A Primer for Work-Based Learning: How to Make a Job the Basis for a College Education

Provides an overview of the Jobs to Careers model, in which employers and colleges collaborate to embed curricula and training in the work process, as a way to meet healthcare labor force needs. Includes grantee profiles, lessons learned, and worksheets

Listening to Students About Learning

Shares findings from the Strengthening Pre-Collegiate Education in Community Colleges project about how teachers can help students become more engaged and likely to succeed by better observing student learning and introducing innovative instruction

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

The Promise of Faculty Inquiry for Teaching and Learning Basic Skills

Shares insights from the Strengthening Pre-collegiate Education in Community Colleges project on how teachers' systematic and collaborative analyses of new approaches and practices foster innovation and improvement in basic English and math instruction

Don\u27t get left behind: Moving library instruction online

With the growing number of online courses and programs across the higher education spectrum, the need to train faculty to effectively design and deliver online courses has become essential to many institutions. However, many professional development options do not include information or support in order to transition the same library services and resources faculty might use in their face-to-face classes to this new environment. The following case study describes professional development for faculty preparing to teach online at one small, private, doctoral-granting institution; how library resources and services were incorporated into the professional development experience; and the overall impressions from faculty who have participated

Engaging Students Through Collaboration: How Project FUN Works

Students from three disciplines designed, developed, and implemented exercise and nutrition interventions, online modules and videos, to benefit low-income middle school students. The process used to incorporate the scholarship of teaching into a collaborative college-level application of learning is described

Integrating Information Literacy into the Virtual University: A Course Model

published or submitted for publicatio

Rethinking the Professoriate

[Excerpt] The American higher education system faces tremendous pressure to enhance access and graduation rates. In a period of increasing financial difficulties, how will our nation’s higher education institutions achieve these goals and how will they recruit faculty and staff their classes in the future? The answers to these questions, which are the focus of my paper, will likely vary across different types of higher education institutions and will reflect the nature of the classes that they offer and the types of students that they educate

Student Satisfaction and Performance in an Online Teacher Certification Program

The article presents a study which demonstrates the effectiveness of an online post baccalaureate teacher certification program developed by a Wisconsin university. The case method approach employing multiple methods and multiple data sources were used to investigate the degree to which pre-service teachers were prepared to teach. It was concluded that the study supports online delivery as an effective means of teacher preparation, but it was limited in the number of students followed into their first year of teaching

Creating Online Lessons: A Faculty Development Seminar Series

The World Wide Web is being used increasingly to deliver instruction in medical education. Consequently, there is a need to train faculty in developing and implementing online instruction. We developed and implemented a seminar series to teach faculty to create educationally sound, well designed online instruction. Instruction was delivered to 15 participants via a six session seminar on developing web based lessons, supplemented with web-based instruction. First, the participants learned the basics of instructional design via a web based module. They then completed content outlines for their online lessons prior to the first seminar. Lesson development, web site development and the use of a web based instructional shell to implement the online lessons were each taught in two two hour sessions. Eight participants developed online lessons and four actually implemented them. Feedback was mostly positive, with suggestions for improvement. All eight participants who completed the series said they would recommend it to their colleagues. Because a longitudinal workshop type of seminar series requires a large amount of participant time outside of class, a six month seminar series may be too long. It is important at the beginning of the series to help participants select topics suitable for online instruction and to help them narrow their topics. We may change the attendance guidelines so faculty would attend only the session on instructional design and have their staff attend the technical sessions on web site design, HTML editing and online course delivery systems. This would better match the actual practice of faculty designing the instruction and staff developing it