Education Commons^™

The Secret Sauce Of Online Community Of Practice During Covid-19 Pandemic: Nonviolent Communication, Yonty Friesem, Elizaveta Friesem

Journal of Media Literacy Education

The challenges of work-family balance while being asked to move to remote instruction and engage students creatively have affected us all globally on multiple levels - from our professional identity, to our own health, mortality and purpose in life. The idea behind Nonviolent Communication (NVC) is that as Rosenberg (2015/1999) put it, it is a language that celebrates life. Applying these practices in a community building initiative of the Media Education Lab during the COVID-19 pandemic supported our community not only for their professional needs, but also and most importantly in their social and emotional resiliency to keep positive their …

Online Adjunct Faculty Perceptions Of Professional Development To Support Personal And Professional Academic Growth During Covid-19, Cheryl Burleigh, Patricia B. Steele, Grace Gwitira

Higher Learning Research Communications

Objective: The purpose of this study was to understand what online adjunct faculty value as support services, specifically professional development opportunities, provided by their respective higher education institutions.

Method: This qualitative narrative inquiry study centered on exploring perceptions and experiences of online adjunct faculty members from higher education institutions and their experiences and expectations of professional development (PD), prior to and during COVID-19.

Results: The study resulted in the identification of possible improvements and enhancements to existing PD content that would further support faculty personal development, mental health, wellbeing, and academic growth.

Conclusions: This study reminds us that there are …

Perceptions Of Occupationally Trained Technical College Faculty On Their Preparedness To Teach And On The Need For Professional Development: A Phenomenological Study, Brandon Hudson

Electronic Theses and Dissertations

This qualitative, phenomenological study examines the perceptions of occupationally trained Tennessee technical college faculty on their preparedness to teach after being hired directly from industry and on the need for professional development and training on instructional and classroom strategies. Twelve semi-structured interviews were conducted by Zoom with instructors from three technical college program areas, Industrial Maintenance, Machine Tool Technology, and Welding. Participants represented institutions from each grand division of Tennessee, West, Middle, and East, plus Upper East. As a result of the data analysis, common themes, including a “here are your keys” approach to instructor induction, a reliance on other …

In Search Of Silver Linings: Strategies For Preparing Future Faculty During The Covid-19 Pandemic, Tazin Daniels, Elizabeth Bailey, Anoff Nicholas Cobblah

To Improve the Academy: A Journal of Educational Development

In this article, we describe our experience as a racially and disciplinarily diverse, relatively junior program team who embraced the opportunity to transform a 20-year-old professional development seminar for graduate students into a remote offering in response to COVID-19. Our efforts to support our participants and champion an institutional move toward equitable and effective virtual programming are situated alongside the psychological tolls of remote work, a global health crisis, and ongoing racial violence across the United States. We recount our experience using, as a helpful metaphor, Lewin’s change model, which describes the process of “unfreezing,” “changing,” and “refreezing” long-standing assumptions …

Exploring Professional Development Models For Dei Pedagogies, Melanie Sellar

Staff publications, research, and presentations

While our institution has provided many workshops to kick-start DEI awareness, we are exploring different professional development (PD) models for the library. There are many possible ways to structure our professional learning, from reading groups, caucus or affinity groups, communities of practices, and professional learning communities. This lightning presentation reviews and analyzes different PD models for supporting information literacy instructors’ growth in DEI pedagogies and will share the path that SCU Library has chosen for our work.

Leveraging Social Media And Scholarly Discussion For Educator Empowerment, Steven Kolber, Sandy Nicoll, Kelli Mcgraw, Nicolas Gaube, Keith R. Heggart

Australian Journal of Teacher Education

This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key …