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Book part
Publication date: 27 September 2023

Dean Albert Ramser

Supporting students transitioning from high school into college continues to be a challenge for academics and policy-makers. Composition assignments that include Kuh’s (2008) High…

Abstract

Supporting students transitioning from high school into college continues to be a challenge for academics and policy-makers. Composition assignments that include Kuh’s (2008) High Impact Practices (HIP) and the Association of American Colleges and Universities (AAC&U) rubric and HIP tenets of Civic Learning and Community Engagement (Fig. 1), help foster opportunities for empathy, which develops students’ abilities to think critically, write well, and succeed in college and beyond. While effective college teaching and instruction are necessary, increasing enrollments, and increasing percentages of First-Year Composition (FYC) students requiring supportive composition courses compound the difficulties of the effort. According to AAC&U, “a global community requires a more informed, engaged, and socially responsible citizenry” (2009, p. 1; Finley & McNair, 2013). In other words, educators and employers believe that “personal and social responsibility should be core elements of a 21st-century education” (AAC&U, 2009, p. 1). This conceptual content analysis study framed by HIP analyzed 10 FYC syllabi from different composition faculty at one urban Hispanic public four-year university (SMU) in Southern California during the 2015–2016 academic year in the context of the university’s mission statement embracing Civic Learning and Community Engagement for FYC students.

Book part
Publication date: 4 November 2021

Sandra A. Rogers and Gurupreet K. Khalsa

The syllabus serves as a plan that can be utilized for discussing course (re)design. The Online Community of Inquiry Syllabus Rubric© (OCOISR) was developed for collaborators to…

Abstract

The syllabus serves as a plan that can be utilized for discussing course (re)design. The Online Community of Inquiry Syllabus Rubric© (OCOISR) was developed for collaborators to review online course plans for continuous improvement. It assesses the potential to engender cognitive presence (CP), social presence (SP), teaching presence (TP), and learner support (LS) in online college courses based on interactive treatments. In one case study, two raters with advanced degrees in instructional design and online teaching experience reviewed 31 online syllabi across disciplines to determine their potential for producing an online community of inquiry. They achieved a good degree of consistency among measurements, intraclass correlation coefficient (ICC) = 0.821, p < 0.001, and 95% CI [0.40, 0.932]. Raters found above-average CP, moderate SP, and basic TP. These results mirrored that of the previous case study at a different institution. Other findings included basic educational technology use in both cases. The lead author, serving as the college’s instructional designer, provided course-specific recommendations to instructors based on their syllabi review for action research. This chapter describes the use of the OCOISR© to maximize student–student, student–teacher, and student–content planned engagement for improved online learning experiences.

Book part
Publication date: 27 May 2020

Sharyn Lowenstein

This chapter argues that Deliberative Dialogues (DDs) are a form of Education for Sustainable Development, whose design, process focus, wide-tent approach, and interdisciplinarity…

Abstract

This chapter argues that Deliberative Dialogues (DDs) are a form of Education for Sustainable Development, whose design, process focus, wide-tent approach, and interdisciplinarity align with best democratic practices. DDs are an effective method for bridging seemingly opposing forces in academia and the larger society: Narrow expertise versus interdisciplinarity, individual orientation versus collaboration, polarization and prioritization of majority/privileged voice versus inclusivity and search for common ground. This chapter will define and describe deliberation and DDs as useful for a wide range of disciplines, offer models, explore basic components, and analyze the author’s participant researcher experience in crafting and facilitating DDs in 35 classes across multiple disciplines in a small private university. The chapter will look at the planning process, the logistics of running the DD, post-DD outcomes, and provide questions and suggestions for future enhancements. A particular kind of DD will be explored, the Syllabus Deliberation method (also known as the negotiated or process syllabus). Finally, the chapter will articulate findings related to the process of preparing for the deliberations, ways in which scaffolded activities improved, relationship between the dialogues and course curriculum, evolution of faculty and researcher-facilitator roles, challenges, and successes. Students’ and faculty’s perceptions of some outcomes are also included.

