Higher Education and Teaching Commons^™

Jcctl Mailer – January 20, 2023, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on January 20, 2023.

Contents:

Upcoming Events:

• ChatGPT 101
• Summer course info session

Interaction Between Students With And Without Disabilities In An Inclusive Schools From Their Teachers Perspective., Dr. Basmah Alshahrani

Journal of Science Education for Students with Disabilities

The success of the inclusion of students with disabilities substantially depends on the collaboration of various social agents, including non-disabled peers, who play a substantial role in the lives of students with disabilities. Peers, as social agent, are responsible for the creation of a favourable social environment, in which one of the key factors is a positive acceptance. This research examined the reality of interactions between non-disabled students and their acceptance to peers with disabilities. A qualitative research approach was employed using interviews with Nine special education teachers. An overall positive attitudes were reported with non-disabled peers being reported as …

Adjusting/Modifying Assignments To Support Students With Learning Disabilities While Engaging In Ngss Science And Engineering Practices And Inquiry-Based Learning, Shannon Morago Dr.

Journal of Science Education for Students with Disabilities

Effective science instruction involves opportunities for all students to do science, including engaging in the NGSS Science and Engineering Practices through inquiry-based learning. Many students with learning disabilities have the accommodation of shortened or reduced assignments in their Individualized Educational Programs to allow them equal access to science learning. Science teachers struggle to provide this accommodation. This practice brief provides examples of supports and strategies for implementing this accommodation during an inquiry-based investigation. A vignette is used to follow a science teacher and her students through an investigation; it details how she provides equal access to the learning objectives as …

Role Play: Actualizing The Iep Meeting For Pre-Service Teachers, Courtney A. Toledo

The Qualitative Report

Teacher preparation programs provide numerous teaching and learning opportunities for pre-service teachers; however, participating in an Individualized Education Program (IEP) meeting is not an experience that can be guaranteed. Leading and participating in IEP meetings are a responsibility that all special education teachers will be held accountable for, but many pre-service teachers will never be able to observe a real IEP meeting before entering the field. In this qualitative case study, the researcher utilizes a simulated IEP meeting to provide pre-service teachers with experience in participating in an IEP meeting prior to entering the profession. The case study method is …

Jcctl Mailer – January 7, 2023, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on January 7, 2023.

Contents:

Upcoming Events:

• Working in an age of Artificial-Intelligence text generators
• Generating rubrics
• Discussing challenging topics
• Strategies for an effective first day of class
• Moodle Basics Setup
• Moodle Gradebook Setup
• Introduction to Office/Microsoft 365

Nefdc Conference Program, 2023, New England Faculty Development Consortium

New England Faculty Development Consortium Conference Programs

New England Faculty Development Consortium conference program, 2023

Theme: Breaking Convention in Teaching and Learning

Friday, October 20, 2023 Hogan Center, College of the Holy Cross Worcester, Massachusetts, United States

Conference Chairs: Eric Matte, Landmark College and Jackie Boivin, Bridgewater State University

Conference Proposal Chair: Kellie Deys, Nichols College

Keynote Speaker: Dr. Lindsay Masland, In Defense of Teacher-Centered Teaching… and Other Things I’m Not Supposed to Say

Upcoming NEFDC Opportunities: Spring 2024 Virtual Brown Bag Workshop Series and the Exchange Call for Submissions

Conference At-a-Glance

Concurrent Session 1, Complete Titles and Abstracts

Concurrent Session 2, Complete Titles and Abstracts

Concurrent …

Addressing Equity And Antiracism In A Reading Specialist Program, Sophie Degener, Tina Curry, Mary Hoch, Gloria Mcdaniel-Hall, Ruth Quiroa, Courtney Brookins

NCE Research Residencies

This study deeply examined the Reading Master’s program at our university to understand better how the program itself and the courses within it perpetuated or pushed back on oppressive approaches to reading instruction, assessment, and intervention and how we could make program and course revisions to reflect anti-bias/anti-racist beliefs. We utilized a case study approach, seeking feedback from all involved in or impacted by our program. Beginning with self-study, we (the researchers) met monthly to discuss shared readings on equity-focused topics and interrogate our teaching to understand how our pedagogy and course assignments and readings either upheld or resisted racist …

It Turned Into A Bioblitz: Urban Data Collection For Building Scientific Literacy And Environmental Connection, Kelly O'Donnell, Lisa Brundage

