Idealism, Conflict, Leadership, And Labels: Reflections On Co-Facilitation As Partnership Practice,
2017
University of Queensland
Idealism, Conflict, Leadership, And Labels: Reflections On Co-Facilitation As Partnership Practice, Lucy Mercer-Mapstone, Lucie Sam Dvorakova, Lauren J. Groenendijk, Kelly E. Matthews
Teaching and Learning Together in Higher Education
No abstract provided.
Planting The Seed Of A Staff-Student Partnership Research Project,
2017
Deakin University
Planting The Seed Of A Staff-Student Partnership Research Project, Darci Taylor, Sophie Quick
Teaching and Learning Together in Higher Education
No abstract provided.
Co-Operative Staff-Student Research In Public Speaking In Higher Education,
2017
Murdoch University
Co-Operative Staff-Student Research In Public Speaking In Higher Education, Christopher Cunningham
Teaching and Learning Together in Higher Education
No abstract provided.
In Conversation Together: Student Ambassadors For Cultural Competence,
2017
The University of Sydney
In Conversation Together: Student Ambassadors For Cultural Competence, Amani Bell, Tai Peseta, Stephanie Barahona, Suji Jeong, Longen Lan, Rosemary Menzies, Tracy Trieu, Ann Wen
Teaching and Learning Together in Higher Education
No abstract provided.
Partnering To Investigate Employability And Retention In The Humanities And Social Sciences,
2017
University of Queensland
Partnering To Investigate Employability And Retention In The Humanities And Social Sciences, Yvonne Oberhollenzer, Sarah Brady
Teaching and Learning Together in Higher Education
No abstract provided.
Students As Co-Creators Of An Online Learning Resource,
2017
Australian National University
Students As Co-Creators Of An Online Learning Resource, Chris Browne, Yash Vyas, Arlene Mendoza, Anthony Sindermann, Brock Holland, Ellen Lynch
Teaching and Learning Together in Higher Education
No abstract provided.
Students As Partners In Negotiated Assessment In A Teacher Education Course,
2017
University of Queensland
Students As Partners In Negotiated Assessment In A Teacher Education Course, Sue Monsen, Sarah Cook, Lauren Hannant
Teaching and Learning Together in Higher Education
No abstract provided.
Students And Staff As Partners In Australian Higher Education: Introducing Our Stories Of Partnership,
2017
University of Queensland
Students And Staff As Partners In Australian Higher Education: Introducing Our Stories Of Partnership, Kelly E. Matthews
Teaching and Learning Together in Higher Education
No abstract provided.
In Conversation With Seth Pollack,
2017
California State University, Monterey Bay
In Conversation With Seth Pollack, Seth Pollack, Marshall Welch
Engaging Pedagogies in Catholic Higher Education (EPiCHE)
In November 2016, EPiCHE Editor Marshall J. Welch sat down with service-learning scholar and practitioner Seth Pollack. They explored how the spiritual and religious dimensions of Seth’s life have influenced his personal passions and academic career.
Seth Pollack is Professor of Service Learning, and the founding faculty director of the Service Learning Institute at California State University, Monterey Bay (CSUMB). For the past 17 years, Seth has provided overall leadership for the Service Learning Institute at CSUMB. In 2005, he received the Thomas Ehrlich Faculty Award for Service Learning, recognized as the nation’s outstanding faculty in the field of community …
In Our Time: Advancing Interfaith Studies Curricula At Catholic Colleges And Universities,
2017
Interfaith Youth Core
In Our Time: Advancing Interfaith Studies Curricula At Catholic Colleges And Universities, Eboo Patel, Noah Silverman, Kristi Del Vecchio
Engaging Pedagogies in Catholic Higher Education (EPiCHE)
People who orient around religion differently are interacting with greater frequency than ever before. These interactions, especially in the context of college and university campuses, require young people to grapple with their own identities in ways that previous generations could more easily avoid. Conversations about religious diversity have become elevated at colleges and universities, which has led Drs. Douglas Jacobsen and Rhonda Hustedt Jacobsen to claim that religion is “no longer invisible” in the context of American higher education.
As an organization that works with hundreds of American colleges and universities every year, Interfaith Youth Core (IFYC) believes that Catholic …
Ann Johnson Tssa Fall 2016,
2017
California State University, San Bernardino
Ann Johnson Tssa Fall 2016, Ann Johnson
Teaching Skills Study Awards (TSSA) Reports
No abstract provided.
