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Articles 1 - 30 of 62
Full-Text Articles in Education
Creativity In The Virtual Classroom: Engaging Online Special Education Teacher Candidates In Their Own Learning, Rob Shauger, Kathleen A. Boothe, Marla J. Lohmann
Creativity In The Virtual Classroom: Engaging Online Special Education Teacher Candidates In Their Own Learning, Rob Shauger, Kathleen A. Boothe, Marla J. Lohmann
The Journal of Special Education Apprenticeship
According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher preparation programs at IHEs need to change their focus on how to meet these online learners' needs. There is plentiful research on what faculty should include in their online classes, but finding specific strategies and activities that engage students in their own learning can be challenging. This article provides teacher …
Applying Special Education High Leverage Practices To Enhance Learning In Higher Education Courses, Michelle Gremp, Maria L. Manning, Julie H. Rutland, Mary Jo Krile
Applying Special Education High Leverage Practices To Enhance Learning In Higher Education Courses, Michelle Gremp, Maria L. Manning, Julie H. Rutland, Mary Jo Krile
Pedagogicon Conference Proceedings
In response to the Covid-19 Pandemic, new and varied platforms of instruction have become commonplace across all content areas of higher education. As a result, faculty are faced with the challenge of individualizing and differentiating instruction more than ever before. As outlined in High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017), successful teaching at all levels requires skill in 4 intertwined components of practice: collaboration, assessment, social/ emotional/behavioral practices, and instruction. Incorporating aspects from each component of practice into higher education courses can help faculty improve engagement and enhance learning outcomes for all students.
Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 2, Fall 2021
Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 2, Fall 2021
Journal on Empowering Teaching Excellence
The full Fall 2021 issue (Volume 5, Issue 2) of the Journal on Empowering Teaching Excellence
Problematizing The Use Of The Cultural Autobiography In Pre-Service Multicultural Education Courses, Aaron C. Bruewer, Gilbert Park, Jayne Beilke
Problematizing The Use Of The Cultural Autobiography In Pre-Service Multicultural Education Courses, Aaron C. Bruewer, Gilbert Park, Jayne Beilke
Taboo: The Journal of Culture and Education
This paper explores the qualitative methodology of narrative life history as an instructional tool for pre-service teachers at a midwestern regional public university. Specifically, the authors problematize the use of the cultural autobiography assignment for undergraduate teacher candidates enrolled in required multicultural education courses in order to evolve its use. While life history has the potential to promote critical reflections on one’s own position in a complex interplay of power relations, it can also reify pre-existing prejudicial attitudes as currently used. The paper includes composite quotes from the papers of 85 undergraduate students to support authors investigation, as they suggest …
Undergraduate Teaching Excellence Through The Aesthetic Lens Of Crispa, Paula Adamo
Undergraduate Teaching Excellence Through The Aesthetic Lens Of Crispa, Paula Adamo
Electronic Theses and Dissertations
In times where only 60% of college students are graduating (NECS, 2018), the need to help undergraduates thrive in college is vital. Because faculty have a crucial role in this profound endeavor, this study examines the intentions (intentional curriculum) of four undergraduate instructors identified by colleagues and students as good teachers. The study also examines what students take away from their instructors and classes (received curriculum) and looks at how elements of the aesthetic approach to teaching and learning known as CRISPA emerge naturally in the curricula in order to demonstrate the proposition that good teachers, at any level, implement …
Teaching Students Effective Learning Strategies, Hung-Tao Chen, Megan Thomas, Katelyn Mcclure
Teaching Students Effective Learning Strategies, Hung-Tao Chen, Megan Thomas, Katelyn Mcclure
Pedagogicon Conference Proceedings
Much research has focused on the effect of learning strategies such as completing practice testing and highlighting. Previous research has found that practice tests and distributed practice are the most effective while elaborate interrogative, self-explanation, and interleaved practice are moderately effective (Dunlosky et al., 2013). Other common strategies, such as summarization, are found to be ineffective. Many college students use these ineffective learning strategies, and it is therefore important to teach students to use good learning strategies. The current study compared a video-based teaching method on effective learning strategies versus a text-based method. Undergraduate students (n=109) were taught effective learning …
Using The 5e Instructional Model In An Online Environment With Pre-Service Special Education Teachers, Delinda Van Garderen, Mary Decker, Rachel Juergensen, Heba Abdelnaby
Using The 5e Instructional Model In An Online Environment With Pre-Service Special Education Teachers, Delinda Van Garderen, Mary Decker, Rachel Juergensen, Heba Abdelnaby
Journal of Science Education for Students with Disabilities
In this practitioner article, we describe the innovative way the 5E Instructional Model was used in an online, hybrid special education undergraduate course to prepare pre-service teachers to teach academic content to their students with disabilities. We provide a rationale for the use of the model in the course, describe how we implemented the model in the course, teachers’ perceptions about the model as a way to facilitate and model the process of learning for themselves and students, and discuss implications for practice.
