2006 Research Student Development 
The Scholarly Teacher
JANUARY 29, 2025
The open access nature of community colleges and the varying levels of academic preparedness of their students require programs and courses that provide remediation and support in foundational skills for nearly two- thirds of students (Chen et al., Physical Review Physics Education Research, 12 (1). References Chen, X.,
The Scholarly Teacher
NOVEMBER 15, 2023
Scholarly activity, creative activity, and professional learning enable faculty to remain current in their areas of specialization, serve as role models for students, develop a strong recruitment base, and support the university’s core value of “ faculty excellence in teaching and all forms of scholarship.” 2006, June 9).
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Supporting Student Success
SEPTEMBER 22, 2020
This project was particularly important to me because of the impact CliftonStrengths had made in my life and how the tool was being used to support post-secondary students’ development. You may be asking what is CliftonStrengths (CS) and how does it help students? What is CliftonStrengths? Liana Acri (she/her), M.Ed.,
Teaching Matters Experiential Learning
AUGUST 24, 2022
Geoscience Outreach is a 20-credit Experiential Community Service Learning (CSL) course established in 2006, and adopted by other Schools across the University. Students are mentored and empowered to develop and deliver resources through negotiated and self-directed community engagement. What do we do?
Teaching Matters Student Employment
JANUARY 24, 2017
Since academic year 2011-12, when the Edinburgh award was launched, I’ve always asked the students in my award classes whether they agree with a statement from a paper by Simon Barrie, 2006; “ …. Neil Speirs Dr Speirs works on a number of Widening Participation projects as a practitioner and researcher. The certificate?
Teaching Matters Student Engagement
JULY 28, 2022
Help students develop the ability to self-assess. 2011) The Mythology of Feedback, Higher Education Research and Development, Vol. 2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, Vol. 4 pp 405-419 [link] Falchikov, N.
Student Affairs Assessment Leaders (SAAL)
JANUARY 29, 2024
The Beginnings of Co-Curricular Research (1950s): By 1950, collecting questionnaire data on student activities and feedback was under way at the secondary level (Tompkins, 1950). Much like assessment today, the purpose of this work was to establish baseline participation rates and initiate new programs based on student feedback.
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