Curriculum and Programs

Accounting Instructor’s Report: Fall 2017 Trends

Author: Belverd E. Needles, Jr., Ph.D., CPA, DePaul University In the Spring 2017 issue of Accounting Instructors’ Report (AIR), my Trends piece addressed a specific way, the teaching technique called the Nominal Group Technique, for engaging millennials (those students born between 1982 and 2000) in first-year accounting. In this Trends, I address this issue more broadly. In exploring the issue of “engagement” I found that there is more attention given to “engaged employees” or workers and to the common traits of highly “engaged workers” (Try Googling “traits of engaged workers” to see) than to “engaged students”. In exploring this Read More…


Holy High-Tech: One Instructor’s Journey Through Digital Evaluation

I’d love to sit here and tell you that getting here today was easy. That it all fell into place without much effort. That I was able to take a backseat and watch it all happen before my eyes. It wouldn’t be the truth, though. As is the case with most instances of success, achieving it takes time and work. You’ve seen some of the digital options available to educators. Today, there are too many to count and far too many to test, pilot, or sit through a demo of. Plus, there are many factors to consider when evaluating Read More…


Learn How to Break Down Digital Barriers in Art History Instruction

Teaching art history from slide carousels might be a thing of a past, but the transition into digital doesn’t have to be difficult for faculty or students. Modern-age students now expect learning to be easily accessible, interactive and align clearly with the reading materials. Introducing MindTap—where those expectations are met through an approachable learning experience in a clearly organized digital format. Art History faculty at Genesee Community College have found that MindTap helps develop a unified teaching approach between multiple faculty teaching different course sections—especially when bridging traditional and online courses. GCC has integrated MindTap into most of our Read More…


Part Five: Major in Humanities—Build on Creativity Skills

For National Arts and Humanities month, I’ve discussed some of the benefits of a major in the humanities and how to actualize these benefits in our classrooms. Writing, reading, critical thinking and digital literacy are just a few of the myriad of skills a humanities major can offer to students to prepare them for future careers and be to engaged citizens. According to Erik Brynjolfsson, director of MIT’s Initiative on the Digital Economy, in-demand skills in a world of increasing automation may actually be skills best achieved with a humanities education. In an interview with NPR he Read More…


Part Four: Bring Digital Humanities to Your Classroom

Digital humanities—a phrase that’s been floating around academic blogs, conferences and publications for at least the last decade, if not longer. But incorporating digital into our classrooms to benefit our students can be tricky. Technology at times fails to work during key moments of a class—or the new digital platform that promises better learning outcomes just leads to frustration and confusion for instructors and students. However, as many of our study fields date back to before the advent of the printing press, we’re uniquely positioned to show our students the value of technologies while likewise modeling when a Read More…


Part Three: Teach Your Humanities Students to Communicate through Reading and Writing

Among the skills many college graduates are seen to lack when they enter the workforce after graduation, writing proficiency tops the list. As a First-Year writing instructor, teaching critical reading and writing is, of course, my main objective. Yet this instruction shouldn’t end for students after they’ve completed their foundational writing courses. Instructors at all levels, and in all disciplines, should reinforce and build upon this—particularly in the humanities as developing strong writers and thoughtful readers are where we can shine. Here are some quick activities you can incorporate into your courses now to help your students: Build Read More…


Part Two: Can We Teach our Students How to Teach Themselves Critical Thinking?

Before the start of term this fall, I sat through two days of professional development with colleagues from a variety of disciplines. When the facilitator asked us what we wanted our students to be able to do after leaving our classes, one phrase that came up again and again was critical thinking—we want our students to leave our classes with stronger critical thinking skills than they came in with. The facilitator pushed back, asking us what we meant by that and what it looked like in our classrooms. There was a collective pause in the room. Lots of Read More…


Part One: Why the Humanities Matter in Higher Education

Elizabeth Martin is an Instructional Specialist in the Writing Studies Department at Montclair State University in New Jersey and a staff writer for American Mircoreviews & Interviews. She received her M.F.A. from William Paterson University. Her journalism has appeared in Parsippany Life, Neighbor News and The Suburban Trends. Her creative writing has been published by Neworld Review, Hot Metal Bridge and Menacing Hedge, among others. She’s the recipient of two New Jersey Press Association awards. Currently, she’s at work on a collection of essays. Near the start of every fall semester, I cancel classes for a week to have Read More…


Strategy Two: Emphasize the Relevance Logic for Students

In the second of this two-part series, Lori Watson, Ph.D., professor of philosophy and chair of the Department of Philosophy at University of San Diego, provides insight into “A Concise Introduction to Logic, 13th Edition” by Patrick J. Hurley, co-authored by Watson. As you use this text in your course, utilize Watson’s best practices in your own classroom. Students really enjoy Chapter Three on fallacies. Again, I find an effective teaching method is to get them excited about applying what they’re learning in class to material they come across outside class. An effective assignment here is to ask Read More…


Strategy One: Emphasize the Relevance Logic for Students

In the first of this two-part series, Lori Watson, Ph.D., professor of philosophy and chair of the Department of Philosophy at University of San Diego, provides insight into “A Concise Introduction to Logic, 13th Edition” by Patrick J. Hurley, co-authored by Watson. As you begin using this text in your course, utilize Watson’s best practices in your own classroom.

Arguments are Everywhere!

When teaching Chapter One, I find it really helps to have students look for arguments in the news media or blogs that they frequent—an assignment asking them to locate an argument on a topic they’re interested Read More…