Details

Teaching and Learning Strategies for Sustainable Development
Type: Book
ISBN: 978-1-78973-639-7

Keywords

Book part
Publication date: 6 May 2003

John M Budd

Direct, administer, manage. All of these are words applied to those who lead libraries, and they are usually applied interchangeably. But not only do they have unique definitions…

Abstract

Direct, administer, manage. All of these are words applied to those who lead libraries, and they are usually applied interchangeably. But not only do they have unique definitions, they each carry a distinct implication for library managers and the organizations they lead. “Direct” means to provide a forward-thinking grounding for action in an organization (and this word’s meaning is most closely synonymous with “lead”). “Administer” suggests dispensing or carrying out, for instance, policy. The word is in some ways distant from the creation of policy or direction. “Manage” frequently is limited to the performance or overseeing of tasks on a daily basis. None of these words is false or pejorative when applied to the library, but each is limited in some important ways. The genuine work of guiding actions in libraries is actually an iterative balance of all three of the functions denoted by these words. If the terms are conflated in the everyday usage of our profession, from where does the confused usage come? Is understanding of the aforementioned balance common in practice? How clearly is the range and complexity of action communicated in educational programs? (Terminology presents some problems; for ease of expression and reading, the whole complex of action will be referred to as management, understanding that the usage here encompasses all requisite connotations.)

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-1-84950-206-1

Book part
Publication date: 4 December 2020

Leanne McRae

Abstract

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Crowd-Sourced Syllabus
Type: Book
ISBN: 978-1-83867-272-0

Book part
Publication date: 30 September 2019

A. S. CohenMiller and Jenifer L. Lewis

This chapter examines gender audit as a research method for organizational learning and change in a higher education context in post-Soviet Kazakhstan. This study examined the…

Abstract

This chapter examines gender audit as a research method for organizational learning and change in a higher education context in post-Soviet Kazakhstan. This study examined the gender-related practices evident within one key part of the formal curriculum course syllabi. The results of the study provide a first step toward informing gender policy at the university as well as providing sample guidelines for other organizations in the region interested in examining their own policies as they move toward greater gender equality.

Details

Gender and Practice: Insights from the Field
Type: Book
ISBN: 978-1-83867-383-3

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Abstract

Details

Crowd-Sourced Syllabus
Type: Book
ISBN: 978-1-83867-272-0

Book part
Publication date: 19 July 2022

Gabrielle Civil

Gabrielle Civil, a Black feminist performance artist and professor, discusses developing and teaching her “Pleasure Syllabus,” a three-lecture module for a mandatory first-year…

Abstract

Gabrielle Civil, a Black feminist performance artist and professor, discusses developing and teaching her “Pleasure Syllabus,” a three-lecture module for a mandatory first-year undergraduate writing course. Grounded in Black feminism, especially adrienne maree brown's call for “pleasure activism” and Audre Lorde's embrace of the erotic, this syllabus aimed to consider and activate embodied knowledge. Contemplating pleasure (“what does and does not feel good”) also became a way to confront rape culture. With this module, Civil hoped to intervene in the rampant sexual violence happening on college campuses. She acknowledges the challenges of negotiating trauma and gender-based violence in the classroom. (Teaching about desire, sexuality, violation, and consent on Zoom during the COVID-19 pandemic was especially tough.) She shares specific strategies that supported her pedagogy and offers some suggestions for curricular planning while emphasizing that no one-size-fits-all approach exists to trauma-informed teaching. Her curriculum included visual art, music, graphics, and movement exercises along with critical/creative writing. Civil includes her actual “Pleasure Syllabus” and her module's signature assignment.

Details

Trauma-Informed Pedagogy
Type: Book
ISBN: 978-1-80071-497-7

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Abstract

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Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76230-758-6

Abstract

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Crowd-Sourced Syllabus
Type: Book
ISBN: 978-1-83867-272-0

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