Regardless of whether video is used for an online course, or serves as supplemental material in another course format, the videos must be watched by students in support of their learning. If professors give video production their best effort and still end up with undesirable outcomes, how can institutions better support the production of…

Instructors and professors know from their experiences as learners that engaged, interactive, dialogical learning can enhance understanding and increase joy in the learning process. Yet many were primarily taught through traditional lecture-style techniques and continue that pattern in their own teaching. As a professor who believes learning…

The increasingly diverse set of learners in colleges and universities poses considerable challenges for educators. Dorothy A. Osterholt and Sophie Lampard Dennis explain the four domains of learning they have identified and suggest ways to apply them to help students overcome a variety of obstacles to learning.

Without question, sustainability efforts and initiatives are on the rise on college campuses. In a 2007 American College Personnel Association (ACPA) presentation, Debra Rowe reported that across the country there were 250 sustainability coordinators/offices/committees, 300 LEED (green) buildings, 275 campus sustainability assessments that had…

Getting through to students in the classroom continues to be one of the great mysteries of an educator's life. What will capture their attention, and, more important, what will transform their thinking? Film industry veteran and educator Barbara Tobolowsky returned to her roots in visual media to find answers. Using video clips to introduce a…

Using technology's enormous potential to support student learning requires that student personnel workers enter a new world--one that students already inhabit. Using technology can be a big challenge for educators who still cling to more traditional teaching methods. This article explores what educators can do to bridge the technology gap on…

Argues that colleges need more than new techniques to engage students; they must transform college culture. Stresses that teaching and learning be the main topic of conversation, and that such conversations should be more informed and more information-based. Teaching itself can be viewed as substantive, intellectual work. (RJM)

Claims that, to prepare students for the future workplace, some notions are best forgotten. Educators must design seamless learning approaches, and institutional policies and practices must engage students in a variety of learning activities. Schools should cultivate an institutional ethos that promotes involvement in educationally purposeful…