Publications and Research

In 2013, Macaulay Honors College redesigned its required science curriculum to focus on scientific literacy skills rather than content. Central to this shift was inclusion of a data collection event, a BioBlitz, to provide students with the basis for their own semester-long research projects. Students are teamed with naturalists in an urban green space to find as many species as they can in 24 h and to contribute to a global biodiversity database via the app iNaturalist. We have learned two important lessons: (1) developing an interdisciplinary curriculum with a high degree of experiential learning is more successful when both …

Web Resources For Teaching Women's History Month, Joanne E. Gates

Presentations, Proceedings & Performances

Web Resources for Teaching Women's History Month

This PowerPoint preserves the presentation at CORE Academy, 2015. All links have been updated to 2023 addresses, or, in a few cases, de-linked. While there is much to add with regard to more recent developments in the teaching of women's history and web resources, this presentation preserves some of the teaching approaches and particular specialties of my decades of teaching, primarily through Women's Literature classes, but also in specialties that stressed online supplements to textbooks and the expanding canon in American and English Literature. All images are taken from freely accessible sites on …

A Literature Review On Inclusive Pedagogy And How Instructors Can Create Inclusive And Effective Classroom Groups, Johnathan K. Hurley

Lewis Honors College Thesis Collection

The presented document sought to analyze the ongoing issue of inclusive policy-making in the context of group work at institutions of higher education, while providing tailored advice for students in a particular field of study on how to behave inclusively. The researcher composed an extensive literature review to answer the first query, addressing the questions of: how to define inclusivity; how to form inclusive groups; and how to maintain inclusivity in classrooms. After this step, the researcher then took undertook efforts to craft a memo advising future students in CLD 490, a senior-level course for Community and Leadership Development students, …

Building An Honors Community That Values And Celebrates Faculty, Kristine A. Miller

Journal of the National Collegiate Honors Council Online Archive

The National Collegiate Honors Council’s “Shared Principles and Practices of Honors Education” (2022) outlines the level of commitment, pedagogical innovation and inclusivity, mentoring, and intellectual leadership that honors programs and colleges expect from their faculty. These high expectations require institutional support structures that compensate faculty fairly, foster ongoing professional development, and build a sense of belonging and community in honors. Emphasizing the importance of faculty who teach, mentor, and guide honors students on their educational journeys, the author draws on firsthand experience to offer specific ideas about how to engage and reward honors faculty. The essay suggests that building a …

Theory-Driven Approach To Developing Socially Responsible Leadership Among College Students Who Mentor: Commitment, Hannah Sunderman, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The current scholarship-to-practice brief discusses a theoretically grounded intervention on developing Commitment, an individual value of the Social Change Model of Leadership (SCM), among college student mentors and adolescent mentees. The authors have previously shared developmental interventions on Consciousness of Self and Congruence (Sunderman & Hastings, 2021, in press), the other two values of the SCM. This brief highlights a two-part leader development intervention: (a) a one-hour content block with interactive activities and (b) a smallgroup, discussion-focused meeting. Specifically, the intervention focused on identifying areas of passion, examining Commitment in others, and planning a task or activity to demonstrate Commitment. …

Cold Calling In The Classroom: Exploring Student Perceptions Of Instructor Communication Using The Face Negotiation Theory, Cynthia Chinazo Nnagboro

Theses and Dissertations--Communication

Using face negotiation theory (Ting-Toomey, 1988) as a theoretical framework, this dissertation sought to determine students’ perceptions of instructor communication during classroom discussions where instructors use cold calling tactics. According to FNT, students perceived that self-construal determines their face concern as either self, other/mutual face. Therefore, an instructor must determine the best facework strategies to prevent face loss during classroom discussions to maintain optimal student outcomes in communication satisfaction and motivation to participate. This was accomplished by using 8 hypothetical vignettes, a pilot test and an experiment that measured face threat, face support, student communication satisfaction and motivation, intention to …

Moving Forward Together: Reflections Of A National Survey Of Ot/Ota Students’ Perceptions Of Culturally Aware Educational Content Delivery, Adair M. Sanchez, Iris W. Burns, Tina M. Deangelis, Maclain Capron, Abigail Mills, Taylor Kligerman

