This site is under construction. It will be a repository for resources most often requested by faculty (or for faculty). Currently, resources pertain to
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Proactive Advising with First-Generation Students: Suggestions for Practice
Elizabeth Kalinowski Ohrt, George Mason University
Proactive (Intrusive) Advising!
Jennifer Varney, Chair-Elect, Distance Education Advising Commission
The Role of Proactive Advising in Student Success and Retention
Sue Ohrablo, Adjunct Professor, Valencia College
Intrusive Advising 101: How to be Intrusive without Intruding
Jennifer Cannon, University of Arkansas Community College at Batesville
Jennifer Varney, Hesser College
Intrusive Academic Advising: A Proactive Approach to Student Success
Alison Herget, HigherEdJobs
Report: ‘Intrusive Advising’ Among Best Practices for Community College Student Success
Jamaal Abdul-Alim, Diverse
Additional Best Practice Recommendations for Intrusive Advising (PDF)
The Power of Advising in Community Colleges: CCCSE
Community College Student Engagement
Advising Strategies to Support Timely Graduation (PDF)
University of California
The Case for a Case Management Approach in Advising Academically Underprepared Students
Lindsey Pierce, South Seattle College
Research has shown that the following strategies positively impact student retention.
More Resources on Learning Students’ Names
More Resources on Creating Positive Classroom Environments
More Resources for Communicating Clear Expectations
More Resources on Teaching Techniques and Strategies
Reflection helps students articulate thoughts, and self-assessment helps students appraise how well they understand the material presented. Below are few examples of questions to ask to assess students’ learning.
More Resources on Reflection and Self-Assessment
Ideas for designing, creating, or enhancing interaction in the classroom.
More Resources on Interaction in the Classroom
Encourage students to succeed. Ask students how you can help them succeed. Inspire confidence.
Multiple choice quizzes are not the only way to evaluate learning, though many faculty rely heavily on these types of quizzes. Provide students with alternate ways to demonstrate what they have learned.
More Resources on Providing Options for Evaluation
More Resources on Preparing Your Students for Exams
Giving feedback throughout the year may encourage students to try harder. At the very least, it helps students know where they stand and not find a nasty surprise at the end of the semester. Below are suggestions for keeping students informed on their progress throughout the semester.
More Resources on Continuous Feedback
Resources and Articles on Student Retention
CTE Online, the Center for Teaching Excellence online faculty development site, has a number of webinars on strategies for improving student retention. For a complete listing of titles, visit the CTE Online page.
While you can find many examples of peer evaluation rubrics and checklists, you probably will not be able to locate one that fits your needs perfectly. The college could develop a set of criteria that fit all instructors and that should be included in all teaching peer review rubrics, but I would argue that rubrics should be individualized to departments, to ensure you are covering the things you need to cover. For example, for faculty who teach lab courses, there should probably be some place to record information on how well the instructor used the lab equipment. My suggestion would be that departments develop their own rubrics or checklists as a team and that they use the same instrument across the board (everyone in the department should use the same instrument).
Ideally, a rubric would be developed long before you actually use it. Just as rubrics we use with our students, rubrics provide guidance to help the reviewee understand what they will be evaluated on. This is another reason rubrics and checklists should be developed specifically for your needs. You want to include those things that are most important to your institution, division, and department.
(I recommend reading at least the ones in bold)
Open educational resources (OER) are materials that are free to be used in the educational setting. Some materials are free because they are in the public domain. Others are free because they have been released to be used or shared with others. OER includes a wide variety of educational material including digital textbook, videos, lesson plans, assignments, quizzes, games, activities, and more.
Example of an open book on OER
OER Student Toolkit: A BC campus Open Education advocacy guide for student leaders: https://opentextbc.ca/studenttoolkit/chapter/step-one-what-are-oer/
Defining the "Open" in Open Content and Open Educational Resources: https://opencontent.org/definition/
The terms "open content" and "open educational resources" describe any copyrightable work (traditionally excluding software, which is described by other terms like "open source") that is either (1) in the public domain or (2) licensed in a manner that provides users with free and perpetual permission to engage in the 5R activities:
OER FAQ: Texas Tech Universities https://guides.library.ttu.edu/c.php?g=543397&p=4745014
Check your licensing knowledge game: https://indstudy1.org/univ/355460515034/Flash/Lesson2/PracticeVersion.html
Check the material for:
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