Enhancing Student Learning In The Online Instructional Environment Through The Use Of Universal Design For Learning, Kathleen A. Boothe, Marla J. Lohmann, Ruby Owiny
Enhancing Student Learning In The Online Instructional Environment Through The Use Of Universal Design For Learning, Kathleen A. Boothe, Marla J. Lohmann, Ruby Owiny
Networks: An Online Journal for Teacher Research
As college faculty who prepare future teachers, we strive to teach our students through instruction and modeling best practices in teaching. We constantly evaluate our teaching and make adjustments to include updated knowledge about effective instruction. The evaluation and adjustments made to our courses lend themselves to action research. We take what we learn from our research and make appropriate changes to better meet the diverse needs of students. This article provides an overview of a final project that used Universal Design for Learning (UDL) for assessing student knowledge. This research focused on the principle of Multiple Means of Action …
Teaching With Primary Sources: A Report For Ithaka S + R From Northern Michigan University, Catherine Oliver, Marcus Robyns
Teaching With Primary Sources: A Report For Ithaka S + R From Northern Michigan University, Catherine Oliver, Marcus Robyns
Books
During the 2019-2020 academic year, Northern Michigan University (NMU) participated in the ITHAKA S + R Teaching Undergraduates with Primary Sources research study. Catherine Oliver, Metadata and Cataloging Services Librarian, and Marcus C. Robyns, University Archivist, conducted seventeen interviews with NMU faculty from a variety of disciplines on their research and instructional use of primary sources. Oliver and Robyns collected and analyzed qualitative data with the intent on producing a local report. The report concludes with four important recommendations for supporting faculty in teaching with primary sources. The report’s findings cover five major themes identified in the study: Preparation to …
Irrigating Deserts, Walker Cosgrove
Community-Engaged Teaching: Lessons From A Participatory History Project, Amie Thurber, Sarah V. Suiter
Community-Engaged Teaching: Lessons From A Participatory History Project, Amie Thurber, Sarah V. Suiter
School of Social Work Faculty Publications and Presentations
How can we create opportunities for students to gain experience in community-engaged scholarship that truly benefits the community given the constraints of the academic calendar, students’ varied capacity to develop reciprocal and responsive community relationships, and the tendency for community-engaged research to instrumentalize community partners in service to academic deliverables? This paper explores one attempt to meet this challenge: an experimental graduate course in community development that linked course content to a participatory history project. Designed as a Scholarship of Teaching and Learning (SoTL) study, instructors studied the instructional process as well as outcomes for students and community partners. We …
Epistemic Trust In Online Higher Education : A Mixed Method Phenomenological Research Study, Lisa F. Rapple
Epistemic Trust In Online Higher Education : A Mixed Method Phenomenological Research Study, Lisa F. Rapple
Legacy Theses & Dissertations (2009 - 2024)
The purpose of this study was to explore the online instructor’s role in building epistemic trusting relationships with adult learners in their online classrooms. A mixed-method phenomenology research (MMPR) approach was used to discover if certain instructor actions influenced an epistemic trust relationship to develop between the instructor and the adult learner. This study examined the instructor’s classroom management actions, communication immediacy actions, and regulatory actions, as well as the level of epistemic trust in 48 fully online courses, focusing on 4 exemplar cases for cross-case analysis. It was determined that the instructor’s classroom management actions and communication immediacy actions …
