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Dual Enrollment Faculty Resources
This guide provides information to dual enrollment faculty.
Contact TTC's Center for Teaching Excellence for faculty support in the design, development, and implementation of all distance learning and traditional face-to-face courses. CTE also provides a variety of professional development opportunities for faculty.
CTEtraining@tridenttech.edu or call (843) 574-6160
Engage the Brain answers these questions with easy-to-understand explanations of the brain's emotion networks and how they affect learning, paired with specific suggestions for classroom strategies that can make a real difference in how and what students learn.
When students are meaningfully involved and emotionally invested in content, they learn more--and perform better. In 20 Strategies for Increasing Student Engagement, Dr. William N. Bender provides practical examples, guidelines, and the research behind his teaching tips to help educators focus on specific strategies for engaging students in the classroom.
Using the book's practical strategies will help you empower learners to succeed at all subjects by being proficient readers, writers, speakers, and listeners. Use this resource to create a caring, engaging classroom that provides students the support they need to develop emotionally.
If you have ever been apprehensive about initiating classroom discussion, fearing silences, the domination of a couple of speakers, superficial contributions, or off-topic remarks, this book provides strategies for creating a positive learning experience.
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.