Sjsu Erfa Board Minutes, May 1, 2017,
2017
San Jose State University
Sjsu Erfa Board Minutes, May 1, 2017, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Minutes May 1, 2017
The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education,
2017
University of New England
The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education, Andrea Kessler
All Theses And Dissertations
Interprofessional education (IPE) is a global initiative to prepare pre-licensure health professional students for health care team collaboration (WHO, 2010). However, many barriers limit IPE development in academia, including academic structure and faculty participation. The purpose of this study is to better understand how participation in IPE programs affects faculty social identity and their attitudes toward IPE curriculum inclusion. The use of social identity theory and transformational learning theory conceptually guide the research process. This multiple-case study collected data from the interviews of eight faculty representing various entry-level health professions from three universities. Each participant had experience in at least …
Importance Of And Satisfaction With Characteristics Of Mentoring Among Nursing Faculty,
2017
University of Arkansas, Fayetteville
Importance Of And Satisfaction With Characteristics Of Mentoring Among Nursing Faculty, Jacklyn Gentry
Graduate Theses and Dissertations
The nursing faculty shortage and its contributing factors have been well documented in the literature. Contributory factors include lack of graduate prepared faculty, difficulty recruiting and retaining faculty, and a decrease in job satisfaction within the faculty role. The use of mentoring programs has the potential to impact the nursing faculty shortage by increasing job satisfaction while providing novice faculty with additional support during the transition from clinical nurse to nursing faculty.
The purpose of the study was to examine the relationship between the importance of and satisfaction with characteristics of mentoring in full time nursing faculty teaching in baccalaureate …
Stories At Work : Restorying Narratives Of New Teachers' Identity Learning In Writing Studies.,
2017
University of Louisville
Stories At Work : Restorying Narratives Of New Teachers' Identity Learning In Writing Studies., Rachel Gramer
Electronic Theses and Dissertations
Rhetoric and composition has a long, robust history of studying how we train new writing teachers in our graduate/writing programs; yet we lack in-depth inquiries that foreground how new writing teachers learn. This dissertation traces five graduate students learning how to be and become writing teachers, using narrative as an object and means of analysis to study the tacitly internalized process of newcomer professional identity learning. In this project, I enact narrative as a feminist, interdisciplinary methodology to restory new writing teacher research narratives away from implicit deficit or explicit resistance and toward a more generative focus on newcomers’ motivated …
Instructional Teacher Job Resources And Student Achievement In Mathematics.,
2017
University of Louisville
Instructional Teacher Job Resources And Student Achievement In Mathematics., Amy Stokes-Levine
Electronic Theses and Dissertations
Research shows that teachers who are supported with job resources are more engaged regardless of the level of demands (Klusmann et al., 2008). Additionally, teachers who are engaged with their work are less likely to report their intention to leave the teaching profession (Klassen et al., 2012), which is particularly important for mathematics teachers who are in high demand (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Supporting employees with job resources is a commonly accepted practice in many professional fields (e.g., Christian, Garza, & Slaughter, 2011), yet is not a common practice in education (e.g., Bidwell, 2013; Gewertz, 2014; Layton, 2015; Rentner …
Inclusive Teaching Strategies: An Evaluation Of Course Structure And Summative Assessment In Introductory Biology,
2017
East Tennessee State University
Inclusive Teaching Strategies: An Evaluation Of Course Structure And Summative Assessment In Introductory Biology, Oluwaseun O. Agboola
Electronic Theses and Dissertations
Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were …
Charles Stanton Tssa Spring 2016,
2017
California State University, San Bernardino
Charles Stanton Tssa Spring 2016, Charles Stanton
Teaching Skills Study Awards (TSSA) Reports
No abstract provided.
Cherstin Lyon Tssa Fall 2016,
2017
California State University, San Bernardino
Cherstin Lyon Tssa Fall 2016, Cherstin Lyon
Teaching Skills Study Awards (TSSA) Reports
No abstract provided.
Thinking About Students' Learning: Metacognition Across The Disciplines,
2017
Hofstra University
Thinking About Students' Learning: Metacognition Across The Disciplines, Saryn R. Goldberg, Jennifer Gundlach, Amy M. Masnick, Jennifer A. Rich, Jessica R. Santangelo
Hofstra University Distinguished Faculty Lecture Series
The ability to think about one’s own thinking—metacognition—is identified as one of the keys to subject mastery in most, if not all, disciplines. It is clear that being able to be one’s own critic — assessing and reassessing one’s understanding — is of critical importance to learning. Rarely, however, is metacognition explicitly taught or discussed as a centerpiece of learning in a content-heavy classroom, even with the best intentions of the professors.
A panel of Hofstra faculty from the disciplines of psychology, biology, law, engineering and writing studies will share results from their ongoing research about the impact of integrating …
