236 research outputs found
Sort by
Utilizing Autosomal DNA Testing to Identify Common Ancestry to Promote Inclusion Instead of Division on College Campuses
Get PDFThis Notes in Brief contribution explores the use of autosomal DNA to engage college faculty and staff in a different approach to diversity and inclusion discussions, including antisemitism, on campuses. The author provides results from DNA testing and how he has used his results to discuss his common ancestry with students to build bridges as a former chair of the Diversity and Inclusion Council on his campus
Front Cover (Spring 2024)
Get PDFTina Geissler is a graphic design student at Tidewater Community College
Breaking Point: An Exploration of the Mental Health Crisis on Campus
Get PDFIn the past several decades, the number of college students who experience mental health concerns has increased astronomically. During that time, acts of campus violence have increased as well. Unfortunately, many colleges have been unable to effectively meet the needs of students with mental disorders. This article explores the challenges surrounding the mental health and wellness of college students. It also analyzes the impact of such challenges on students and the institution. Additionally, this paper examines best practices that colleges may implement to assist students in distress and discusses implications for higher education leaders
Get Skilled, Get a Job, Give Us More: An Early Review of G3
Get PDFIf community colleges are to remain relevant, they must be future-oriented, and responsive to demographic and labor force shifts. The Get Skilled, Get a Job, Give Back initiative (G3) was implemented during the 2021-22 academic year to retain economically disadvantaged students, improve community college completion, and help students graduate into productive jobs with the ultimate goal of boosting Virginia’s economy. G3 is an attempt to make postsecondary education and workforce development systems in Virginia more capable and successful in preparing Virginians for available jobs. The aim of this policy review is to examine the current details of the policy and explore its surrounding contextual influences, while also acknowledging limitations of the policy and program.
It is imperative to continue thoughtful deliberation and planning regarding strategic and evolving practices that meet current and future needs of Virginia’s community college students, as well as Virginia’s workforce and businesses. Changes must be made to address G3’s funding to ensure that this program can continue to help economically disadvantaged students and ultimately boost the Commonwealth’s economy. Changes must also be made to extend the benefits of G3 to more students and should be made available to a wider range of high-demand fields. In the coming years, more clarity on G3 will emerge and the Commonwealth will be better positioned to make data-informed decisions on the longevity of the program
Development of a Novel Biology Laboratory Course for Incarcerated Students
Get PDFFederal second chance Pell grants were recently made widely available to incarcerated students in the United States to fund undergraduate education. Piedmont Virginia Community College was a pilot site for this expansion and began full scale implementation of transfer-oriented associate degrees at three correctional centers in its service area. The college did not have a biology laboratory curriculum that would meet general education requirements and be feasible in a correctional center, where students do not have internet access or even reliable computer (word processing or spreadsheet) access and where materials are restricted for entry. This paper will serve to introduce the laboratory curriculum that was created to accompany a non-majors general biology laboratory course with materials that were pre-approved to pass through security screening in at least one local correctional facility. The lab manual (at this link) contains student information and instructions as well as a linked suite of files, photos, sample data, and instructions for any instructor to quickly deploy with just a USB flash drive and facility laptop (with no internet). Incarcerated PVCC students enrolled in this course benefit from a hands-on lab experience that mirrors the on-campus lab as much as possible. We hope that by publishing this laboratory manual, we might assist others in developing high-quality laboratory experiences for incarcerated students. Every student deserves a second chance
True Story: The HyFlex Experience Across Disciplines
Get PDFBrightpoint’s HyFlex Pilot Program was a year-long project funded by the Online Virginia Network (OVN) to support faculty in the design and delivery of an actual HyFlex course. The cohort consisted of faculty who teach in the biology, architecture, early childhood, and web design disciplines. Participants worked in collaboration with one another and the Center for Teaching and Learning. In the following essay, members of the 2021-22 pilot cohort will reflect on their experiences learning and implementing a HyFlex approach in their courses. Each author will share challenges and successes as well as conclusions with implications for practice by colleagues statewide
Book Review: Remembering and Forgetting in the Age of Technology
Get PDFThis review critiques Michelle Miller\u27s Remembering and Forgetting in the Age of Technology. Miller, a cognitive psychologist and professor at UCLA, provides a balance of theory and application to instructors wishing to better understand the role of memory in their classrooms. She provides strategies and examples of implementation in the classroom as well as a strong justification for why instructors should be aware of how memory impacts learning and incorporate instruction that promotes improved learning