Higher Education and Teaching Commons^™

Joining & Using Google Plus Communities: Georgia Stem Teaching & Learning Conference Community, Daniel Rivera

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

The 2nd Annual Georgia STEM Teaching & Learning Conference has chosen Google Plus Communities as the designated tool for encouraging communication among university faculty, K-12 teachers & administrators, research institutions, and businesses. The purpose of this session is to show participants how to get connected and then how to use Google Plus Communities for collaboration.

The Responsive Roles Of Campus Art Museums/Galleries In Urban Public Universities: A Case Study Of Organizational Ddaptation, Daphne, Mei-Yuan Chao, Dawn

Seton Hall University Dissertations and Theses (ETDs)

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Teacher Internship Report- Righetti High School, Gabriel Ponce, Gabriel Ponce

Agricultural Education: Graduate Internship Reports

The Internship/Project report includes validation documents required in meeting the quality criteria for secondary level progress of instruction in Agriculture. The documents are concurrently used for the Ag Incentive Review process at RighettiHigh School conducted by representatives of the California Department of Education. The internship included the development of a comprehensive program plan for Righetti High School. The plan includes information to receive state/local funding, outline the goals and objectives of the program, along with an overview of Righetti High School, the agriculture program and community.

Editorial: The Challenge That Won’T Go Away, Jeff Sommers

English Faculty Publications

No abstract provided.

An Examination Of Summer Bridge Programs For First-Generation College Students, Emily Christine Otewalt

Psychology and Child Development

During the last fifty years, nearly half of all students who entered a two- or four-year university withdrew without obtaining a degree. Students from low socioeconomic backgrounds, ethnic minority students, and students who were the first in their family to attend college were particularly vulnerable to this attrition. The following senior project examines current research on the backgrounds and attrition rates of first-generation college students, how "Summer Bridge Programs" aim to assist these students, and where shortcoming exist in current "Summer Bridge Program" assessments.

Emerging Critical Literacy In Teachers As Novice Researchers, Jennifer Mitton Kukner

Australian Journal of Teacher Education

This paper explores the experiences of three teachers as novice researchers as they taught full-time in a university English language school in Turkey. Viewing the participants’ experiences as researchers through a narrative understanding of teacher knowledge and a critical literacy lens enhanced their critical cognisance of their positioning as women instructors in a higher education setting. Their research experiences were shaped not only by their classroom concerns but also by expectations and larger social narratives that lived beyond their classroom doors. This study focuses specifically upon English language teachers and acknowledges the intersection of gender roles and contextual constraints as …

Spring 2013 E-Certi Newsletter, Center For Educational Research And Teaching Innovation

CAFE Faculty Newsletters

Hello S&T instructors: Time to catch your second wind as we approach mid-semester and St. Pat’s break. In this edition, read about how faculty handle classes of 100-plus on a regular basis, predictions from an internationally known engineering educator about upcoming changes in teaching engineers, being proactive about end-of-course evaluations, and other news.

Future Engineering Professors' Conceptions Of Learning And Teaching Engineering, Ana Teresa Torres Ayala

USF Tampa Graduate Theses and Dissertations

Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore, there is a need to understand not just future engineering professors' conceptions of teaching but also their conceptions of learning. The purpose of this study was to explore qualitative variations in future engineering professors' conceptions of learning and teaching as well as understanding how they came to these conceptions.

The research questions that guided this …

Oraib Mango Tssa Fall 2011, Oraib Mango

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Rueyling Chuang Tssa Winter 2011, Rueyling Chuang

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Kelly Campbell Tssa Winter 2013, Kelly Campbell

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Carolyn Mcallister Tssa Spring 2012, Carolyn Mcallister

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

A Faculty-Focused Course Design/Redesign Process, Pat Reid

Teaching and Learning Technologies Presentations

As a part of the IMPACT (Instruction Matters: Purdue Academic Course Transformation) project, faculty attend weekly developmental workshops. As these have become progressively more focused and interactive, we realized that many faculty members have little to no education in sound course design. As a result, we developed a faculty-focused, backward design process that offers a flexible, step-by-step model. The model provides both practical and theoretical background at each step, links to articles, videos, websites, and more for faculty who wish to delve deeper.

Mihaela Popescu Tssa Spring 2012, Mihaela Popescu

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Im:Pact: Supporting Faculty Innovation In Course Redesign, Pat Reid

Teaching and Learning Technologies Presentations

M:PACT is a centrally supported program that encourages faculty innovation in the redesign of large-enrollment courses at Purdue University. In two years, IM:PACT has seen the participation of 61 faculty, representing 49 courses and 11 colleges. FLC (faculty learning community) sessions lead faculty through the course redesign process, focusing on creating student-centered learning and leveraging instructional technology. Faculty work closely with design teams composed of staff from the academic technologies division of the central IT organization (ITaP), the Center of Instructional Excellence (CIE), and Libraries. Participants will explore how to begin a similar program at their own institutions.

The Dominican Big History Summer Institute: A Story Of Collective Learning, Mojgan Behmand

Collected Faculty Scholarship

No abstract provided.

Min-Lin Lo Tssa Winter 2013, Min-Lin Lo

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Karen Rowan Tssa Winter 2012, Karen Rowan

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Teacher Training: Teacher Education In Transition, Muhammad Ali, Reshma Parveen

Institute for Educational Development, Karachi

No abstract provided.

Helping Undergraduate Students Learn From Each Other: A Pedagogical Process For In-Class Collaborative Research Projects, Angela Cora Garcia

Natural & Applied Sciences Faculty Publications

Previous research has shown that experiential, active, and collaborative teaching techniques help undergraduate students learn and develop critical thinking, communication, and teamwork skills that can help them in future study or work place roles. At the same time, universities are seeking ways to increase the number of students who get training and experience doing original research while undergraduates. This paper reports on a process for a collaborative in-class original research project which can help instructors achieve these goals. This paper first briefly reviews the relevant literature and then describes the course and the collaborative project. The value of the project …