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Faculty Drivers And Barriers: Laying The Groundwork For Undergraduate Stem Education Reform In Academic Departments, Susan E. Shadle, Anthony Marker, Brittnee Earl 2017 Boise State University

Faculty Drivers And Barriers: Laying The Groundwork For Undergraduate Stem Education Reform In Academic Departments, Susan E. Shadle, Anthony Marker, Brittnee Earl

CTL Teaching Gallery

Background: Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an effort to shift teaching norms, with a long-term goal of altering the culture around teaching and learning in STEM. While the effort was envisioned and led at the institutional level, dialog about ...


Theological Foundations Of Pastoral Care In Catholic Universities, Thomas V. Gourlay 2017 University of Notre Dame Australia

Theological Foundations Of Pastoral Care In Catholic Universities, Thomas V. Gourlay

eJournal of Catholic Education in Australasia

One defining element of life in any Catholic educational institution, whether it be primary, secondary, or tertiary, is the focus on pastoral care for staff and students. This paper provides a distinctly Catholic definition of the term ‘pastoral care’ and briefly examines the theological foundations that underpin this concept, particularly, in relation to its application in the Catholic university. The paper traces the motif of pastoral care through the Scriptures and, building on insights from St. Pope John Paul II’s Apostolic Constitution on Catholic Universities, Ex Corde Ecclesiae (1990) and the broader theological anthropology of the Vatican II Council ...


Barriers To Oer Adoption (And Possible Solutions), Amanda Hovious 2017 University of North Texas

Barriers To Oer Adoption (And Possible Solutions), Amanda Hovious

Texas Conference on Institutional Repositories

Type of presentation: Full Session

ABSTRACT

In 2012, at the World Open Educational Resources Congress in Paris, UNESCO declared that governments within their powers should develop strategies and policies that promote open educational resources (OER) as an avenue toward the universal right of equity of access to education. Though OER has increased exponentially in availability since that time, there remain confounding factors that act as barriers to OER adoption, such as ease of discovery, ease of adaptability and re-use, and uncertainty regarding quality and sustainability. Numerous studies have examined these barriers, and these studies should be of concern to librarians ...


Knowledge And Practices Of Faculty At Nasm Accredited Institutions In The Southeast Region Regarding Standards-Based Instruction, Jonathan Leon Nelson 2017 University of Southern Mississippi

Knowledge And Practices Of Faculty At Nasm Accredited Institutions In The Southeast Region Regarding Standards-Based Instruction, Jonathan Leon Nelson

Dissertations

In 1993, Congress passed the mandate Goals 2000: Educate America Act, which established standards for K-12 education that outlined the core benchmarks of student achievement for individuals who have mastered the core curricula required to earn a high school diploma (Mark, 1995). Unfortunately, these curricular requirements did not include any criteria for music education, nor did they consider the curricular implications for higher education in providing NSME Standards based training for music educators.

The aim of this study was to determine if and to what extent music education faculty engage in NSME Standards-based instruction within the higher education classroom. Questionnaires ...


How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache 2017 University of Nebraska at Omaha

How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache

The Qualitative Report

This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of ...


Overcoming The Impostor Phenomenon In The Classroom, Stephanie Verkoeyen 2017 University of Waterloo

Overcoming The Impostor Phenomenon In The Classroom, Stephanie Verkoeyen

Teaching Innovation Projects

Uncomfortable with the transition from “learner” to “expert”, many new course instructors question whether they are capable of performing their role (Craddock et al., 2011; Parkman, 2016). This workshop delves into the “Impostor Phenomenon,” a term used to describe feelings of incompetence despite evidence of competence. In general, the literature suggests that greater awareness of the Impostor Phenomenon, both in oneself and others, is the first step towards breaking the cycle of behaviour (Clance & Imes, 1978; Hutchins, 2015). To foster this increase in awareness, this workshop encourages participants to engage in self-reflection and discussion to help break down the barriers normally associated ...


