: 22 Issue: 6
Count all 413
Erika Pepper’s quest for a unique urban agriculture program led her to San Diego City College for a certificate in Urban Gardening after securing a master’s degree in environmental studies at Tel Aviv University in Israel.
Heidi Marsh May 2019
Volume: 22 Issue: 5
Count all 262
Technology is increasingly seen as a cost-effective and innovative solution to issues in higher education, including the challenge of meaningfully engaging students during class time (Hooper & Rieber, 1998; Kirkwood & Price, 2014). However, there remain barriers to the integration of technology, in terms of faculty time, resources, and experience.
Robin Leeson and Yun Moh April 2019
Volume: 22 Issue: 4
Count all 425
As the world of education continues to evolve, the lines between course modalities have blurred. Traditional face-to-face courses make extensive use of online learning tools, while hybrid courses can range from almost entirely online to almost totally on-campus. At Seattle Central College (SCC), we are taking this further and have introduced what we call FLEX Mode.
Melissa Kitterman March 2019
Volume: 22 Issue: 3
Count all 546
In 2016, the Instructor Residency Program (IRP) launched at the Community College of Denver (CCD) as an innovative option to onboard and support new science, technology, engineering, and mathematics (STEM) instructors, including adjuncts. The program integrates learning theory and effective practice for engaging and serving the diverse student population on the downtown community college campus. The IRP at CCD, a Hispanic Serving Institute, is designed as a hybrid program to help instructors increase their effectiveness when working with underserved students in STEM.
Jeremiah Shipp February 2019
Volume: 22 Issue: 2
Count all 317
Selecting strategies to engage and motivate students remains a challenge for many higher education professionals. The ability to optimize the instructional period while also appealing to various learning styles and generations in the classroom requires preparation and practice. While some courses are filled with newly graduated high school students, others may include students from multiple generations. The generations represented in the classroom are just as diverse as the learning preferences of students.
Hart Research Associates, on behalf of the Association of American Colleges and Universities January 2019
Volume: 22 Issue: 1
Count all 225
Both executives and hiring managers express a higher degree of confidence in colleges and universities than does the American public, and the majority feel satisfied with recent college graduates’ ability to apply the skills and knowledge they learned in college to complex problems in the workplace.