OFYE Matters: The First Days of Class

Posted on September 22, 2017 by
Jamie Holcomb

The first days of class are often considered to be some of the most important for students because they serve as a building block that can impact future success. This idea is then amplified when considering first-year students entering their online classrooms for the first time. Many of these learners come to class with limited […]

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Higher Education, Critical Thinking and Police Service

Posted on September 8, 2017 by
Dr. Gregory Fowler, CAO and Dr. Jeff Czarnec

On Feb. 4, 1968, exactly two months before his assassination, the Rev. Dr. Martin Luther King Jr. delivered his “Drum Major Instinct” sermon, part of which would later be used as a eulogy at his funeral. In it he recounted conversations with white Birmingham, Alabama, police officers while he was sitting in jail. He realized […]

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Affirming Online Faculty

Posted on September 1, 2017 by
Alexis Morton

Originally published on Evolllution.com  “I want to be part of your mission.” These are quite possibly the eight best words I’ve heard in a long time. Arguably, they are the most coveted words in the world of faculty or teacher development. Although I’ve probably heard them in many different guises over my 20-plus years in education, […]

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OFYE Matters: Exploring Feedback

Posted on August 25, 2017 by
Jamie Holcomb

The challenges our new online students often face, combined with what often has been extended time out of the classroom, can contribute to feelings of insecurity. Many online first-year students struggle with self-efficacy, which presents a hurdle online first year experience (OFYE) educators must overcome in order to deliver the critical feedback necessary for student […]

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Beyond the Spell-Checker: The Content Editors’ Role in the Student Experience

Posted on August 18, 2017 by
Helena Wahlstrom

It’s 10:50 on a Wednesday night, and student Sandy finally has a moment to work on her online course. It’s been a long, exhausting day. The kids are in bed and Sandy is determined to tackle an assignment before it’s time to call it a night. She logs in to the learning management system (LMS) […]

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OFYE Matters: A Closer Look at the Online First Year Experience

Posted on July 28, 2017 by
Jamie Holcomb

First-year students often have unique needs that must be addressed to help secure their success. For online first-year students who are often nontraditional learners (learners of all ages from all walks of life who often are first-generation college students), the spectrum of needs is typically larger and more diverse. The challenge for OFYE educators is […]

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Mission Driven, Common Challenges

Posted on July 14, 2017 by
Dr. Sasha Thackaberry

After working for Cuyahoga Community College in Ohio for over six years, in February 2016 I moved to a new position (and state) to take on a new challenge, at Southern New Hampshire University. Surprisingly, the move from the community college environment to the College of Online and Continuing Education at a private, liberal arts […]

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Part 2: A Leader in Every Seat

Posted on June 28, 2017 by
Dr. Gregory Fowler, CAO

Last week the College of Online and Continuing Education Academics team participated in an intensive retreat about trends in higher education and technology, leadership, learning models and more. A primary focus was on developing leadership at every level —what we’ve been calling “putting a leader in every seat.” Below is the second in the two-part […]

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A Leader in Every Seat

Posted on June 22, 2017 by
Dr. Gregory Fowler, CAO

This week the College of Online and Continuing Education Academics team participated in an intensive retreat about trends in higher education, learning science, learning models and much more. A primary focus was on developing leadership at every level — or what we’ve been calling “putting a leader in every seat.” As part of this, we […]

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Online Non-Directive Peer Tutoring

Posted on June 9, 2017 by
Elizabeth Bonin and Amy Stevens

One of the paradoxes in higher education shows students who are confident and competent seek academic support more than the students who need help the most. For students who struggle with prerequisite skills, knowledge and abilities, asking for help from authorities such as instructors and university administrators may lie far outside of their comfort zones. […]

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