Affective learning is important for the holistic development of students. Yet, not much is reported about how it is achieved in the higher education classroom. The purpose of this paper was to appraise the Hospitality and Tourism Management curriculum and pedagogical practices being utilized to deliver affective learning outcomes in Community…

The purpose of this study was to investigate the content, student learning outcomes, and types of measures used for assessment in music appreciation courses across the State University of New York (SUNY) community colleges. Data was collected using a researcher-designed questionnaire; instructional faculty of music appreciation courses at SUNY…

Background: There is a critical need for evidence-based metacognition instruction models with an ease of implementation. Three issues involved in advancing the implementation and assessment of metacognitive interventions are: (i) the lack of an operational framework for the development of metacognition; (ii) metacognition instruction models that…

Utility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized…

The purpose of this study was to examine the intersection between and among creativity, cognition, composition, and community. Researchers studied hundreds of adult students from several California community colleges and private universities by means of surveys, observations, and interviews to augment an extensive historical literature review.…

To help students master challenging, threshold concepts in physiology, I used the flipped learning model in a human anatomy and physiology course with very encouraging results in terms of student motivation, preparedness, engagement, and performance. The flipped learning model was enhanced by pre-training and formative assessments that provided…

Transfer is typically thought of as requiring individuals to "see" what is the same in the deep structure between a new target problem and a previously encountered source problem, even though the surface features may be dissimilar. We propose that experts can "see" the deep structure by considering the first-order interactions…

We synthesize ideas from the foregoing articles in this special issue and from the broader literature on transfer to explore several themes. In many ordinary life circumstances, transfer proceeds easily, but formal learning often shows much less transfer than educators would like, making failure to transfer a focus of investigation. Transfer, like…

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory…

Through an analysis of instruction in mathematics classrooms at a community college, the author describes the nature of the interaction and the complexity of the mathematical activities evident in two types of courses: remedial and science, technology, engineering, and mathematics (STEM) college preparatory courses. Although both types of courses…

This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the teaching of English as a Second Language (ESL) was developed and evaluated. The program design was…

Much has been written by academics lamenting the lack of preparedness of students for entrance to the university (and, by employers, lamenting the additional training that students need after college to enter the workforce). Although such lamentations may be merited, students pick up the binary rhetoric of real world versus academic world that…

Basic brain function is not a mystery. Given that neuroscientists understand the brain's basic functioning processes, one wonders what their research suggests to teachers of developmental algebra. What if we knew how to teach so as to improve understanding of the algebra taught to developmental algebra students? What if we knew how the brain…

For developmental education students, rates of developmental math course completion and persistence into required college-level math courses are particularly low. This literature review examines the evidence base on one potential means for improving the course completion and learning outcomes of developmental mathematics students: reforming…

Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in…