Engagement and Motivation

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…


Expand the Way Students Think and Learn for National Arts and Humanities Month

“The study of humanities has allowed me to expand the way I think. To think differently, and to always see other peoples’ lives through their perspectives. To be able to think critically and not be spoon fed information – [and] actually thinking about the information I am absorbing.” –Francisco Rubio Fernandez, a Freshman at Santa Monica College, on the true value of Humanities coursework. As October nears and National Arts and Humanities Month begins, now’s the time to discover the importance of a humanities education, and share the objectives on which Humanities is built upon, including:

    Teach students how to
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CengageNOWv2 Saves Trees, Makes Learning a Breeze and Delivers Results

Andrea N. Aviles Colton, a full-time student at University of Puerto Rico at Bayamon Bayamon, Puerto Rico, started using CengageNOWv2 when her Accounting professor assigned it to her class. Find out how it eventually became her best friend.

Challenge

Andrea struggled to find time to go over course material while deepening her understanding of it.

Solution

CengageNOWv2

Result

Andrea dramatically improved her grades and reduced paper consumption with the user-friendly platform—plus it made studying fun!

Read Andrea’s full story on how CengageNOWv2 proved to be a successful product for her.

 


Find Balance as a Full-Time Student and Employee with CengageNOWv2

Carrie Stegall, a Business Administration student at Georgia Highlands College in Cartersville, Georgia, and full-time Customer Service Manager at a grocery store, was looking for balance with her busy workload. Here she shares her story on how CengageNOWv2 made that happen.

Challenge

Carrie struggled to focus on her studies while balancing full-time work with a full college course load.

Solution

CengageNOWv2

Result

The flexibility and guided support of CengageNOWv2 helped Carrie earn high grades, despite her busy schedule.

Read the rest of Carrie’s story and learn how you can also balance your busy schedule.


Spark Motivation and Engagement with MindTap for Student Success

Essie Childers, Instuctor at Blinn College in Texas, shares insight into how MindTap for Student Success helped her organize and manage a blended class while improving student engagement and performance. When professor Essie Childers went in search of a new online platform to help motivate students in her Learning Frameworks course, she knew she needed a program designed to increase her efficiency as well as create a safe place for students to contemplate and reflect. She found what she was looking for in MindTap, with its journaling feature and its automatic grading and feedback. Challenge Essie’s search for an engaging online program Read More…


Build Self-Confidence in General Chemistry with OWLv2

Enedina Martinez, a future medical student at Columbia University in New York, utilized OWLv2 to help herself prepare for exams and the MCAT®. Challenge As a busy biochemistry major, who also works, Enedina was in need of resources to help her learn General Chemistry efficiently—without  having to seek tutoring from her instructor. Solution OWLv2 for General Chemistry Result OWLv2 allowed Enedina to practice as much as she wanted and watch animations to better grasp concepts, get immediate feedback on errors and be confident in her readiness for class exams and the MCAT®. Uncover the secrets to OWLv2 and how Enedina Martinez Read More…


Calculus Student Benefits from Practice in WebAssign

Emily Eckes, a college student at Miami University in Oxford, Ohio, details the importance of practice and how she has benefited from using WebAssign in her calculus courses.

Challenge

As a busy student, Emily sometimes had trouble focusing on assignments and felt fear

Solution

WebAssign for Calculus

Result

Emily found WebAssign easy to use and liked that it motivated her to practice—her “A” grades can be attributed to improved study habits with WebAssign.

See what else Emily had to say about the use of WebAssign in her calculus courses.

 


Investing in Retention is Vital to Institutional Success

There is far too much at stake for institutions not to prioritize retention—especially in today’s educational climate.

Invest in Retention

Hear why Phillip Long, Chief Innovation Officer at the University of Texas at Austin, and MJ Bishop, Director of the Kirwan Center for Academic Innovation at University System of Maryland, believe retention is a mission-critical investment.

 

Stay tuned for more videos around relevant topics like employability, affordability and readiness.

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Visual Learner Finds Great Success Studying U.S. History with MindTap

Liberty University student and visual learner calls MindTap for U.S. History a “game-changer” for reading and retaining course content. Working full time and going to school is a challenge in itself, but studying walls of text at night can be a recipe for disaster. Fortunately for Lauren Bankole, Sophomore at Liberty University in Virginia, her professor for U.S. History is using MindTap. MindTap is an interactive learning platform that features a mobile-ready textbook, videos, quizzes and flashcards all available online or on a convenient mobile app. This type of interactive learning is perfect for someone like Lauren who is Read More…


Stats Beyond STEM

Anne Arundel Community College (AACC), a much lauded school located in Arnold, Maryland, recently announced that for students not seeking degrees in either science, technology, engineering or math (STEM), college algebra or trigonometry will no longer be a mandatory prerequisite. The school instead offers a course they believe to be more immediately relevant for a non-STEM student—elementary statistics. This shift from the traditional model—to mandate that all students take a beyond high-school algebra course—is happening in schools all over the country, and it makes sense. Jobs in America dependent upon statistics knowledge are projected to Read More…