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An In-Depth Look At A Comprehensive Diversity Training Program For Faculty, Nancie J. Hudson
An In-Depth Look At A Comprehensive Diversity Training Program For Faculty, Nancie J. Hudson
International Journal for the Scholarship of Teaching and Learning
This ethnographic research project examines a five-month diversity training program that 16 faculty participated in voluntarily at a university in the western United States. In addition to reviewing diversity issues and challenges in higher education, this article provides information about the program, describes my participant-observer experience, and provides evidence that assesses the program’s effects on teaching practices. This annual program includes learning, reflection and application and helps the participants develop new inclusive teaching strategies for the courses they teach. A post-program survey of the participants indicates that the majority felt that the program had a lasting beneficial effect on their …
Integrating The Five Practices Of Exemplary Leadership Model Into Entrepreneurship Education, Eduardo R. Díaz, Celsa G. Sánchez-Vélez, Lorena Santana-Serrano
Integrating The Five Practices Of Exemplary Leadership Model Into Entrepreneurship Education, Eduardo R. Díaz, Celsa G. Sánchez-Vélez, Lorena Santana-Serrano
International Journal for the Scholarship of Teaching and Learning
Entrepreneurship educators can assess their students by focusing on leadership self-efficacy dimensions that align with desirable entrepreneurship behaviors. To support this claim, we used the Student Leadership Practices Inventory (S-LPI) to survey a group of 46 undergraduate students in Mexico and 49 undergraduate students in Spain that were involved in entrepreneurship education programs. Independent samples t-tests show statistically significant differences between the two groups. We also compared the whole sample in terms of gender and found no differences. We propose that educators integrate Five Practices of Exemplary Leadership model into de design and assessment of their curricular and co-curricular entrepreneurship …
Changing Future Faculty's Conceptions Of Sotl, Darryl Reano, Stephanie Masta, Jon Harbor
Changing Future Faculty's Conceptions Of Sotl, Darryl Reano, Stephanie Masta, Jon Harbor
International Journal for the Scholarship of Teaching and Learning
Preparing Future Faculty (PFF) programs provide graduate students across all disciplines with professional development that addresses a range of faculty responsibilities. The scholarship of teaching and learning (SoTL) combines education research with the practice of teaching by implementing, disseminating, and applying research on educational practice and interventions. During a PFF program at a public university, we used a pre-post writing prompt to examine changes in future faculty’s conceptions of SoTL. Pre-workshop responses included misconceptions that indicated unfamiliarity with SoTL. Post-workshop responses had an increased emphasis on sharing outcomes from educational interventions. Only 8% of pre-workshop responses included all main elements …
Promoting Social Justice And Equity Through University Education In Pakistan, Nauman Ahmed Abdullah, Abdul Chaudhry
Promoting Social Justice And Equity Through University Education In Pakistan, Nauman Ahmed Abdullah, Abdul Chaudhry
International Journal for the Scholarship of Teaching and Learning
Education is a social entity and takes input from the society and returns output to it as well. University education is considered as the hub that produces human capital into the market. Universities shall play their role to promote social justice and equity for people from all spheres of the society. This study was focused to explore the perceptions of teachers about the social injustice and inequity in universities of Pakistan. The aim was to promote social justice and equity in education by highlighting the factors that cause injustice and inequity, to find out the imbalance in the market value …
Fostering Significant Learning In Sciences, Tolessa Deksissa, Lily R. Liang, Pradeep Behera, Suzan J. Harkness
Fostering Significant Learning In Sciences, Tolessa Deksissa, Lily R. Liang, Pradeep Behera, Suzan J. Harkness
International Journal for the Scholarship of Teaching and Learning
The new global economy depends on workforce competencies in science, technology, engineering and mathematics more than ever before. To prepare a strong workforce, attracting and educating underrepresented minority students in science is a challenge within our traditional American educational approach. To meet this challenge, fostering significant learning in science that nurtures 21st Century skills in students is crucial. The purpose of this study was to analyze the effectiveness of a set of teaching and learning approaches that foster significant learning in sciences. Using a new introductory environmental science course in urban water quality management, the effect of a set …
Wild Pansies, Trojan Horses, And Others: International Teaching And Learning As Bricolage, David B. Starr-Glass
Wild Pansies, Trojan Horses, And Others: International Teaching And Learning As Bricolage, David B. Starr-Glass
International Journal for the Scholarship of Teaching and Learning
Educational change, predictable or unanticipated, occurs when student populations are altered. When an American college started an international program in Prague, it was anticipated that educational practice would change. To understand the implications for teaching, learning, and practice mentors explored the new educational landscape. The concept of bricolage informed much of that exploration and this paper considers bricolage, summarizes research outcomes, and reflects on the opportunity and ethics of engagement with Other.
Perspectives On Online Teaching And Learning: A Report Of Two Novice Onlineeducators, Dennis Conrad, Joan Pedro
Perspectives On Online Teaching And Learning: A Report Of Two Novice Onlineeducators, Dennis Conrad, Joan Pedro
International Journal for the Scholarship of Teaching and Learning
Population growth (Broad, 1997), institutional competition (Daniel & Cox, 2002), and changing learner needs (Willis, Tucker, & Gunn, 2003) are among the issues influencing the increase in online teaching and learning. Related to this, emergent and expanding distance learning technologies have subsequently pitted “brick and mortar” against “online” paradigms. This has resulted in a need for research to clarify the relevance, effectiveness, restrictive and facilitative dimensions of online courses. For example, faculty are increasingly expected and encouraged to develop and teach online courses often with misperceptions about required pedagogical skills and without adequate support and preparation (Choi & Park, 2006). …