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Book part
Publication date: 19 March 2013

Sean Robinson

As educational institutions continue to call for greater accountability and learning outcomes take center stage, faculty, administrators, and institutions alike must assume a…

Abstract

As educational institutions continue to call for greater accountability and learning outcomes take center stage, faculty, administrators, and institutions alike must assume a broader, more holistic approach to teaching and learning. As outlined in this chapter, technology and virtual spaces, when utilized well, can radically shift how graduate faculty can help doctoral students become critical and reflective thinkers, to develop or refine a professional identity, and help them to transform their assumptions about their knowledge and about themselves, a process that Kegan (1994) and Baxter Magolda (1999) call self-authorship. Using digital narratives as part of a technology-mediated classroom that is built around learning partnerships and principles of self-authorship is one way to accomplish this. Such an approach can lead to innovative practices in the classroom, deeper, more reflective learning for students, and greater overall success for our institutions. By combining multimedia tools and technology with an adult learning-centered pedagogy built around self-authoring practices of student development, faculty can more effectively organize doctoral education to engage and involve students in the process and to truly cultivate a new generation of doctoral students as scholars, researchers, and practitioners.

Details

Increasing Student Engagement and Retention using Multimedia Technologies: Video Annotation, Multimedia Applications, Videoconferencing and Transmedia Storytelling
Type: Book
ISBN: 978-1-78190-514-2

Book part
Publication date: 20 October 2007

Janice L. Hutinger and Carol A. Mullen

Faculty study groups offer one means for encouraging teachers to lead other teachers. As a popular staff-development delivery model, faculty study groups can promote school…

Abstract

Faculty study groups offer one means for encouraging teachers to lead other teachers. As a popular staff-development delivery model, faculty study groups can promote school success while encouraging a climate of teaching and learning leadership to be fostered. At issue, however, are issues of choice and empowerment with respect to teachers’ readiness to embrace imposed initiatives. This site-based investigation reports teachers’ perceptions of the benefits and disadvantages of the mandated study-group process. Mixed results with respect to compulsory professional development are described in the areas of growth and collegiality, student achievement, emotional support, time restraints, and personality conflicts.

Details

Teaching Leaders to Lead Teachers
Type: Book
ISBN: 978-0-7623-1461-4

Article
Publication date: 31 December 2019

Robin O’Callaghan, Hunter King and Carrie Lewis Miller

To determine the effectiveness of the Instructional Technologies and Learning Spaces Special Interest Group (SIG), a study was planned for the 2016–2017 academic year. An…

Abstract

Purpose

To determine the effectiveness of the Instructional Technologies and Learning Spaces Special Interest Group (SIG), a study was planned for the 2016–2017 academic year. An anonymous attitudinal survey was designed to help researchers determine the following: if the SIG webinars were useful to their teaching practice; if the participants had positive experiences in the webinars; what participants gained through webinar participation; if the webinar format was easy to use; if the participants intended to continue participating in future SIG offerings; and what gaps in SIG programming might exist. The paper aims to discuss these issues.

Design/methodology/approach

This mixed method study examines the attitudes of faculty who participated in events hosted by a SIG that was used to support faculty development for the fourth largest system of two-year colleges and four-year universities in the USA.

Findings

Results of the study indicate that the methods used by the SIG were well-received by faculty across the state and that the programming was found to be valuable and helpful in informing their pedagogical practice, particularly in online environments.

Research limitations/implications

Given the subjective nature of this study (i.e. mixed methods), some caution should be taken when interpreting the results.

Originality/value

This paper provides insight into a potential method of providing high-quality professional development to faculty at multiple institutions or across large geographic distances, including adjuncts and teaching assistants.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 16 November 2010

Alison Hicks and Alison Graber

This paper seeks to re‐conceptualize Web 2.0 tools within the intellectual and theoretical frameworks currently driving changes in academic learning communities and to explore the…

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Abstract

Purpose

This paper seeks to re‐conceptualize Web 2.0 tools within the intellectual and theoretical frameworks currently driving changes in academic learning communities and to explore the effect of this paradigm shift on academic libraries.