Applying The Principles Of Universal Design For Learning (Udl) In The College Classroom, Kathleen A. Boothe, Marla J. Lohmann, Kimberly A. Donnell, D. Dean Hall
Applying The Principles Of Universal Design For Learning (Udl) In The College Classroom, Kathleen A. Boothe, Marla J. Lohmann, Kimberly A. Donnell, D. Dean Hall
The Journal of Special Education Apprenticeship
Universities are charged with educating students from diverse backgrounds, including ELL students, nontraditional students, military students, first generation college students, and students with disabilities. In order to meet the wide variety of learning needs and abilities in the college classroom, teachers must find innovative methods for reaching this diverse population of students. One potential solution is Universal Design for Learning (UDL). Through instructional and assessment strategies that address the “why”, how”, and “what” of learning, the UDL approach ensures that all students can learn. The research regarding the concept of using UDL in the college classroom is minimal, but shows …
Custom Advising's Effect On Success And Retention Of Developmental Math Students, Jason Peter Barr
Custom Advising's Effect On Success And Retention Of Developmental Math Students, Jason Peter Barr
Walden Dissertations and Doctoral Studies
The number of high school graduates entering college needing to take developmental math courses is increasing. Gilmer State College (a pseudonym) introduced customized scheduling in which students identified as at risk after scoring low on the math entrance exam are placed in the developmental math course and additional courses that traditionally have a pass rate of 75% or better. The purpose of this study was to examine the difference in passing and retention rates between 1st-time college freshmen who attended Gilmer State College before the customized scheduling and after the customized scheduling was implemented. This study was based on Adelman's …
Transforming The Classroom At Traditionally White Institutions To Make Black Lives Matter, Frank Truitt, Chayla Haynes, Saran Stewart
Transforming The Classroom At Traditionally White Institutions To Make Black Lives Matter, Frank Truitt, Chayla Haynes, Saran Stewart
To Improve the Academy: A Journal of Educational Development
In recent years, many college campuses across the United States witnessed a significant increase in campus activism regarding the range of experiences and conditions facing racially minoritized communities in higher education. As critical and inclusive pedagogues and scholars, we embrace the belief that a focus on making Black Lives Matter in the classrooms of traditionally White institutions (TWIs) provides educators with the best chance to improve the educational outcomes of all students. In this essay, we examine seven principles of critical and inclusive pedagogies that have the potential to make Black Lives Matter in TWI classrooms and identify several implications …
Is Teaching About Selling? Absolutely., Norman Eng
Is Teaching About Selling? Absolutely., Norman Eng
Publications and Research
In this post, Dr. Norman Eng gives his perspective on the much-debated question of whether teaching is about selling. It comes back to our understanding (or perception) of selling.
Students: Professors, I Wish You Would.., Norman Eng
Students: Professors, I Wish You Would.., Norman Eng
Publications and Research
What do students wish they could tell their professors about their instruction but never do? Read their unvarnished responses in this eye-opening post.
Teaching College: The Ultimate Guide To Lecturing, Presenting, And Engaging Students, Norman Eng
Teaching College: The Ultimate Guide To Lecturing, Presenting, And Engaging Students, Norman Eng
Publications and Research
Your students aren’t reading. They aren’t engaged in class. Getting them to talk is like pulling teeth. Whatever the situation, your reality is not meeting your expectations. Change is needed. But who’s got the time? Or maybe you’re just starting out, and you want to get it right the first time.
