Interdisciplinary articles on issues related to teaching at the undergraduate and graduate levels; teaching philosophy and practices, teachers' roles, professional development and evaluation, incentives and commentary on articles in the journal.
A refereed, scholarly journal of original articles on both the theoretical and practical aspects of community college education in the areas of administration and management, changing technology, instruction, programming and curriculum and student needs.
A series of thematic journals presenting ideas and techniques for improving college teaching, based both on the practical expertise of seasoned instructors and on the latest research findings of educational and psychological researchers.
While many institutions have developed policies to address the myriad needs of Millennial college students and their parents, inherent in many of these initiatives is the underlying assumption that this student population is a homogeneous group. This book is significant because it addresses and explores the characteristics and experiences of Millennials from an array of perspectives, taking into account not only racial and ethnic identity but also cultural background, sexual orientation, and socioeconomic status differences--all factors contributing to how these students interface with academe.
How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments? Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students - with a substantial number of "traditional" dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week - little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students. This book offers the most complete and comprehensive conceptualization of the "working college student" available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label "undergraduates who work" and the implications of working for undergraduate students' educational experiences and outcomes.
The generation immediately following the baby-boom generation. Generation X came of age during the 1980s, the decade during which it first acquired a unique (though contested) cultural identity and the first decade to be shaped in part by the generation’s goals and values.
Schmitz, M. (2013). Generation X. Salem Press Encyclopedia.
Also known as the millennial generation,refers to those born between the early 1980s to the early 2000s, with dates varying among countries. The millennials, the largest generation since the baby boomers, represent a shift in generational mindsets, moving from the skepticism found in many of generation X to a sensibility that is more free-spirited, flexible, and open-minded. The Pew Research Center placed the number millennials in the United States between the ages of eighteen and twenty-nine to approximately 50 million in 2010.
Lundin, L. L. (2013). Millennial Generation. Salem Press Encyclopedia.
"Generation Z" (gen Z) is a name given to the people born in the mid-2000s after the millennial generation, though some argue gen Z began in the mid-1990s. Although there is some debate regarding when gen Z began, it is typically agreed that the most defining attributes of this generation have been full access to and regular use of the Internet as well as the other technological breakthroughs that have occurred since the 1990s. Members of gen Z are characterized as being technologically savvy and comfortable maintaining connections with one another online through social media—often for many hours each day.
Cooper, P. G. (2014). Generation Z. Salem Press Encyclopedia.
A closed door, an exasperated expression, a noisy workstation, a cultural misunderstanding—all of these are examples of “noise,” a general term for anything that gets in the way of effective communication. The key to overcoming communication barriers is to be able to identify and understand them. This program explains the various types of noise and details specific examples of physical, organizational, emotional, nonverbal, cultural, language-related or written barriers. Through expert interviews and creative vignettes, the video offers solutions to overcoming these common communication barriers. A co-production of Films for the Humanities & Sciences and MotionMasters.
We’ve all heard the sentiment—that Generations X, Y and Z have grown increasingly self-absorbed from over four decades of nurturing and education based on boosting self-esteem. But how did we get here? This program is one man’s journey looking at the different generations, including their history, cultural identity, traits and trends, to find out how we arrived here. Young people have more freedom and independence than ever; but the culture of narcissism is nearly epidemic. Antoine Gaber dissects the very real collision between generational expectations and reality, and how to bridge this generational divide to move toward a better future
This chapter explores differences in generational values and behaviors. Understanding these differences will help faculty members set interpersonal boundaries that create an environment in which both student and teacher feel respected, appreciated, and capable.
Espinoza, C. (2012). Millennial values and boundaries in the classroom. New Directions For Teaching & Learning, 2012(131), 29-41.
The achievement and equity gap between majority students and underrepresented minority students, first generation college students, and low socio-economic status undergraduate students is a pervasive problem in higher education. At the University of Wisconsin-Madison, faculty professional development on inclusive teaching has been shown to raise instructor awareness and increase their use of inclusive teaching practices. This focused professional development module could be adapted by other institutions as part of a
campus-wide approach to address educational inequities.