Design/methodology/approach

The paper explores an intellectually rather than technologically driven definition of Web 2.0 and its potential effect on teaching and learning in libraries. Reflections are based on paradigm shifts in learning theories implicit in the adoption and implementation of Web 2.0 technologies. The paper also discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process.

Findings

The paper encourages librarians to think beyond the technology and to consider how Web 2.0 can support intellectual teaching and learning objectives in an academic library.

Practical implications

The paper discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process.

Originality/value

The paper offers insights into rethinking current conceptions of Web 2.0 based on participation in and collaboration with faculty during a summer institute session. It provides a common conceptual framework of teaching and learning theory for librarians to use when implementing Web 2.0 tools and applications.

Details

Reference Services Review, vol. 38 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 20 April 2020

AnneMarie Dorland, David J. Finch, Nadège Levallet, Simon Raby, Stephanie Ross and Alexandra Swiston

Work-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a…

Abstract

Purpose

Work-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?

Design/methodology/approach

In this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.

Findings

At the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.

Originality/value

Ultimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.

Details

Education + Training, vol. 62 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 28 June 2011

Scott E. Evenbeck and Frank E. Ross

Purpose – Indiana University Purdue University Indianapolis (IUPUI) developed learning communities incorporating a first year seminar to serve all entering students in their first…

Abstract

Purpose – Indiana University Purdue University Indianapolis (IUPUI) developed learning communities incorporating a first year seminar to serve all entering students in their first semesters of university study to increase student academic achievement and persistence.

Methodology/approach – The first year seminars are taught by an instructional team of faculty member, academic advisor, student mentor, and librarian. There is an instructional template for the more than 150 sections of the seminar taught each fall across – academic units rather than a common syllabus. The seminar is often coupled with writing, communication, psychology, or other general education course with students in a cohort group learning together across courses.

Findings – Program evaluation results consistently show a 9% positive impact on retention when comparing student outcomes for participants vs. nonparticipants, controlling for background characteristics.

Research limitations/implications – This structured approach serving nearly all entering students as a required course reinforces the importance of mandating interventions on a large scale, in a context of planning and improvement.

Practical implications – The institution developed the program over 20 years, and revisions to the program have been based on program evaluation. Careful attention to experiences before the learning communities (orientation programs in the summer and bridge programs just before the beginning of the academic year) and after the learning communities when the students move to their second semesters of study is critical.

Social implications – Approximately half the students in the learning communities are first generation college students and approximately half are low income students. This intervention has been central to the university's context of widening participation in higher education.

Details

Institutional Transformation to Engage a Diverse Student Body
Type: Book
ISBN: 978-0-85724-904-3

Keywords

Book part
Publication date: 7 November 2022

Bridget Lepore

Students enter college with the desire to make a positive impact on the world. They are also likely to enter higher education with literacy skills that need nurturing and support…

Abstract

Students enter college with the desire to make a positive impact on the world. They are also likely to enter higher education with literacy skills that need nurturing and support if students are to succeed in college and positively contribute to the world. Combining academic content and reading instruction in a service learning framework provides the focus for reading and action and uses students’ energy to solve problems. This chapter describes an educational approach that places reading and content learning in the service of the community. This approach includes explicit reading instruction, focused on introducing students to information literacy and reading strategies for common forms of texts aligned with the stages of service learning.

Details

Role of Education and Pedagogical Approach in Service Learning
Type: Book
ISBN: 978-1-80071-188-4

Keywords

Book part
Publication date: 20 January 2021

Russell Carpenter, Jonathan Gore, Shirley O’Brien, Jennifer Fairchild and Matthew Winslow

Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities

Abstract

Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities also signal what is to come. In this case study, authors representing diverse disciplines examine what faculty development programs reveal about the future of academic research. The authors offer an analysis of faculty support programs across the country as a foundation, and then provide an examination of initiatives in place at their four-year regional comprehensive institution in the United States. The authors then report on the outcomes of these programs for research productivity, with a focus on opportunities that were available to all faculty across the university. Finally, the authors offer perspective on the future of academic research based on findings from examining these programs. The authors suggest that the future of research will focus on (1) collaborative design(s) of research-related support, (2) support structures and programs that encourage and facilitate cross-campus and interdisciplinary research collaborations and sharing, (3) incentive for integrating areas of research with teaching and service, and relatedly (4) programs that encourage faculty to span academic research with industry or community partnerships and collaborations, especially ones that can generate revenue or produce future research, development, or funding streams.

