April 29, 2011

Students Who Are Chronically Late to Class

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Students who display a passive-aggressive personality style may do so in a variety of ways … from chronic tardiness to sleeping in class. Let’s look at the student who’s always running late. As you know, some students are late to class on a regular basis, and in doing so are probably displaying a form of resistance or defiance—and it is wise to see it as such.



April 26, 2011

How to Teach a Course That Leads to Certification

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The Computer Information Sciences program at ECPI College of Technology offers job oriented, “hands-on” education required to meet the needs of an ever-changing and increasingly technical society. We encourage students not only to earn their degree but also to get certified in their respective fields. The great success we achieved in getting more than 50 students Comptia Security+ certified compelled us to share our experience.



April 22, 2011

Survey Says 80 Percent of Faculty Use Social Media in Their Teaching

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More than 80 percent of college faculty use some form of social media in their teaching, with online video by far the most popular application, according to a new survey from the Babson Survey Research Group and Pearson. The results were presented early this month during Cite 2011, Pearson’s 12th annual higher education technology conference.


April 20, 2011

Strategies for Growing a Campus-Wide Professional Development Program

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Professional development is essential for maintaining and developing the skills of higher education employees. Beyond educating students, colleges also have to keep faculty and administrators continually updated with the latest technology, changes in enrollment characteristics, and larger societal issue so that they can help students be more successful.



April 18, 2011

What Students Want: Characteristics of Effective Teachers from the Students' Perspective

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As an undergrad, I put myself through school waiting tables – a truly humbling experience that made me a better instructor. With a mission of 100% customer satisfaction and my livelihood on the line, the patron’s experience became my highest priority.

Taking that mindset into the classroom, I strove for 100% student satisfaction – within the confines of academic integrity, of course – and achieved great results. It turns out, oddly enough, that students love being important, valued, respected, and honored. And through the resulting faculty-student connection, students willingly transform into vessels of learning.


April 15, 2011

What Games Teach Us about Learning

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Many teachers consider video games the antithesis of education. Boys especially are drawn in at the exclusion of all other interests (girls tend to be obsessed with social networking). But games can teach us a lot about learning. Why are games so captivating? Researchers have said that the appeal of games is that they provide two central elements: 1. achievable challenges, and 2. progressive rewards.


April 14, 2011

To Increase Learner Achievement Serve Feedback Sandwiches

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Constructive instructor feedback is essential for a students’ cognitive growth, and it is essential that constructive feedback be presented in a positive and encouraging manner. An appropriate technique, known to the authors as the sandwich approach, encourages learners while providing honest, open and direct critique. Online instructors, in particular, should serve virtual sandwiches to increase motivation and to bolster the achievement of their students. In its most rudimentary sense the virtual sandwich has three layers a top slice, the filling, and the bottom slice.