Education Commons^™

Steps On Establishing A Faculty Development Curriculum For Health Science Educators In A New Medical School, Beatriz Tapia, Karina Madrigal, Robert Nelson

Research Colloquium

Purpose: New Medical Schools need health science educators, to teach throughout the medical education continuum from basic science to clinical years. The need to establish a defined faculty development curriculum for health science educators will aid in standardizing best teaching practices and build a potential master teacher to move the curriculum toward active learning and innovation. The UTRGV SoM is a distributed campus, to achieve increase outreach we will offer synchronous and asynchronous online faculty development during the pandemic. This poster will share our progress to date.

Methods: A pilot, faculty development program, was established from faculty needs assessment data, …

The Impact Of Teacher Methodology Training For Higher Education Faculty Members, Nicole R. Baker

Scholar Week 2016 - present

Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on …

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff

MERC Publications

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …

Full Circle: A Portraiture Study Of Three Successful Indigenous Educators And Community Leaders Who Experience Personal Renewal In Their Practice Of Cultural Restoration, Kathrin W. Mccarthy

Educational Studies Dissertations

This qualitative inquiry uses the narrative methodology of portraiture to explore how the experiences of three successful Native educators and community leaders can contribute to the adult learning and development literature. In portraiture study the researcher uses diverse methods of gathering data, including interviews, observations of participants, and participant artifacts to co-construct a story of each participant’s life. Participants’ portraits were analyzed using well-established adult learning theories including Erickson’s developmental lifespan concept of generativity, Lave and Wenger’s concept of situated learning and communities of practice; Wlodkowski’s concepts of motivation and culture; Belenky and her colleagues’ conceptions of voice as development; …

Tutor Training In A Connecticut Mill Town, Eleanor/Nell K. Cass

MA TESOL Collection

This is a preliminary evaluation of a small volunteer tutoring program in northeastern Connecticut between 2011 and the present, focusing particularly on tutor support, the need for a new tutor training program and how experiential learning can benefit these. The program had a loss of administration in 2012. It is also coming to terms with demographic changes. Research methods were interviews with tutors, reflection through documents and other sources. There is an exploration of experiential learning and tutor training, and a description of context in the first part of the paper. The second part of the paper and accompanying tables …

Curriculum Impact On Educational Philosophy Identification, Rebecca Tuttle

Student Research Symposium

An educator’s teaching philosophy represents their personal beliefs regarding the purpose of classroom instruction and the methods used to facilitate learning. While an individual’s educational philosophy often transforms over time, more research is needed to characterize influences on evolving theory and practice. This survey-based study was conducted to determine if the curricular content has an impact on teaching methodology despite a teacher’s philosophical identification. The study population comprised of adult learner-educators enrolled in a graduate educational philosophy class. The subjects were surveyed after completing a term examining the main tenets of five main educational philosophies (Liberal, Behavioral, Progressive, Humanist, Radical). …

Arabic Teachers' Perception Of An Integrated Approach For Teaching Arabic As A Foreign Language In Colleges And Universities In The United States, Abeer Al-Mohsen

Doctoral Dissertations

This study examines the perception of Arabic teachers on whether an integrated approach is critical for students’ communicative competence in Arabic. Additionally, the study attempts to uncover what might be potential barriers to the integrated-approach program-wide implementation in the field of Teaching Arabic as a Foreign Language in higher education institutes in the United States. Although many studies investigated students’ perception of learning Modern Standard Arabic (MSA) only, few studies focused on teachers’ perceptions of the issue and understanding of what communicative Arabic instruction should entail.

Using a mixed-method study, the researcher conducted the study in two sequential phases: a …

Social Media As An Educational Tool In University Level Geography, Elizabeth Hundey

Beth J Hundey

Social media is not a passing fad—it is a new, versatile way of both information gathering and production. It is broadly defined as “networked tools that emphasize the social aspect of the Internet for communication, collaboration and creative expression” (Dabbagh & Kitsantas, 2012). Although many courses have online components (e.g. WebCT or other learning management systems), it is arguable that we as educators are not taking advantage of mainstream (i.e. applications and sites that are not education specific) social media to its full potential in the classroom. This short paper offers an outline of a seminar discussing the uses of …

Moocology 1.0, Glenna Decker

deckerg@gvsu.edu

MOOCology 1.0 is the opening essay for Invasion of the MOOCs: The Promises and Perils of Massive Open Online Courses, a collection written by academics from their own insights and experiences. This chapter offers a brief overview of the history and some of the issues surrounding this disruptive technology. Important questions are raised to keep the focus on that which is most important - the learner.

