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Full-Text Articles in Higher Education
Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo
Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo
Research and Reflection on Learning and Teaching in Higher Education
The “core” of an engineering degree program typically comprises the concepts, equations, and technical skills needed, as well as their practical application to common problems of the profession. This core is then divided into the “content” that must be covered in each course. It is widely recognized, however, that successful individuals do not thrive as professionals on content alone. Thus, there is significant and increasing emphasis across higher education to “educate the whole person.” These efforts aim to develop “deep” qualities like grit, critical thinking, perseverance, learning from failure, valuing diversity, teamwork, leadership, curiosity, recognizing opportunity, creating value, and acting …
A Systematic Mapping Study On Gamification Applications For Undergraduate Cybersecurity Education, Sherri Weitl-Harms, Adam Spanier, John Hastings, Matthew Rokusek
A Systematic Mapping Study On Gamification Applications For Undergraduate Cybersecurity Education, Sherri Weitl-Harms, Adam Spanier, John Hastings, Matthew Rokusek
Journal of Cybersecurity Education, Research and Practice
Gamification in education presents a number of benefits that can theoretically facilitate higher engagement and motivation among students when learning complex, technical concepts. As an innovative, high-potential educational tool, many educators and researchers are attempting to implement more effective gamification into undergraduate coursework. Cyber Security Operations (CSO) education is no exception. CSO education traditionally requires comprehension of complex concepts requiring a high level of technical and abstract thinking. By properly applying gamification to complex CSO concepts, engagement in students should see an increase. While an increase is expected, no comprehensive study of CSO gamification applications (GA) has yet been undertaken …
Self-Study In A Pandemic: Process, Pedagogy, People, And Publishing, David M. Schmid, Shelley Price-Williams, Morgan Anderson, Matt Townsley
Self-Study In A Pandemic: Process, Pedagogy, People, And Publishing, David M. Schmid, Shelley Price-Williams, Morgan Anderson, Matt Townsley
Networks: An Online Journal for Teacher Research
Since its inclusion as a qualitative research approach in 1993, self-study has offered an opportunity for faculty members to merge two components of their position involved in tenure and promotion decisions: scholarship and teaching. This paper portrays a yearlong self-study of four probationary faculty members, in the same college of education department at a comprehensive regional university, all completed during the COVID-19 pandemic. Findings include the incorporation of engaging pedagogy in coursework, the impacts of COVID-19 on faculty and students, the importance of relationships with faculty colleagues and students, the incorporation of observation, feedback, and reflection as an avenue to …
Let All Voices Be Heard: Creating An Engaging And Inclusive Asynchronous Qr Classroom, Ruby A. Daniels, Kathryn Appenzeller Knowles
Let All Voices Be Heard: Creating An Engaging And Inclusive Asynchronous Qr Classroom, Ruby A. Daniels, Kathryn Appenzeller Knowles
Numeracy
With the shift to remote teaching, many instructors used Zoom for synchronous work. However, this presented issues (fatigue, turning cameras off, inequitable technical hurdles) that motivated quantitative reasoning (QR) instructors to look for asynchronous alternatives. A common technique has been text-based online discussions, which can be difficult for students to find engaging. This mixed method study (N = 41) describes an inclusive video alternative, specifically for teaching QR and quantitative fluency skills, which was piloted in two asynchronous sections and one hybrid section of the same course. Students posted their video responses, watched their classmates’ videos, and wrote short …
The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt
The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt
Journal of Multicultural Affairs
On March 18, 2020, many universities and university systems had or were in their initial stages of transitioning to virtual teaching as a result of COVID-19. This transition had varied effects on all aspects of the university community. This paper explores this transition through the teaching experiences of a tenure-track professor during the pandemic. The examination of six sections of a capstone undergraduate course over the course of three semesters was conducted. Through self-reflection, many of the challenges faced shifting from face-to-face to a virtual environment were discussed. Among some of the challenges and limitations experienced when teaching nontraditional and/or …
Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica M. Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist
Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica M. Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist
The Qualitative Report
There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. …
The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser
The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
The Limits Of Pedagogy, Kelsey Moore
The Limits Of Pedagogy, Kelsey Moore
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
On Rapport: Connecting With Students, Brandi Frisby
On Rapport: Connecting With Students, Brandi Frisby
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Ten First Years, Jennifer Osterhage
Ten First Years, Jennifer Osterhage
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
On Cheating And Prosperity, Trey Conatser
On Cheating And Prosperity, Trey Conatser
Greater Faculties: A Review of Teaching and Learning
At the outset of a new academic year, we'd do well to reflect on how we pitch academic integrity—and the concept of cheating—to our students. Not only does it affect how they see us as teachers and scholars; it also affects in profound ways how we see (or don't see) students as complex human beings. And this asks us to go against our gut reactions to the apparent moral legibility of cheating. If we understand cheating as an evasive concept, and as a product of our institutions, we're much less likely to incentivize it.
Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1
Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1
Journal on Empowering Teaching Excellence
For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …
The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives, Marianne Justus
The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives, Marianne Justus
The Qualitative Report
The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of diverse disciplines …
“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.
“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.
Race and Pedagogy Journal: Teaching and Learning for Justice
This article looks at the counter-pedagogical processes that may disrupt how children learn about race by positing a pedagogical process called Critical Race Parenting. By drawing upon counterstories of parenting I posit how Critical Race Parenting (CRP) becomes an educational praxis that can engage both parent and child in a mutual process of teaching and learning about race, especially ones that debunk dominant messages about race. And, in doing so, both parents and children have a deeper commitment to racial realism that does not allow for colorblind rhetoric to reign supreme.
Interfacing Catholic Social Meanings, Sociology, Self, And Pedagogical Practices, Daniel J. Myers, Andrew J. Weigert
Interfacing Catholic Social Meanings, Sociology, Self, And Pedagogical Practices, Daniel J. Myers, Andrew J. Weigert
Engaging Pedagogies in Catholic Higher Education (EPiCHE)
What connects Catholic Social Tradition with Sociology? How do each inform the other and how do they, together, flow through and animate the sociologist? Within a student-driven learning community pedagogy, this course builds on the humanistic aspects of Sociology as a scientific perspective a la Peter Berger’s Invitation to Sociology. This foundation is then filtered through a social psychological understanding of self with a sense of vocation through which persons’ deepest passions meets humans’ greatest needs. Biographical vignettes of sociologists’ careers of study that address issues of racial and gender inequalities and psycho-social shifts in values over the life course …