Critical Thinking, Active Learning, And The Flipped Classroom: Strategies In Promoting Equity, Inclusion And Social Justice In The B.Ed. Classroom, Donna Swapp 2017 Western University

Critical Thinking, Active Learning, And The Flipped Classroom: Strategies In Promoting Equity, Inclusion And Social Justice In The B.Ed. Classroom, Donna Swapp

Teaching Innovation Projects

In Canada, the national rhetoric of tolerance for diversity oftentimes does not match up to student experiences in the classroom (Dei, Mazzuca, McIsaac, & Zine, 1997). Many students face discrimination because of ethnicity, religious, gender, sexuality, disability, and socioeconomic status. Such discrimination negatively impacts not only students’ ability to perform at high standards, but future economic capital (Harvey & Houle, 2006; Ryan, Pollock, & Antonelli, 2009). The implication for educators in creating more inclusive, socially-just classrooms becomes significant when one looks at Canada’s changing demographic trends (see Eggertson, 2007). It is incumbent that policymakers, researchers, and educators move beyond rhetoric and prepare future teachers with the skills for teaching in Canada’s growing, diverse, and young classrooms.

This workshop is designed for instructors who teach in Bachelor of Education programs at any Canadian university. At the same time ...


Thinking Clearly About Confusion: Threshold Concepts, Bafflement, And Meaning As “Contestation” In The English Classroom, Jason Sunder 2017 The University of Western Ontario

Thinking Clearly About Confusion: Threshold Concepts, Bafflement, And Meaning As “Contestation” In The English Classroom, Jason Sunder

Teaching Innovation Projects

A fundamental question at the heart of literary studies concerns the intangible—and unanswerable—question of what it means to be human. To pursue this question rigorously, literary studies has deployed methods from a range of disciplines in the humanities and social sciences; while interdisciplinary approaches to English have generated a wealth of important theoretical and “real-world” interventions crucial to the discipline’s ongoing development, we risk diminishing the ineffability that lies at the heart of critical inquiry. The reasons behind this disconnect are too expansive and complex to discuss here (cf. Day, 2007; Griffin, 2005), but this workshop proceeds ...


Pulling The Trigger: Exploring The Debate On Using Trigger Warnings In Psychology Classrooms, Mary B. Ritchie 2017 Western University

Pulling The Trigger: Exploring The Debate On Using Trigger Warnings In Psychology Classrooms, Mary B. Ritchie

Teaching Innovation Projects

This workshop explores the topic of trigger warnings (i.e., written or verbalized alerts intended to warn students in advance of material that may elicit a strong emotional response) in the context of a university level psychology classroom. This workshop is designed for psychology graduate students, post-doctoral fellows, or professors involved in teaching. Trigger warnings are particularly relevant to the psychology classroom, as psychology is inherently focused on topics involving people and personal issues that could make students feel uncomfortable (e.g., mental health disorders, suicidal ideation, the impact of sexual assault). Although trigger warnings are increasingly used in classrooms ...


Encouraging Student Engagement In Lecture-Based Mathematics Courses, Caroline Junkins 2017 The University of Western Ontario

Encouraging Student Engagement In Lecture-Based Mathematics Courses, Caroline Junkins

Teaching Innovation Projects

This workshop will focus on promoting student engagement through small changes within the traditional lecture-based model of an undergraduate mathematics class. The workshop focuses specifically on the language we use to introduce courses, to teach in the classroom, and to provide support to students. The workshop seeks to identify unhelpful trends in the language which is commonly used in the mathematics classroom and to offer alternatives which have been shown through research to cultivate a more positive learning environment (e.g., Slattery & Carlson, 2005; Mesa & Chang, 2010; Rattan, Good & Dweck, 2012).

The workshop begins by comparing the effect of using mathematical jargon versus accessible ...