Article
Publication date: 7 January 2019

Diana Bilimoria and Lynn T. Singer

The purpose of this paper is to describe the objectives, activities and outcomes of the National Science Foundation ADVANCE project, Institutions Developing Excellence in Academic…

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Abstract

Purpose

The purpose of this paper is to describe the objectives, activities and outcomes of the National Science Foundation ADVANCE project, Institutions Developing Excellence in Academic Leadership (IDEAL) during 2009–2012. The goal of IDEAL was to create an institutional learning community empowered to develop and leverage knowledge, skills, resources and networks to transform academic cultures and enhance gender equity, diversity and inclusion in science, technology, engineering and math (STEM) disciplines at six research universities in the northern Ohio region. Over the three-year period, these institutions developed academic leaders and institutionalized gender equity transformation through multi-dimensional and multi-level initiatives, improving the advancement and leadership of women faculty in STEM disciplines.

Design/methodology/approach

The authors describe the objectives, activities and outcomes of the NSF ADVANCE project, IDEAL during 2009–2012. The six research institutions included in IDEAL were Bowling Green State University, Case Western Reserve University (the lead institution), Cleveland State University, Kent State University, University of Akron and University of Toledo.

Findings

IDEAL’s outcomes included the institutionalization of a number of gender equity initiatives at each university, an increase in the number of tenured women faculty in science and engineering disciplines over three years across the six universities, and increases in the numbers of women in faculty and administrative leadership positions. Out of 62 of the IDEAL participants (co-directors and change leaders), 25 were promoted or appointed to roles of leadership within or beyond their institutions during or after their participation in IDEAL. A number of new institutional collaborations and exchanges involving the six universities occurred during and emerged from IDEAL. An integrative model of the IDEAL program is developed, describing the nested components of each institution’s gender equity transformation within the IDEAL partnership consortium and the larger NSF ADVANCE community, and highlighting the dynamic interactions between these levels.

Social implications

The IDEAL program demonstrates that systemic change to achieve equity for women and underrepresented minority faculty in STEM disciplines must be rooted on individual campuses but must also propagate among higher education systems and the broader scientific community. The effort to develop, sustain and expand the IDEAL partnership model of institutional transformation (IT) in higher education illuminates how innovative, context-sensitive, cost-effective and customized institutional strategies may be implemented to advance gender equity, diversity, inclusion and leadership of women faculty at all levels across the country.

Originality/value

This is an original description of a unique and distinctive partnership among research universities to foster gender equity IT. The manuscript details the objectives, activities and outcomes of the IDEAL program, established with the aim of broadening participation in the STEM academic workforce and advancing gender equity, diversity and inclusion in institutions of higher education. An integrative model is developed, illustrating the key components and outcomes of the IDEAL program.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 38 no. 3
Type: Research Article
ISSN: 2040-7149

Keywords

Book part
Publication date: 28 February 2019

Margaret I. Kanipes, Guoqing Tang, Faye E. Spencer-Maor, Zakiya S. Wilson-Kennedy and Goldie S. Byrd

This chapter highlights the creation of a STEM Center of Excellence for Active Learning (SCEAL) at North Carolina Agricultural and Technical State University. The overarching goal…

Abstract

This chapter highlights the creation of a STEM Center of Excellence for Active Learning (SCEAL) at North Carolina Agricultural and Technical State University. The overarching goal of the STEM Center is to transform pedagogy and institutional teaching and learning in order to significantly increase the production of high-achieving students who will pursue careers and increase diversity in the STEM workforce. Some of the STEM Center’s efforts to reach its goals included supporting active learning classroom and course redesign efforts along with providing professional development workshops and opportunities to garner funding to cultivate student success projects through the development of an Innovation Ventures Fund. Outcomes from this Center have led to several publications and external grant funding awards to continue implementation, assessment, and refinement of active learning innovations and interventions for STEM student success for years to come.

21 – 30 of over 37000