Rethinking Classroom Participation, Rita Gardiner

Rita A Gardiner

Within the classroom, feelings of alienation can adversely affect students’ ability to speak, and thus serve to reproduce social inequities. This is especially the case with some first year students who may not have had many opportunities to speak, as well as students from different cultures where talking in class may not be the norm. To help mitigate power imbalances, it is necessary to develop a diversity of teaching practices and approaches to learning to ensure that each student feels that her class participation counts. In this workshop, I want to consider ways in which it is possible to encourage …

The Relationship Between Self-Directed Learning And Information Literacy Among Adult Learners In Higher Education, Tiffani Reneau Conner

Doctoral Dissertations

The purpose of this study was to investigate the relationship between self-directed learning and information literacy. Participants completed the Personal Orientation in Self-Directed Learning Scale ([PRO-SDLS], Stockdale, 2003) and the Information Literacy Test ([ILT], James Madison University, 2003). The PRO-SDLS is a self-report scale consisting of 25 statements about self-directed learning preferences in college classrooms. The ILT is a 60-item multiple-choice test that assesses the information literacy skills of college students. Correlation, ANOVA, and multiple regressions were used to test relationships and differences between self-directed learning and information literacy. Despite claims that teaching information literacy creates self-directed learners, composite scores …

Best Instructional Practices For Distance Education: A Meta-Analysis, Robin Michael Roberts

UNLV Theses, Dissertations, Professional Papers, and Capstones

Recent meta-analyses on the efficacy of distance education have concluded that no significant difference exists between face-to-face and distance education. At the same time, these meta-analyses noted that considerable heterogeneity existed between the individual studies used in the meta-analyses. Investigation of moderators responsible for that heterogeneity suggested that four things other than media delivery were primarily responsible for the majority of variation between study outcomes: methodological quality, instructor involvement, type of interaction, instructional methods and time-on-task. A comparative meta-analysis was performed to further investigate these moderators. Methodological quality, maturational differences in students and any undetermined media effects were controlled for …

Technology, Quality Learning And Student Disabilities: Challenges For, Dr Williams Emeka Obiozor

Dr Williams Emeka Obiozor

No abstract provided.

Ethics In Publishing (6 Workshops), Susan R. Madsen, Jim Davis

Susan R. Madsen

To begin raising awareness of ethics and publishing concerns and educate doctoral students (future professors and practitioners) within the Academy of Management, Davis and Madsen facilitated 60-minute segments for six division's doctoral student consortium at the Academy of Management conference in Chicago. We brought journal editors/associate editors with us for each of our division presentation. Divisions: International Management (IMD); Organization Development & Change (ODC); Organizational Behavior (OB); Public & Nonprofit (PNP); Technology and Innovation Management (TIM); Conflict Management (CM)

Tackling The Pic: Successes And Challenges In Teaching The Prison-Industrial Complex, Melissa Ooten

Women, Gender and Sexuality Studies Faculty Publications

“But they’re criminals. We should lock them up and throw away the key!” my student, using a tired refrain, declared. She soon had a classroom of her peers— thoughtful, engaged students who often enjoyed analyzing complicated and difficult social issues—nodding in support. Thus began my entry into teaching and discussing the prison industrial complex (PIC) and abolitionism in a college classroom. Luckily, the class moved beyond this knee-jerk reaction, but I learned a valuable lesson that day. While I regularly engage students in thinking critically about poverty, social justice, race relations, feminism, and inclusion, exploring the possibilities of abolishing a …

Innovative Reflection Tools For Hrd Training, Development, And Education, Susan R. Madsen, Katherine Tunheims

Susan R. Madsen

The English word reflection is derived from reflectere, “to bend back” – as a mirror bends back the light, making apparent what is otherwise hidden or mysterious (Johnson, 2006). Reflection bends the light of our experiences back into our minds, to consider what the experience was about and what it meant. Reflection is also a critical element in transformational learning opportunities that should be part of effective training, development, and educational experiences (e.g., courses, workshops, programs). Since developing people is seeded in learning, HRD educators, scholars, and/or practitioners continuously work to understand the most effective methods and techniques to assist …

Exploring The Teaching Mind: Extending Participation In Lifelong Learning Through Engagement With A Supportive Community, Jeremy Szteiter

Jeremy Szteiter

This paper extends the notion of lifelong learning beyond gaining knowledge over a lifetime to preparing oneself to teach what has been learned to others. The "Teaching Mind," as I define the idea, involves thinking about what has been learned and what one knows by reconsidering that knowledge through the eyes of self as a teacher. The Teaching Mind assumes a broad notion of teaching that relates to informal and community learning across all areas of life and culture, beyond professional teaching in formal schools. The pursuit of the Teaching Mind is highly accessible to all those who wish to …