Dual Enrollment Faculty Resources

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore's interaction framework for distance education.

Quiet students are sometimes misunderstood in the college classroom. Students may be quiet for reasons related to personality traits, learned behaviors, or situational factors, but regardless, their silences may be misinterpreted by their instructors as a lack of engagement in their courses. In fact, quiet students are often very engaged in the learning process but may need space to express their interest in ways that are suited to their quiet tendencies. This article describes how quiet students are perceived in the classroom, reviews the reasons why quiet students often serve as a source of uncertainty for college instructors, and explains a number of strategies that instructors can use to meet the learning needs of quiet students.

The article argues that too many U.S. colleges value research over teaching ability when rewarding college faculty and that this has a negative impact on student success. Topics discussed include the use of student-centered pedagogy, faculty collaboration in higher education, and efforts to improve the level of college student engagement.

In the online classroom, instructors run into an even greater challenge when it comes to engaging students, showing their personalities, and being present. One way of making connections with online college students is through humor.

Understanding fear, its causes, and its impact on students can be important for educators who seek ways to help students manage their fears. This paper explores common types of student fears such as performance-based anxiety, fear of failure, fear of being laughed at, and cultural components of fear that impact learning.