If so, Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students is the blueprint. Written for early career instructors, this easy-to-implement guide teaches you to:
- Think like advertisers to understand your target audience—your students
- Adopt the active learning approach of the best K-12 teachers
- Write a syllabus …
Teaching And Learning In The Cloud: “Anywhere, Anytime.” Anybody, Too?!, Anita August
Teaching And Learning In The Cloud: “Anywhere, Anytime.” Anybody, Too?!, Anita August
English Faculty Publications
Knowledge is no longer produced exclusively in the traditional class-based learning environment. For twenty-first century learners, digitally networked classrooms are the new social spaces where innovative learning perspectives are cultivated. However, like traditional class-based learning environments, digitally networked classrooms need to be sensitive to the social forces of race, gender, and class that will inescapably invade digital cultures. Therefore, even in the cloud, this chapter argues, “difference” as a concept is always already embedded as a contributing feature under which knowledge is constructed and constructing. To this end, this chapter suggests that a consideration of “difference” and its signifying effect …
Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.
Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.
Faculty Publications
A student at the author’s college pens a racist column on immigration for the school newspaper. Two departments, including the author’s, send campus-wide emails denouncing the rhetoric. A firestorm erupts, as much over the emails as over the op-ed. Years later, the student visits the author unannounced.
Dirty Secrets And Silent Conversations: Exploring Radical Listening Through Embodied Autoethnographic Teaching, Carolyne Ali-Khan
Dirty Secrets And Silent Conversations: Exploring Radical Listening Through Embodied Autoethnographic Teaching, Carolyne Ali-Khan
Faculty Works: EDU (1995-2023)
In this article I explore the connections between radical listening, autoethnography and embodied pedagogy. Using my own experiences (and the context of patriarchy) as an example, I utilize layered narratives and theater metaphors to highlight the ways that listening in pedagogical spaces, can include listening to bodies and their histories. I examine the intricacies of creating a space for listening when the insights that come from the body are deeply personal.
Fast And Fruitful: Effective Writing Assessment For Determining The Success Of New Initiatives, Eileen K. Camfield
Fast And Fruitful: Effective Writing Assessment For Determining The Success Of New Initiatives, Eileen K. Camfield
University Writing Programs Staff Articles and Papers
Many writing program administrators experience a familiar conundrum: heed the cries for fast assessment results or engage in the lengthy and complicated process that meaningful review of student learning seems to entail? Such was my plight in the 2013–2014 academic year when my university deployed a new strategy for supporting incoming developmental writers. Beginning that fall, students whose writing-SAT (SAT-W) scores were between 450 and 500 were enrolled in a course known as Seminar Plus Studio (SPS), an interdisciplinary class that included a weekly supplemental 100-minute studio aimed at delivering targeted writing instruction, practice, and feedback. Instructors for these sections …
A Roadmap To Transform Learning From Face-To-Face To Online, Nagwa Abou El-Naga, Dalya Abdulla
A Roadmap To Transform Learning From Face-To-Face To Online, Nagwa Abou El-Naga, Dalya Abdulla
Publications and Scholarship
Online learning offers a flexible learning environment, allowing colleges to attain a global presence and provide a higher caliber of student learning experiences. The implementation of online learning, however at the educational institution can lead to various challenges across three main clusters: students, faculty, and management. An overview of these challenges, based on the review of the current literature, is provided in this paper along with appropriate mitigation strategies. A generalized roadmap is established in this article that illustrates how the transition from face-to-face to online courses can be managed using a series of key steps in three critical phases …
A Causal Comparative Investigation Into Transactional Versus Transformational Instructional Delivery Style In Two Freshman-Level Humanities Courses At A Southeastern American University, Michael J. Jaynes
Masters Theses and Doctoral Dissertations
The purpose of the study was to utilize a causal comparative approach to compare two contrasting instructional delivery styles to determine if there was any difference in final grade outcome between students whose instructors used transactional instructional delivery techniques and students whose instructors used transformational instructional delivery techniques in two lower division undergraduate humanities courses at a southeastern university. A secondary purpose of the study was to investigate the relationship between instructional delivery style and student perception of teacher effectiveness. The primary researcher also examined if student assessment and teacher self-assessment of teacher delivery style would align. The research questions …
Oral History Interview With Arnoud De Meyer: Conceptualising Smu, Arnoud De Meyer
Oral History Interview With Arnoud De Meyer: Conceptualising Smu, Arnoud De Meyer
Arnoud DE MEYER
The interview covered: first involvement with Singapore, tertiary education in Singapore, business schools, role of university, city campus.
