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Vol. XXV,
No. 28
In "An Introduction to the Library," Lynda Dodgen, Professor
Sociology at North Harris College (TX), describes an important lesson
in library skills that incorporates research and computer activities
to improve students' abilities to search for and competently use
academic and personal-interest information.
Vol. XXV, No.
25
Stuart Tichenor, Instructor in Communications at Oklahoma State University-Okmulgee,
pokes good fun at students' tendency to rely on the spell-check
function and describes useful exercises to alert them to its hidden
dangers. "Using Spell-Check to Relieve the Monotony" is
a fun read about students' experiences and strategies for avoiding
some common problems.
Vol. XXV,
No. 23.
In "Service Learning Opportunities: Linking Past and Present,"
Michael E. Long, Instructor of History and Political Science at
Pasco-Hernando Community College (FL), shares successful service
learning programs currently being offered at four community colleges
in Pennsylvania, Virginia, California, and Florida. Focusing specifically
on some successful and popular historical preservation components
currently being added to established programs, Long describes opportunities
for students to help preserve and revitalize their communities,
while learning about critical links between events of the past and
the impact that history has on today's world.
Vol. XXV,
No. 22.
Ronald Suciu, Instructor of History at El Paso Community College-Northwest
Campus (TX), writes in "Beyond the 'Measurable' Objective-Feeling,"
about the benefits of sharing personal experiences in appropriate
and well-timed fashion to capture students' attention and imaginations.
Vol. XXV,
No. 21
John Shiber, Professor of Biological Science at Prestonsburg
Community College (KY), in "Scared Stiff: The Fear of Algebra,"
shares the elements he has identified as critical to reducing the
anxiety that students experience in approaching and in required
math
courses (a critical course for students enrolled in his chemistry
classes, in particular). His observations and recommends steps for
improving student performance are drawn from responses to
questionnaires completed by high school and college student cohorts,
and college faculty.
Vol. XXV,
No. 20
In "Responsibility in the Classroom," David Sack, Professor
of
Mathematics at Lincoln Land Community College (IL), shares some
eye-opening experiences that led him on a path toward becoming a
better instructor, including changing some of his approaches to
instruction and clarifying the focus on student responsibilities
for
their own learning. He reports that the results of these relatively
few changes have been remarkable.
Vol. XXV,
No. 19
In "Teaching a Web-Based History Class," Jamie Karmel,
Associate
Professor of History at Harford Community College (MD), shares the
steps taken and lessons learned in designing and conducting a
distance learning course in history-including building the course,
uncovering critical information about students, and identifying
important elements of keeping online students committed and
successful (and thus, as an instructor working more successfully
toward reducing the high dropout numbers of students currently
enrolled in college online courses).
Vol. XXV,
No. 18.
In "Introducing Writing Concepts Through Class-Building,"
Dana
Washington, an instructor of English and developmental studies at
South Arkansas Community College, introduces her writing classes
to a
template that serves them well throughout the semester. Her goal
is
to reduce their anxieties about writing and get them acquainted
with
classmates simultaneously.
Vol. XXV,
No. 17
Jerry Clavner, Professor of Social Sciences at Cuyahoga Community
College (OH), shares the 10 tips for becoming a good student that
he hands out to students on the first day of every course he teaches,
in "How to Favorably Impress the Instructor."
Lawrence Brandyburg, Associate Professor of Sociology at Tomball
College (TX), challenges faculty to remember what inspired them
as students and put those inspirations to work in their own classrooms.
In "Sociology Inspired by History," he describes putting
students in charge of some important, potentially eye-opening, learning
of their own.
Vol. XXV,
No. 16
In "Student-Produced Newsletter: Serving Novice Journalists
and the College Community," Denise Barks Richter, Instructor
in Communications at Palo Alto College (TX), describes the schedule
and assignments shared by three communications classes in which
students are engaged in reporting, writing, and editing experiences.
Students report that the hands-on team effort prepares them for
real-world demands of future employment and internships, specifically
in their chosen field of public relations.
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