CrossCurrents is an electronic publication that offers articles on a wide range of topics related to teaching and learning in higher education. Through engaging content that encourages exploration and reflection on best practices, innovative pedagogies, and emerging trends in higher education, we try to help college teachers successfully navigate the challenges they face in today’s complex classroom.
Research demonstrates that in a typical college classroom, most teachers pose a question and then wait less than one second for students to respond. As you might imagine, there are significant challenges with this practice. Allowing students such a short processing time almost guarantees you will not receive carefully thought out responses. It also promotes a classroom dynamic in which
According to surveys, two of the main concerns of most students on the first day of class are whether they will like the instructor and how well they will get along with their classmates (Provitera-McGlynn, 2001). The first days of the semester establish the tone for the next weeks. According to Cavanaugh (2016), “On the first few days of class
Designing effective online discussion boards can be a challenge. While some discussion boards can be fruitful grounds for conversation, others fall flat and feel forced and stale. The design of the board is critical to ensuring a successful online conversation. During the design process, we encourage you to consider the following questions. 1. What learning goal do you want students
Inclusive teaching is pedagogy through which instructors strive to support and engage all students, regardless of their backgrounds, identities, or abilities. It is a pedagogical approach in which instructors recognize and affirm that a student’s differences are inherently connected to teaching and learning processes. They then work to create a learning environment in which all students can learn from the
For years we have acknowledged that college teaching has gotten tougher, but the abrupt shift to remote teaching in response to the COVID-19 pandemic presented instructors with even more challenges. As colleges and universities struggled to deal with the crisis in the spring of 2020, some professors had only a week’s or even a weekends’ notice to restructure their classes
It’s common knowledge for any educator who has taught online that it can be a significant challenge for students who are learning online to develop feelings of connection with their peers and teacher. Instead, students can easily feel isolated and alone in online learning spaces (Blackmon & Major, 2012). This sense of isolation can add new challenges to students’ engagement
As colleges and universities look for new ways to improve both student learning and the student experience, blended courses are becoming increasingly common. A combination of onsite and online instruction, there is no single approach to blended learning. With any definition, the key to blended learning is the combination of onsite and online instruction. Educators in different geographic regions have
At the K. Patricia Cross Academy, our mission is to support faculty with easily accessible online teaching resources. As instruction is increasingly accomplished in an online environment, this edition of CrossCurrents is focused on highlighting some of the previous resources we’ve made available to instructors to aid in their development of successful, high-impact approaches to online teaching.
The COVID-19 pandemic and its surrounding political climate find us all in a time of crisis. Teachers and students alike are often caring for family members, friends, and themselves. That students are doing so while continuing their studies demonstrates that they do care, and they likely care deeply, for the people in their lives. But with the distractions brought about during this time of
Higher education institutions have been scrambling to meet the demand for remote and online courses. This has been due in part to general growth trends in online enrollment, but it has also been accelerated out of response to the Covid-19 pandemic. Because of this, we have focused on helping faculty teach more effectively online. In this blog, we turn our
Sometimes, a group of students in a given class just seems to gel. They connect, work well together, and encourage and support each other. Sometimes a group of students does not gel. They barely interact, they don’t work together, and while they may not actively discourage each other, encouragement is not exactly forthcoming either. It can be difficult to determine what causes
After years – even decades – of teaching onsite, many instructors are able to teach a traditional, classroom-based course without having laid out the entire course in advance. This approach doesn’t work well in the online classroom, however, as online course delivery requires more fully developing the course ahead of time. Thus, when teaching online, the process of course design is essential.