Journal of College Teaching & Learning (TLC) http://clutejournals.com/index.php/TLC <p><strong>Published since 2004</strong><br>ISSN 1544-0389 (print), ISSN 2157-894X (online)&nbsp;<br>The Journal of College Teaching &amp; Learning (TLC) welcomes articles in all areas of K-12 and college level teaching, learning, and administration.</p> The Clute Institute en-US Journal of College Teaching & Learning (TLC) 1544-0389 Who Wants an iPad? An Exercise In Rationing http://clutejournals.com/index.php/TLC/article/view/10197 <p>This active learning exercise demonstrates the fundamental problem in economics that resources are scarce, while wants are relatively infinite.&nbsp; Students are exposed to four mechanisms for rationing scare resources: markets, queue, coupons, and lottery.&nbsp; An Apple iPad® pre-loaded with music, videos, and games is used as the good to be rationed.&nbsp;The uncertain value of the good allows for differences in willingness to pay.&nbsp; Students are guided through an exercise that highlights the efficiency/equity tradeoffs in different allocation mechanisms by observing who gets the iPad in each round and whether any secondary market transactions occur to change the allocation.</p> David L. Carr Michael Allgrunn Kathryn Birkeland ##submission.copyrightStatement## 2018-07-26 2018-07-26 15 1 1 4 10.19030/tlc.v15i1.10197 Strengthening College Support Services To Improve Student Transitioning To Careers http://clutejournals.com/index.php/TLC/article/view/10198 <p>The article reviews challenges facing colleges including the need for actions to address new circumstances of educating college students and preparing them for productive roles following graduation. These challenges are balanced by resources colleges are developing to facilitate college-to-career transitioning to first destinations following graduation. In a review of support services offered by colleges the article identifies innovative programs that show potential for improved career support for students. Sources, including surveys of students and employers, published writing by leaders in education, and reported data from colleges, provide a present view of career support functions and suggest patterns of evolution. Colleges are strengthening their support to student’s department by department, but programs and activities across-departments need to be integrated to improve services for students. Leveraging synergies among campus support functions improves services to students. The use of student support case managers may eliminate the silos among college support functions. Designing programs around students and bridging gaps among support services can deliver more relevant and timely results. The article introduces the voices of students expressed in an upper division business course Management Theory and Practice. The actual words of students were acquired as byproducts of class assignments and course evaluations. Collecting these indirectly rather that as the focal point of student input lends a candid perspective. The comments interject both students’ requests for assistance and their appreciation for the support they received.</p> William W. Arnold ##submission.copyrightStatement## 2018-07-26 2018-07-26 15 1 5 26 10.19030/tlc.v15i1.10198 Quantifying Assessment Of Undergraduate Critical Thinking http://clutejournals.com/index.php/TLC/article/view/10199 <p>Enhancing students' critical thinking capabilities stands as the top goal of undergraduate education, according to faculty from many universities. We assessed the change in critical thinking skills with a sample of 176 students enrolled at either the University of Colorado Boulder (UCB) or Colorado College (CC) by employing the Critical-thinking Assessment Test (CAT) developed with collaboration and support from the National Science Foundation. Students' critical thinking progress was compared by assaying skills during the first and last weeks of the term in classes that expressly emphasized: (1) critical thinking, or (2) civic engagement, or (3) where, according to the class instructors, neither was a point of major emphasis. CAT scores improved significantly for students at both institutions, in different categories of class types, and over the dramatically different lengths of terms (3.5 weeks at CC vs 15 weeks at UCB). Our research contributes to an understanding of changes in critical thinking as part of the undergraduate experience. We demonstrate that the CAT instrument can be an effective tool for assessing critical thinking skills across very different institutions of higher education.</p> Michael Grant Marshall Smith ##submission.copyrightStatement## 2018-07-26 2018-07-26 15 1 27 38 10.19030/tlc.v15i1.10199