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Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning

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Internet and Higher Education 2005年第4 SPEC. ISS.期8卷 279-289页

作者： Schrum, Lynne Burbank, Mary D. Engle, Jonathan Chambers, Jack A. Glassett, Kelly F. Department of Teaching and Learning University of Utah 1705 E. Campus Center Dr. Salt Lake City UT 84112 United States Office of Learning Technologies and Professional Development Florida Community College Jacksonville United States

Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course;determine the changes in pedagogical practice of the participating faculty members;and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre- and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale. © 2005 Elsevier Inc. All rights reserved.

关键词： professional aspects

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Peer teaching Consultants: Design Principles for Instructional development and Program Alignment

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New Directions for teaching and learning 2020年第163期2020卷 55-63页

作者： Theisen, Cara H. Modell, Amanda Muñoz, Yvonne Saichaie, Kem Professional Development in Teaching and Learning WISCIENCE University of Wisconsin—Madison United States Graduate Teaching Programs Stanford University United States The Education Trust—West United States Center for Educational Effectiveness University of California Davis United States

This chapter describes a cross-disciplinary peer teaching consulting program and how graduate student programs and consultant training activities are integrated and aligned around core areas of practice. © 2020 W...

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News from the National Association for professional development Schools

PDS Partners: Bridging Research to Practice

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PDS Partners: Bridging Research to Practice 2023年第3期18卷 167-168页

作者： Eva Garin Department of Teaching Learning and Professional Development Bowie State University Bowie Maryland USA

Purpose This piece is a message from the NAPDS/NASUP president to the current and prospective members of the organization. Design/methodology/approach Due to the subject of the piece, no research methods were necessary. Findings Due to the subject of the piece, there are no findings. Originality/value This piece highlights the organization's new name.

关键词： Collaboration Boundary-spanning Clinical practice

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development of a comprehensive assessment technique to invigorate students' problem-solving skills and deter cheating

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International Journal of Mechanical Engineering Education 2015年第4期43卷 265-285页

作者： Alemayehu, Fisseha M Logan, Micah M. Barhorst, Alan Penn State Hazleton 76 University Drive HazletonPA18202 United States Texas Tech University Teaching Learning and Professional Development Center LubbockTX United States Department of Mechanical Engineering Texas Tech University LubbockTX United States

It is a long-standing belief of most instructors that the assignment of graded homework to students is very useful in the process of teaching fundamental engineering courses. Results of several studies have also revealed that working on homework assignments with a significant independent effort enables students to develop higher cognitive level creative problem solving skills that they need in school (for example, to perform better in exams) and as practicing engineers. However, the availability and use of textbook solution manuals and other unapproved outside sources have hindered students from achieving the skills. Previous studies indicated that almost 90% of students used text book solution manuals at least once without permission and students with no access to solution manuals performed better than those who have. These two findings indicate that there is a need for developing alternative techniques that can possibly enhance homework assignments in order to stimulate the independent creative problem-solving skills of students. In this project, readily available and new alternate techniques to enhance traditional homework assignments have been identified, and a novel comprehensive assessment technique has been developed and implemented. The impact and effectiveness of the technique has been studied via conducting a survey and the comparison of exam averages of three semesters with and without the implementation of the technique. The results indicate that the technique helps deter cheating enhances critical thinking and problem solving skills of students and improve their performance in exams. Furthermore, the implementation of the technique is believed to have boosted students learning of the material of an undergraduate Engineering Mechanics: Dynamics course given at a large public university. © SAGE Publications.

关键词： Students

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A stakeholder approach to implementing e-learning in a university

A stakeholder approach to implementing e-learning in a unive...

