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Full-Text Articles in Education
Guide To Relationship-Rich Education In Teaching & Learning: Introduction To The 2022 Pedagogicon Proceedings, Russell Carpenter, Kevin Dvorak
Guide To Relationship-Rich Education In Teaching & Learning: Introduction To The 2022 Pedagogicon Proceedings, Russell Carpenter, Kevin Dvorak
Pedagogicon Conference Proceedings
The Guide to Relationship-Rich Education is a compilation of teaching strategies that promote relationship-rich education strategies (Felten & Lambert, 2020) across higher education contexts. In this guide, teacher-scholars present relationship-rich strategies and corresponding analyses across teaching and learning environments.
Building Faculty Relationships To Enrich The Educator And The Educated, Katie Twist, April Hatcher
Building Faculty Relationships To Enrich The Educator And The Educated, Katie Twist, April Hatcher
Pedagogicon Conference Proceedings
At the University of Kentucky College of Medicine, we implemented a longitudinal faculty development program for interested educators to practice applying foundational teaching concepts and to provide space to discuss sensitive and challenging teaching experiences. The program was created to help develop and maintain a community of medical educators and assist with their teaching portfolio for promotion. Here we describe the thematic organization of the faculty development program organized into pre-work, in-session, and post-work components.
Personal Volcanoes And The Pedagogy Of People: Perspectives On Navigating Turbulent Times, Kristen M. Platt, Lydia Strattan, Colleen Bodnar, April Hatcher
Personal Volcanoes And The Pedagogy Of People: Perspectives On Navigating Turbulent Times, Kristen M. Platt, Lydia Strattan, Colleen Bodnar, April Hatcher
Pedagogicon Conference Proceedings
The year 2020 brought about more unexpected turbulent times than anyone could have imagined in the years prior. At the University level, students and faculty were sent home from campus as rates of COVID-19 soared around the world. This turbulent, life-changing eruption disturbed the status quo for everyone on the planet in ways not anticipated, and the effects will linger for years to come. This manuscript discusses four perspectives on navigating the pandemic that can translate to future preparedness plans for students and faculty alike.
Agile Course Design: Modeling Flexibility, Empowering Engagement, And Prioritizing Community, Julie A. Rowan, Todd A. Stanislav, Allison C. Bernknopf, Tracy E. Russo
Agile Course Design: Modeling Flexibility, Empowering Engagement, And Prioritizing Community, Julie A. Rowan, Todd A. Stanislav, Allison C. Bernknopf, Tracy E. Russo
Pedagogicon Conference Proceedings
The Agile Course Design Institute, created for faculty at a regional public university, utilized an agile thinking lens to model flexible, interactive learning. The Institute framework consisted of three core factors: sense of belonging, students’ bandwidth, and interaction and engagement. Faculty participated in online synchronous and asynchronous settings to develop agile courses. In doing so, they gained insights into the experiences their students might have in remote learning. Examples from the Institute and participant work are explored through a “Why” (purpose/outcome), “What” (connections to the ACDI framework), and “How” (tools and strategies) structure.
Onboard, Don’T Orient, New Faculty, Jacqueline Kress
Onboard, Don’T Orient, New Faculty, Jacqueline Kress
Academic Chairpersons Conference Proceedings
Each year 50,000 highly educated, accomplished people with no preparation for most of the tasks that comprise college faculty work will be hired. Typical orientation programs do not meet their needs to provide useful, timely information and skill-building. Onboarding programs are more effective, and the benefits go beyond the faculty.
Developing And Transitioning Faculty To Online Teaching, Barbara Serianni
Developing And Transitioning Faculty To Online Teaching, Barbara Serianni
SoTL Commons Conference
In the midst of decreasing trend in postsecondary enrollment, enrollment in fully online programs continues to trend upward (U.S. Department of Education, 2018). Given the persistent growth of online learning in higher education as the result of adding fully online courses to traditional on-campus programs of study and the persistent development of new fully online programs, the question of instructional effectiveness must be asked. Are faculty in traditional 4-year public universities prepared to effectively deliver online instruction and support the needs of online students? If they are, how were they prepared? If they are not, how can they be prepared?