Apps And Animations: Choosing Web-Based Demonstrations To Support Student Learning, Mark Holden, Alexandra Twyman 2017 The University of Western Ontario

Apps And Animations: Choosing Web-Based Demonstrations To Support Student Learning, Mark Holden, Alexandra Twyman

Teaching Innovation Projects

Over the past decade, the prevalence of mobile devices (e.g., smartphones, tablets, laptops) on university campuses has skyrocketed. A 2015 survey shows these technologies are quickly becoming ubiquitous in the classroom, with 87% of university students using laptops and 64% of students using smartphones on a weekly basis to complete their schoolwork (Pearson, Harris Polls, 2015). These same students also agree that tablets will transform university learning in the future (83%), that mobile technology makes learning more fun (79%), and helps students perform better in class (68%); in addition, 40% of university students would like to use mobile technologies ...


Preventing Lab Mistakes: The Importance Of Including Rationale In Laboratory Protocols, Caryn Dooner 2017 Western University

Preventing Lab Mistakes: The Importance Of Including Rationale In Laboratory Protocols, Caryn Dooner

Teaching Innovation Projects

Experimental rationale is integral to the scientific process. Every step in a scientific protocol is specific and intentional (Hofstein & Lunetta, 1982). In many undergraduate labs there is a “cookie-cutter” approach, where a rigid and simple protocol is given to the students. Often these protocols are lacking rationale, and it can lead students to memorize the steps rather than understand them. Not understanding the rationale behind the protocol can lead to problems when it is time to troubleshoot or alter the experimental parameters. The student’s ability to employ critical thinking decreases if they cannot understand the meaning of what they ...


Critical Pedagogy For Music Education: Preparing Future Teachers, Kelly Bylica 2017 The University of Western Ontario

Critical Pedagogy For Music Education: Preparing Future Teachers, Kelly Bylica

Teaching Innovation Projects

This introductory workshop will focus on using critical questioning techniques to encourage education students to think through different lenses when approaching education methods and pedagogy. Undergraduate education students, particularly music education students, often enter university with a desire to replicate an educational experience, program, or teacher they had as an elementary or secondary school student. The use of critical questioning will help students think outside this narrow box of experience and create space to consider in what ways we may be complicit in perpetuating norms that may not be inclusive of all students. Research indicates that the use of critical ...


Teaching Matters: Developing Teaching Dossiers To Showcase Teaching Success And Competency, Danielle Brewer-Deluce, Candace J. Gibson 2017 The University of Western Ontario

Teaching Matters: Developing Teaching Dossiers To Showcase Teaching Success And Competency, Danielle Brewer-Deluce, Candace J. Gibson

Teaching Innovation Projects

Throughout academia, the value of developing a strong CV is pervasive, while teaching dossiers can be overlooked. Furthermore, though partaking in a teaching assistantship is often required, graduate teaching assistants (GTAs) are not always mentored in developing teaching-related skills, or in understanding their importance in future career success. Considering that the skills GTAs gain through teaching contribute significantly to their development of discipline-based expertise and presentation skills (Seldin et al., 2010), and that faculty appointments typically include a 40% teaching load, it is apparent that this problem poses a major challenge. GTAs and junior faculty are often unsure how to ...


Incorporating Lesbian, Gay, Bisexual, And Transgender (Lgbt) Health Concepts Into Nursing Curricula: What Nursing Faculty Should Know, Paul Smith, Julie Fitzwater 2017 Linfield College - Portland Campus

Incorporating Lesbian, Gay, Bisexual, And Transgender (Lgbt) Health Concepts Into Nursing Curricula: What Nursing Faculty Should Know, Paul Smith, Julie Fitzwater

Faculty Presentations

The objective of this presentation is to help faculty learn how to effectively teach students about lesbian, gay, bisexual, and transgender (LGBT) health, health promotion, and health care disparities. Learning outcomes for this session include how to utilize specific tools, strategies, and resources for incorporating essential LGBT content into undergraduate and graduate nursing programs.