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作者： Cook, John Holley, Debbie Andrew, David Reusable Learning Objects CETL Learning Technology Research Institute London Metropolitan University Department of Business and Service Sector Management London Metropolitan University Centre for Academic Professional Development London Metropolitan University Centre of Excellence in Teaching and Learning in Reusable Learning Objects London Metropolitan University 166-220 Holloway Road London N7 8DB

This paper describes the most recent phase in a mature e-learning project, in the area of reusable learning objects, that has attempted to bring about technological and cultural change. Following an overview of the project and organisational context, an institutional change model is described that helps managers and stakeholders to identify critical interactions among processes and that emphasises the need to recognise interdependencies among technology, practice and strategy. Our model places a premium on informal change, feasibility and sequence. The rest of the paper is organised around three key themes that emerged from practitioner accounts of a recent phase of the project;these are institutional change and resistance, a model for good practice and working with students to change their experience. The research method for the work described in this paper was interpretive, and involved the first author's attempts to understand members of the project team's definitions and accounts of the situation. Thus the rich accounts were further augmented by an interpretive phase that drew on the explanatory power of our change model. We conclude by (1) proposing that the inclusion of different stakeholders, and particularly the student voice, has provided the catalyst for change within the three partners of the CETL, and (2) suggesting that the crucial factors in change implementation are the coordination and dynamic extension of informal change processes which already exist. © 2007 British Educational Communications and Technology Agency.

关键词： E-learning

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Workshop - Guiding current and future faculty to develop an effective teaching philosophy

Workshop - Guiding current and future faculty to develop an ...

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37th ASEE/IEEE Frontiers in Education Conference, FIE

作者： Schoepke, Jen S. Pfund, Christine Bubenzer, Brian Delta Program in Research Teaching and Learning University of Wisconsin Madison United States Industrial and Systems Engineering University of Wisconsin Madison United States Wisconsin Program for Scientific Teaching University of Wisconsin Madison United States Land S TA Training and Professional Development University of Wisconsin Madison United States

ISBN: (纸本)1424410843

A teaching philosophy is vital to conveying one's beliefs about teaching and learning. Moreover, the act of writing a philosophy is a reflective act imperative for educators because it engages them in the process of critically analyzing and articulating their teaching beliefs. Yet current and future faculty are not often taught how to effectively write their own philosophies, despite the literature and resources available on the development, use, and evaluation of teaching philosophies. We have found that a workshop format in which we guide current and future faculty to develop effective teaching philosophies challenges them to think critically about their core teaching beliefs and provides a forum for them to write their philosophy. Our workshop is dedicated to not only promoting teaching and learning as a scholarly endeavor to current and future faculty, but serves as a guide for others to use in creating such workshops at their institutions. In our highly interactive three hour workshop we model innovative techniques in which to promote reflective teaching practices as well as disseminate our experiences in creating and running this workshop for six semesters. ©2007 IEEE.

关键词： teaching

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Community cultures: Broadening participation by understanding how rural communities support engineering as a college major choice

Community cultures: Broadening participation by understandin...

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2020 ASEE Virtual Annual Conference, ASEE 2020

作者： Vaziri, Stacey L. Paretti, Marie C. Grohs, Jacob R. Baum, Liesl M. Lester, Marlena McGlothlin Newbill, Phyllis Leary Virginia Tech Department of Engineering Education United States Virginia Polytechnic Institute State University United States Faculty Status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies Virginia Polytechnic Institute State University United States Professional Development Center for Excellence in Teaching and Learning Virginia Polytechnic Institute State University United States Virginia Tech United States

Project funded by the Division of Engineering Education and Centers (EEC) Broadening participation in engineering is critical given the gap between the nation's need for engineering graduates and its production of them. Efforts to spark interest in engineering among PreK-12 students have increased substantially in recent years as a result. However, past research has demonstrated that interest is not always sufficient to help students pursue engineering majors, particularly for rural students. In many rural communities, influential adults (family, friends, teachers) are often the primary influence on career choice, while factors such as community values, lack of social and cultural capital, limited course availability, and inadequate financial resources act as potential barriers. To account for these contextual factors, this project shifts the focus from individual students to the communities to understand how key stakeholders and organizations support engineering as a major choice and addresses the following questions: RQ1. What do current undergraduate engineering students who graduated from rural high schools describe as influences on their choice to attend college and pursue engineering as a post-secondary major? RQ2. How does the college choice process differ for rural students who enrolled in a 4-year university immediately after graduating from high school and those who transferred from a 2-year institution? RQ3. How do community members describe the resources that serve as key supports as well as the barriers that hinder support in their community? RQ4. What strategies do community members perceive their community should implement to enhance their ability to support engineering as a potential career choice? RQ5. How are these supports transferable or adaptable by other schools? What community-level factors support or inhibit transfer and adaptation? To answer the research questions, we employed a three-phase qualitative study. Phase 1 focused on understanding

关键词： Students

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Comment: Raise high the standard!