Biography:
President, SMU, 2010–present
Professor De Meyer became the fourth president of SMU in September 2010. A leader and well-known scholar in management studies, his research interests include manufacturing and technology strategy, management of R&D and innovation, management under conditions of high uncertainty and for novel projects, management and innovation in Asia, the globalisation of Asian firms, and e-readiness in Europe. He publishes widely in academic journals and books.
For twenty three years, Professor De Meyer was associated with INSEAD where he …
Can Grade Inflation In Prerequisite Courses Affect Student Performance In Business Finance?, Chien-Chih Peng
Can Grade Inflation In Prerequisite Courses Affect Student Performance In Business Finance?, Chien-Chih Peng
Kentucky Journal of Excellence in College Teaching and Learning
The purpose of this study is to determine the effect of grade inflation in prerequisite courses on student performance in business finance. Some studies indicate that performance in business finance can be affected by performance in prerequisite courses. The ordered-probit regression model is employed to analyze a sample of 229 students during the period from 2005 to 2009. The results indicate that students who earned higher grades in prerequisite mathematics and economics courses are more likely to perform better in business finance. Grade inflation generally is not a significant determinant in explaining student performance in business finance. However, students who …
Restrictive And Expansive Views Of Equality: A Grounded Theory Study That Explores The Influence Of Racial Consciousness On The Behaviors Of White Faculty In The Classroom, Chayla M. Haynes
Electronic Theses and Dissertations
Attempts to address the ever increasing achievement gap among students have failed to explain how and why educational traditions and teaching practices perpetuate the devaluing of some and the overvaluing of others. This predicament, which plagues our educational system, has been of increased concern, given the growing racial diversity among college students and the saturation of White faculty in the academy. White faculty make up the majority, 79%, of all faculty in the academy. White faculty, whether consciously or unconsciously, are less likely to interrogate how race and racism both privilege them within the academy and influence their faculty behaviors. …
Teaching Excellence : An Illusive Goal In Higher Education Teaching And Learning, Heather Sparrow
Teaching Excellence : An Illusive Goal In Higher Education Teaching And Learning, Heather Sparrow
Theses: Doctorates and Masters
In the last decades of the 20th Century, and through the first decade of the 21st Century, both the natural world and human society have experienced dramatic change. Contemporary society world-wide has high expectations of the contribution that universities can make in helping people learn to live with change, to lead change, to manage change, and to support improvement in all spheres of life. The global community seeks ‘excellence’ across all higher education roles: community engagement and leadership, research and innovation, and teaching and learning. However, universities are not always regarded as effective in fulfilling the needs of students, business …
Faculty Members’ Perceptions Of Community College Centers For Teaching And Learning: A Qualitative Study, Sandra Ann Frey
Faculty Members’ Perceptions Of Community College Centers For Teaching And Learning: A Qualitative Study, Sandra Ann Frey
Dissertations
The purpose of this study was to explore faculty members’ perceptions of community college Centers for Teaching and Learning (CTLs); whose main purpose is to promote, facilitate, and honor excellence in teaching and learning through the support of full-time and adjunct faculty, at all career stages. A generic qualitative study with a grounded theory approach was conducted to understand faculty members’ perceptions and to develop recommendations for community college CTL directors, administrators, and faculty. Focus group interviews were conducted with groups of faculty at each of three Midwestern U.S. community colleges. Faculty were placed in one of three groups; frequent …
A Course Redesign Project To Change Faculty Orientation Toward Teaching, Susan Eliason, Christine L. Holmes
A Course Redesign Project To Change Faculty Orientation Toward Teaching, Susan Eliason, Christine L. Holmes
Elementary and Early Childhood Education Faculty Publications
This article discusses the development, implementation, and outcomes of a Faculty Course Redesign Camp for full-time and adjunct faculty members. The purpose of the camp was to educate and coach faculty in effective strategies to promote learner-centered teaching skills. Evaluation results show that the participants changed their orientation toward teaching in the dimension of their role in instruction, but they made little change in balance of power and responsibility for learning.