  • LEARNING OUTCOME 1: Describe ways to incorporate LGBT content into nursing curricula and discuss the importance of this inclusion;
  • LEARNING OUTCOME 2: Identify resources appropriate for nursing students that may be integrated into nursing curricula;
  • LEARNING OUTCOME 3: Identify specific health disparities that are applicable to ...


International Baccalaureate Mathematics, Advanced Placement Mathematics, And Dual Credit Mathematics Courses – An In Depth Look, Lawrence Benjamin Jaskunas 2017 Governors State University

International Baccalaureate Mathematics, Advanced Placement Mathematics, And Dual Credit Mathematics Courses – An In Depth Look, Lawrence Benjamin Jaskunas

All Capstone Projects

Every year in the United States, many students who believe they are fully prepared for college find out that they have to take remedial math courses before they can take any credit bearing math courses toward their degree. A student can avoid this situation by taking an early college program in high school and potentially earning a college math credit. The purpose of this research project was to take an in depth look at three such programs. The names of these programs are the International Baccalaureate program, the Advanced Placement program, and Dual Credit programs. This research project looked into ...


Collaborative Online Catalogs And Open Access Repositories: How They Benefit Researchers, Michaela Eileen Volkmar, DeAnn Brame 2017 Winthrop University

Collaborative Online Catalogs And Open Access Repositories: How They Benefit Researchers, Michaela Eileen Volkmar, Deann Brame

DeAnn Brame

Libraries can help researchers in a multitude of ways, but we want to focus on two resources in particular that can benefit researchers: collaborative online catalogs and open access repositories. A collaborative online catalog is different from a traditional catalog, in that you can find materials beyond what your home library contains. You’ve probably heard about open access repositories, but did you know that your scholarship can be discovered by many if it’s located in an open access repository, such as Digital Commons at Winthrop?

Join this session to learn about the ways that your university library might ...


Drawing On The Principles Of Sotl To Illuminate A Path Forward For The Scholarship Of Educational Development, Natasha Kenny, Celia Popovic, Jill McSweeney, Kris Knorr, Carolyn Hoessler, Shirley Hall, Nobuko Fujita, Eliana El Khoury 2017 University of Calgary

Drawing On The Principles Of Sotl To Illuminate A Path Forward For The Scholarship Of Educational Development, Natasha Kenny, Celia Popovic, Jill Mcsweeney, Kris Knorr, Carolyn Hoessler, Shirley Hall, Nobuko Fujita, Eliana El Khoury

The Canadian Journal for the Scholarship of Teaching and Learning

There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and ...


Iowa State University Advance Collaborative Transformation Project: Enhancing Departmental Cultures, Practices And Structures, Sharon Bird, Flo Hamrick, Kristen Constant, Fredric Janzen, Jo Anne Powell-Coffman 2017 Iowa State University

Iowa State University Advance Collaborative Transformation Project: Enhancing Departmental Cultures, Practices And Structures, Sharon Bird, Flo Hamrick, Kristen Constant, Fredric Janzen, Jo Anne Powell-Coffman

Jo Anne Powell-Coffman

“The Iowa State University ADVANCE program is […] designed to create an infrastructure at ISU for transforming structures, cultures, and practices in ways that enable and support recruitment and retention of a diverse, highly qualified and cohesive faculty. This infrastructure is designed to include “top down” university policies and procedures as well as “bottom up” initiatives involving departmental work climate and strategies for improving recruitment, retention and promotion of faculty” (Bird and Hamrick 2008). To this end, ISU ADVANCE: • collects base-line quantitative data on the faculty recruitment, retention and promotion, and on faculty work issues such as satisfaction with departmental work ...


The Source, Yolanda Carr, C.J. Smith 2017 Southwestern Oklahoma State University

The Source, Yolanda Carr, C.J. Smith

The Source

No abstract provided.


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