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Inquiring Minds Want to Know…About Social, Cognitive, and Teacher Presence Online

The Scholarly Teacher

Kari Henry Hulett , Northeastern State University Maria Gray , Northeastern State University Key Statement: Faculty can intentionally design courses using the Community of Inquiry Framework to achieve greater student engagement and learning outcomes. To guide and build community in the online classroom, Garrison et al.

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Choice Meets Academic Emotions

The Scholarly Teacher

2006) connects six emotions: hope, enjoyment, pride, shame, boredom, and hopelessness to achievement. When students perceive personal connections, Control Value Theory (Pekrun et al., 2006) suggests that students will experience joy. Reinhard Pekrun’s Control-Value Theory (Pekrun et al., link] Pekrun, R., Elliot, A.

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Learning Assistantships

The Scholarly Teacher

For community college students, the primary opportunity for engagement is in the classroom, as they typically attend part-time with fewer extracurricular opportunities than their four-year counterparts. What other mechanisms, both in and outside the classroom, can support student engagement at the community college level?

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Fostering Success

Diverse: Issues in Higher Education

I think public institutions have a mission to make sure that those in society have access to higher education,” says Alexander, who arrived at UCLA in 2006. AAP emphasizes that their students have earned the academic right to be at UCLA and have shown the potential to excel and graduate. Coming from such a background drives him. “I

Food 274
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Placing study circles at the centre of the student learning experience

Teaching Matters Student Engagement

In the Professionalism 4 course, approximately four students are allocated to each study circle. At the end of the course, criteria-based facilitated group discussions are used to explore studentsengagement with the process. Each group meets with the course organiser who facilitates the discussion. References Francis, R.

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Recapturing the excitement of lectures

Teaching Matters Student Engagement

There is evidence that many students appreciate and benefit from interactive lectures (Huxham, 2005; Revell and Wainwright, 2009). Many staff at the University of Edinburgh are already adopting highly engaging approaches to lectures, but can we try to transform all lectures to make them unmissable? References Bates, S.P., Howie, K. &

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Archer Education Achieves SOC 2 Compliance

HEMJ (Higher Ed Marketing Journal)

This milestone reflects Archer Education’s leadership in providing managed services related to growing student engagement and enrollments.