Journal of Occupational Therapy Education

In June of 2020 in response to the murder of George Floyd and the additional atrocities against historically marginalized people and communities across the United States, the Commission on Education (COE) of the American Occupational Therapy Association (AOTA) sought to act within its scope. A retrospective survey (N= 1,692) was developed, deployed, and analyzed in accordance with the COE’s standard operating procedures relating specifically to monitoring trends that impact the education of occupational therapy (OT) and occupational therapy assistant (OTA) students. This survey aimed to capture perspectives from OT/OTA students regarding the delivery of culturally aware educational content in curricula …

Development Of A Teaching Performance Assessment In Australia: What Did We Learn?, Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger

Australian Journal of Teacher Education

Following increasing criticism of the variability in graduate teachers’ readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the …

Enhancing Online Presence During The Sudden Transition To Online Teaching: Case Studies Of Macau Award-Winning University Teachers' Practices And Phronesis, Yulong Marvin Li, Jing Sun, Hong Chen, Xiaojing Liu

Australian Journal of Teacher Education

Research about the sudden transition from offline to online in Macau during the pandemic is limited. Using the Community of Inquiry (COI) framework as the deductive thematic analysis template, we interviewed six award-winning teachers at a teaching-oriented local tertiary institute about their online teaching practices concerning social, cognitive, and teaching kinds of presence. As the result of the collective case study, we found that the teachers, to some extent, echoed the good practices recommended in the COI in improving online presence. Meanwhile, the six teachers' seemingly practical skills reflected their accumulated phronesis or wisdom of practice. It is because the …

In-House Efforts To Enhance Pre-Service Language Teachers’ Intercultural Competence, Nur Gedik Bal

Australian Journal of Teacher Education

The goal of the current study was to ascertain pre-service English language teachers’ impressions of the impact of thematic speaking tasks on the development of their intercultural competence in an online Spoken English course. Moreover, the effect of certain demographic variables on pre-service teachers’ cultural intelligence (CQ) was also investigated. The findings revealed a significant difference between the CQ of students with and without overseas experience. Pre-service teachers who could speak languages other than their mother tongue and English had significantly higher CQ scores than students who could not speak other languages. However, there was not a significant difference between …

Measuring Australian Preservice Teachers’ Asia Capability And Perceived Readiness To Teach The Asia Cross-Curricular Priority., James F. Toohey, Peter R. Grainger, Michael Carey

Australian Journal of Teacher Education

Preservice teachers are soon-to-be graduates expected to deliver the Cross-Curricular Priority ‘Asia and Australia’s Engagement with Asia’. Teachers of all learning areas are expected to teach about Asia, irrespective of their knowledge or capabilities in Asian contexts. The curriculum review has revised expectations for ‘Asia literacy’ in graduates. The changes de-emphasise cultural knowledge, and instead, promote relationship-building and intercultural understanding. This research identified 31 preservice teachers’ perceptions of their Asia literacy and preparedness to teach the related curriculum initiative. Grainger and Christie’s (2016) linguistic model was used to define and measure Asia literacy. Thematic analysis identified (1) how participants conceptualised …

The Effectiveness And Impact Of Post-Observation Feedback Sessions In An In-Service Training Program, Derya Ilgın Yaşar, Nurdan Gürbüz

Australian Journal of Teacher Education

An essential component of any training activity is observations, and in almost any teacher education or professional development context, observations are followed by feedback sessions aimed at improving teaching practices. Nevertheless, whether these sessions accomplish this aim is an issue of concern as it is highly related to how effective it is perceived to be. This study aims to explore how effective post-observation feedback sessions are perceived by the observed instructors, what factors make feedback effective, and whether feedback has any impact on their practices. Data were collected qualitatively by conducting semi-structured interviews with the instructors and Professional Development Unit …

Incorporating Digital Technologies Into Initial Teacher Education:Enhancing Preservice Teachers' Skills, Samantha Bothe

Australian Journal of Teacher Education

Little is known about how preservice teachers learn the technological pedagogy and digital skills expected for graduate teaching. This article examines how digital technologies are incorporated into Initial Teacher Education in Victoria, Australia, specifically the Bachelor of Education, and identifies development opportunities for Technological Pedagogical Content Knowledge (TPACK) and digital skills. Case studies were conducted to investigate the practices at two universities. Data was collected through interviews and the collection of artefacts. Analysis was conducted using the lens of a Professional-Digital-Competence (P-D-C) framework. The analysis indicates that digital technologies are embedded predominantly within authentic learning tasks that replicate graduate teacher …