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Journal devoted to Community Service-Learning Research. PDFs of articles can be downloaded for free and full journals can be purchased from this site

"The expectation for researchers to have a presence beyond academia coincides with another shift that is making social impact now possible, for many researchers, and this is the rise of social media. These new, virtual environments are not just characterized by popular, personalized platforms like Facebook and Twitter, although I will come to these. Rather, social media encompasses the entire architecture of the scholarly Web today, best known as Web 2.0, which is a new way of organizing digital media content. While computing transformed scholarship in many ways before the rise of social media platforms, the average end-user experience, even for a novice, has altered considerably within just the last five years."

"More than a decade after Prensky's influential articulation of digital natives and immigrants, great disagreement exists around these characterizations of students and the impact of such notions within higher education. Perceptions of today's undergraduate learners as tech-savvy "digital natives" (Prensky, 2001a), who both want and need the latest emerging technologies in all learning situations, continue to dominate the discourse in education technology research and practice. Popular yet largely unsubstantiated conceptions of digital natives are often embedded within the assumptions of contemporary research on student perceptions of emerging technologies, seemingly without regard for a growing body of evidence questioning such notions. In order to promote critical discussion in the higher education community considering potential directions for further research of these issues, especially within the Canadian context, the purpose of this review of recent literature is to analyze key themes emerging from contemporary research on the Net generation as digital natives. "

"Almost 25 years have passed since Chickering and Gamson offered seven principles for good instructional practices in undergraduate education. While the state of undergraduate education has evolved to some degree over that time, I think the seven principles still have a place in today's collegiate classroom. Originally written to communicate best practices for face-to-face instruction, the principles translate well to the online classroom and can help to provide guidance for those of us designing courses to be taught online."

"Whether you're a faculty member interested in using digital tools, a graduate student looking for innovative ways to communicate your research, or an undergraduate student who just wants to learn more, you're welcome to stop in to the DRC anytime. The DRC offers industry standard hardware and software, rooms for you, your class, or your research assistants, support for your project or grant application, and information about new media classes available at the U of S. One of the core principles of the digital humanities is collaboration, so come find out how we can work together to meet your goals. "

"This interdisciplinary minor provides a foundation in the history, theory and practice of digital media production and communication. "

"These lists and links are harvested from the Community College Consortium for Open Educational Resources list serve (http://cccoer.org ) conversations and a few other sources.  This is a work in progress and will grow as more suggestions come in."

"Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics."

"The goal of the DEEP project is to revise the Mechanical Engineering (ME) undergraduate curriculum to make the discipline more able to attract and retain a diverse community of students. The project seeks to reduce and reorder the prerequisite structure linking courses to offer greater flexibility for students. This paper describes the methods used to study the prerequisites and the resulting proposed curriculum revision. " Ilene Busch-Vishniac is the lead author on this paper.

"Dr. Rankin, professor of History at UT Dallas, wanted to know how to reach more students and involve more people in class discussions both in and out of the classroom. She had heard of Twitter... She collaborated with a graduate student, Kim Smith, from the Emerging Media and Communications (EMAC) and reached out to EMAC faculty for advice.  As a Graduate student in EMAC I assisted her in The Twitter Experiment and documented the project to share with others. "

This is the website for the Student Course Experience Questionnaire (SCEQ), deisgned to provide the University community with a basis for strategic, faculty level academic development and curriculum review to further enhance the quality of teaching and student learning.

"With the large lecture format, said NMC Senior Communications Director Samantha Becker, "it's really hard to personalize the material so that a student can feel like they have ownership over their own learning process." And, she added, "It's hard to speak up. There's always the fear of being ostracized by other students or feeling like asking stupid questions." Maurice Matiz, executive director of Columbia University's (NY) Columbia Center for New Media Teaching and Learning, agreed: "Sitting in one of these 180-student classrooms is a very passive situation," he said. "We've found that students aren't really learning very much." Matiz and his colleagues are out to change that - by finding ways to adopt the flipped classroom model to traditional large lecture courses. "

Concise look at writing learning outcomes based on Blooms Taxonomy.