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Articles: Classroom

While the systems can be programmed to take multiple locations into account, in some cases, campus culture prevents satellite locations from being leveraged. Students and faculty might not want to travel to a branch campus, especially if gas prices or parking are going to add to the challenge.

Gone are the days of standing in long lines waiting to register as an ever-expanding list of closed classes crawls by on a CCTV monitor.

Modern students expect to register online, probably from home, and at any hour of the day.

Building a livable schedule is hard enough for a residential student. It’s even more difficult for community college students who contend with work and family commitments, as well as a commute to campus.

Enter student-facing scheduling software to make life easier.

Through careful scheduling, leaders at Howard Community College have ensured more classes are offered throughout the day so that buildings don't stand empty.

A hallmark of community colleges is being nimble enough in their class offerings to respond quickly to the changing needs of their students. Additional faculty can be hired to teach the new courses, but classroom space is often a fixed resource that isn’t so easily added. “We would not turn down a new classroom building,” says Tony Honeycutt, provost of Somerset Community College (Ky.) with a laugh, “but we can meet our needs for classroom space through better scheduling.”

Imagine a learning environment where students can’t hear the professor—or the emergency notifications as part of a safety situation. The basic need of clear audio solutions in higher education impacts so much more than meets the eye.

Officials at Manchester Community College and across the state are working to increase the number of graduates in STEM fields such as biology.

Students, residents, and employers of science, technology, engineering, and math (STEM) field graduates in New Hampshire will be hearing a whole lot more about these areas of study in coming years. Representatives from the University System of New Hampshire and the Community College System of New Hampshire signed a letter of commitment last month that lays out steps to meet a big goal: increase STEM-educated graduates by 50 percent by 2020, and then double that number by 2025. Currently, the two systems graduate about 1,120 students in these areas.

Plagiarism is a widespread problem, and with anytime, anywhere internet access, it only seems to get worse. As part of a study published last summer by The Pew Research Center and the Chronicle of Higher Education, more than half of 1,055 college presidents surveyed said they had seen a rise in plagiarism in the last 10 years. (Just 2 percent thought that it had decreased.)

Harvard President Drew Faust (left) and MIT President Susan Hockfield announce edX.

At the beginning of the 21st century, MIT began a bold, pioneering experiment in bringing higher learning to the masses. Originally intended for students traveling abroad to keep up with their studies, the OpenCourseWare Project enabled anyone to access the OCW site and read course materials from more than 2,000 MIT classes. While there was no interaction with faculty and no grades or credit given for doing any of the work, it opened the door to a variety of possibilities for online learning.

As college acceptance letters began popping up in mailboxes across the country this year, incoming students were left once again with the daunting task of choosing the right school. While cost has always been a consideration, more students than ever before are now considering it as a key factor—not only in terms of which school to attend, but whether they go to college at all.

Strategic Learning Alternative Techniques (SALT) Center at the University of Arizona:

A dozen strategic learning specialists are assigned to individual students, whom they meet with weekly and coach on everything from time management to self-advocacy. SALT students get help figuring out how and to whom to disclose their learning disability, and how to approach professors and talk to them. Research has shown that students with learning disabilities need to develop self-determination skills. Students begin work on self-advocacy right away.

Students who learn differently will be the focus of two events at UBTech 2012, June 11 to 13 in Las Vegas. Temple Grandin, autism advocate and professor of animal sciences at Colorado State University, will speak on education, technology, and how we relate to the world around us in the opening keynote. In a later session, Dana Reinecke, an assistant professor and department chair in the Center for Applied Behavior Analysis at The Sage Colleges (N.Y.), will present on using technology to reach college students with special needs.

Student Caitlin Smith of Adelphi U gets a helping hand from Susan Spencer Farinacci, executive director of the Learning Disabilities Program there.

At first glance, the sprawling University of Arizona and University of Connecticut campuses might not have much in common with Adelphi University and Curry College, smaller private institutions in the suburbs of New York City and Boston, respectively. But all of these schools have built robust programs for undergraduates with learning disabilities (LD), distinguishing themselves in the process.

They’re among an expanding number of institutions working closely with students who decades ago might have struggled to graduate—or not made it to college at all.

Recently, McGraw-Hill Higher Education issued a white paper, “The Tipping Point in Development Education” stating that adaptive learning technology in higher education can bridge remedial education gaps.

The report noted that technology-enabled developmental education programs that are designed specifically for underprepared students entering or returning to college can improve educational and other outcomes. These benefits can include increased retention and completion rates, a more accelerated and efficient process for students bound for college, and greater affordability.

Big Bend Community College (Wash.)



  • Using: Mediasite by Sonic Foundry


  • Started using lecture capture: 2007


  • Classes: Pre-college level math and English

California Community Colleges



  • Using: Blackboard Collaborate


  • Started using lecture capture: 2002 (upgrades in 2005 and 2012)


  • Classes: Basic skills (including ESL,tutoring, and writing labs)

Students enrolled in remedial courses at Holmes Community College seem to be sticking it out in those courses, and the use of lecture capture may well be a big factor in why. Photo: Courtney Lange / Holmes Community College Staff Writer/Photographer

Boosting success for students in remedial education is crucial, particularly given the readiness gap seen at some community colleges. A recent report from McGraw-Hill Higher Education showed that despite receiving a high school diploma, at least 75 percent of first-year students at community colleges aren’t college-ready. And the number of students dropping out during their first year of college continues to rise. This can be attributed to a number of factors, including financial difficulties.

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