This week: Cost and completion rates go hand in hand and classrooms get flipped, opened, and put online.
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A new report from The Education Trust makes the case that solutions for tackling two issues in higher education—cost and completion rates—should address the two in tandem rather than viewing them separately. (The Hechinger Report)
A digital learning expert reflects on the value of a high-quality flipped classroom, while acknowledging why the jargon may rub some the wrong way. (Inside Higher Ed)
A classroom observation event at Vanderbilt University provides a look into highly regarded instructors’ classes, paired with an event to spur reflection. (ProfHacker)
Kim Kenyon, Associate Director of Cornell University’s Center for Teaching Excellence, lifts the veil of mystery to share the work teacher centers engage in and all the ways they can support instructors. (Teach Better)
Get three tips for successfully teaching a synchronous web class session, including the need to be explicitly directive, that will also help in your next web meeting. (Inside Higher Ed)
In an effort to lower costs for students, Rutgers University has launched an Open and Affordable Textbook Program that supports faculty transitioning from traditional textbooks to lower-cost options. (Campus Technology)
To help students creatively address challenges they encounter academically, one administrator argues that colleges should do more to teach them about establishing a routine. (Inside Higher Ed)
A new report from Jobs for the Future looks at how community college instructors with different specialties can team up for pedagogical success. (Jobs for the Future)
Longwood University, host of this week’s vice-presidential debate, is offering 30 new or revised courses intended to integrate learning from the debate and bring a focus to civics education. (The Atlantic)