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ELT Journal 1997年第3期51卷 269-270页

作者： Duff, Tony Director-General of International House a world organization which has pioneered the concept of achieving the highest standards in teaching and training. His career in ELT has spanned almost 30 years as a teacher and teacher trainer. He is intrigued by the cross-over points between disciplines and spheres of activity: professional and personal development learning and leisure communication and business music and silence.

Examines attitudes of insecurity regarding the status of English language teaching as a profession. Touches on the tradition of graduates using English teaching as fall-back to writing a great novel and on English language teachers committed to high professional standards. Concludes that such standards are necessary for an international language in a competitive world. (CK)

关键词： Academic Standards English (Second Language) Quality Control Second Language Instruction Teacher Attitudes Teacher Qualifications

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Language and Diversity Training: Critical Emphases Needed in Education of Literacy Teachers

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Educational Researcher 2003年第5期32卷 33 - 37页

作者： Lucille B. Strain The Graduate Reading Education Program Department of Teaching Learning and Professional Development School of Education Bowie State University CLT Room 233H Bowie MD 20715 . Her research interests include linguistic diversity literacy development and multicultural education

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Should I Stay or Should I Go? College Students' 11th-Hour Course Drop Strategies

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Change 2018年第5期50卷 24-32页

作者： Lo, Marc A. Ittner, Timothy Wright, Mary C. Marc A. Lo (marc_lo@brown.edu) is Assistant Director for Assessment and Evaluation at the Sheridan Center for Teaching and Learning. He has presented lectured and taught on a number of topics related to research design student development campus climate and professional development in higher education. His scholarship focuses on the connections between student identity learning and psychosocial development in college. Timothy Ittner (tji2107@columbia.edu) is a Ph.D. student and Paul F. Lazarsfeld Fellow in the Department of Sociology at Columbia University. His main research interests include inequality dynamics intergenerational mobility and institutions shaping stratification. He graduated from Brown University where he studied inequality from social spatial and economic perspectives through various research assistantships. Mary C. Wright (mary_wright@brown.edu) is Director of the Sheridan Center for Teaching and Learning and an Adjunct Assistant Professor in the Department of Sociology. She is also Past President of the Professional and Organizational Development (POD) Network in Higher Education. Her research interests include evaluation of teaching and learning innovations measurement of the impact of educational development services graduate student professional development and curricular assessment of student learning.

While dropping classes is an almost ubiquitous practice on campuses, it is far less studied than course selection or overall retention. This lack of research is striking given that the practice has implications for the evaluation of teaching, efficient use of institutional resources, time to degree, and educational inclusion. The authors present an action research project that focuses on the reasons undergraduates offer for their course drop decisions, the timing of the drops, and the characteristics of the students and courses involved in drops. The project was a collaboration among students, faculty, and administration at Brown University, and the results have been used to inform advising practices, university discussions on its course drop policy, and departmental efforts at diversity and inclusion. Although the results are partly context-specific--the study was conducted at a highly selective, private research university with a high retention rate. The authors provide a sampling of their findings to illustrate the types of questions that might be answered by other colleges and universities that face similar problems. Research on course drops offers a window into the strategies and struggles of undergraduates, who might drop due to lack of preparation, as a way to maximize GPA, or to respond to time pressures from paid and unpaid extracurricular activities.

关键词： COLLEGE students SEMESTER system in education CHARACTERS & characteristics COUNSELING in higher education STRESS management

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