Best Practices

The author explains the creation of the flipped classroom, why you should flip your classroom, and how to implement the flipped classroom.

The author uses case studies and vignettes to relate classical and new theories of community college leadership.

The author offers instruction in both classroom and online instruction. Chapters include “Teaching Classroom Courses, Lectures, Collaborative and Cooperative Activities, Teaching Online Courses, and E-Learning to the Max.”

The book builds on the scholarship of teaching and learning by addressing each discipline specifically and addressing how to help students think like disciplinary experts. Contributions from the sciences, humanities, and arts demonstrate how to foster learning in the disciplines.

The authors use case studies to illustrate a variety of ways that lecture capture can be used in higher education. Several challenges are addressed and recommendations are offered. Practical examples of how lecture capture can be used make the transition from idea to implementation easier.

The author presents the current literature on blogging in the classroom using the research of Celsi and Wolfinbarger.

This paper presents an overview, teaching/learning techniques, exemplary assignments and activities, assessment tools, and best practices for online courses.

The article discusses the need for faculty to approach online learning differently, learn new technological skills, and continue to engage in professional development. Topics covered include the adult learner, faculty collaboration and support, quality design and implementation, student support, and instructor and student interaction.

The article examines best practices in course design by examining available guides, books, and documents to reveal commonalities in the best practices.

This paper discusses the four differences between andragogy and pedagogy.

Shor, a writing teacher, compares his contract grading system to the system used by Jane Danielwicz and Peter Elbow.

The author answers the question raised in the title and explores her use of the technology in a large college classroom.

The author shares practices that will promote student engagement in the classroom.

The Community College Research Center conducted studies of online course outcomes at two community college systems.

The study focuses on college students who took part in a first year learning community and compares the perceptions of those who succeeded to earn at least 30 college-level credit hours to those who did not persist.

The study on adult-student persistence at Salt Lake Community College demonstrates how personal and institutional factors influence persistence.

Since only a few empirical studies exist about “Weekend College” programs, the authors decided to do their own study.

The study looks into reverse transfer, which is when students begin their careers at a four-year institution but transfer to a community college before earning a degree.

This study investigates the type of advising that is most important to pre- and posttransfer students. They examine two groups of students: students enrolled at community colleges who intend to transfer to four year institutions and students at four year institutions who transferred from community colleges.

The authors determine whether comparable grading standards are used in two- year community colleges and four-year universities.

The authors argue that managing the immigrant student population more effectively should be a national priority.

The author argues that college instructors need to have a list of Best Practices to improve teaching skills and appear as a collective professional group, much like doctors and lawyers. A list of practices to improve student retention in lectures, how to engage students and how to foster active learners are included.