Each semester, students face significant challenges in their courses. Students either get discouraged, fall behind, or consider dropping the class (Trusty et al., 2025). Educators spend a considerable amount of time and
Teaching is more than delivering content—it’s guiding students through a process of growth, discovery, and transformation. As college educators, we strive to create experiences that challenge students, nurture
Student success and socio-emotional well-being, including coping and adjusting to college life (particularly during their first year) continue to be pervasive issues (van der Zanden et al., 2018;
“Yes, Iris,” my Chicana/o Studies Professor spouted as he acknowledged my raised hand for a comment about the reading. “He knows my name?” I thought distractedly as I tried to refocus on the thought
Efforts to expand access to higher education have resulted in higher enrollment rates and degree attainment rates making higher education an option that is open
As an industrial/organizational psychologist, work is always on my mind. Naturally, I am interested in understanding ways to make work better for others, but I
Curriculum assessment and evaluation projects may not always spark immediate enthusiasm, but a recent well-organized team project in our higher education program demonstrated the power
Students need to demonstrate their competencies in areas beyond traditional classroom assessments. In an era of advanced technologies and artificial intelligence, the use of these
Student success is teacher success. When our students overcome obstacles in their learning due to our support and encouragement, or experience transformations from our well-constructed
“If you build it, they will come,” held true for the 1989 movie Field of Dreams but does not necessarily apply to online courses and
