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By Melissa E. Lee, from the Do Your Job Better column of The Chronicle of Higher Education, March 13 2011. Lee, an adjunct English instructor at the State University of New York at Canton, offers suggestions to support students who she describes as "at-risk." Her three over-arching ideas are: provide structure in the classroom, show the connection between classroom learning and the real world, and make your students accountable.

Lee's ideas call to mind such GSCC themes as scaffolding, contextualization, caring, college transition, structure, self-efficacy. There are interesting comments, as well.

By Debbie Garber, The International Review of Research in Open and Distance Learning, vol 5 (2), August 2004. This paper goes beyond technology to look at "the social process on which an online learning community if it is to flourish and be useful." Also stresses "importance of nurturing the community's health, and the natural life cycle of a virtual community...."

By Susan Coleman Goldstein from the Do Your Job Better column, The Chronicle of Higher Education, May 5 2011. While on sabbatical, Goldstein, an English professor, takes a computer class at her school and finds herself distracted by the Facebook activity going on at her fellow student's computer terminal. In this piece, she thinks and re-thinks her own in-class policy regarding social media.

By Kevin Carey in the Commentary section of The Chronicle of Higher Education, May 15 2011. Carey cites a recent negotiation between the US Departments of Education and Labor in which community colleges can compete for federal funds "to serve students online" but, in exchange, will also provide those online tools, free, via Creative Commons license.

By Thomas Bailey, Dong Wook Jeong and Sung-Woo Cho, Community College Research Center, Teachers College, Columbia University in Economics of Education Review, Volume 29, Issue 2, April 2010, Pages 255-270. "The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Our results indicate that fewer than one half of the students who are referred to remediation actually complete the entire sequence to which they are referred..."

For GSCC faculty, there is a copy of this article available in Coffee Klatch

By Tong Xiang in the (Duke) Chronicle, October 7 2010. Review of film, The Social Network.

Part of LC's lesson, What is Good Writing, week 2, semester 3.

By Danielle Atenburg of Valley Morning Star in The Montor.com, April 28 2011.

R.G. used this article as an illustration in his lesson on Quadratic Formula, week 14, semester 3.

By Garret Keizer in Harper's Magazine, September 2011.

R.A. shared in Sept coffeeklatch noting that a friend of hers had sent "this article about teaching in a rural high school in Vermont that I wanted to share. It's beautifully written and a valediction/vindication for what we do."

By Jennifer Gonzalez, Students column, The Chronicle of Higher Education, April 10, 2011. Studies conducted by MDRC have found that, "while students [in learning communities] do make academic gains, such as progressing more quickly through developmental courses, the gains don't persist beyond the semester students are involved in the learning community." Authors acknowledge that these are early findings and that later findings may prove different results.

By David Glenn in the Students column of The Chronicle of Higher Education, April 11, 2011. A Q&A with Rosemary Capps, who studied 9 community college students for her dissertation, which won an award at AERA. In this Q&A, Capps discusses the importance of developmental education, and how these teachers often made a real difference to the students that she studied.

by Kenneth Chang in Science section, New York Times, June 27, 2011. A math museum will be opening in Manhattan next year. The exhibits will include interactive props that illustrate abstract concepts. Under the vision of the founder, Glen Whitney, "MoMath will be one small way to bolster mathematics education in the United States. The museum's mission, according the Mr. Whitney, is to shape cultural attitudes and dispel the bad rap that most people give math.