Higher Education and Teaching Commons^™

Educating Culturally Relevant Leaders: Experiences In Leadership Identity, Capacity, And Efficacy Development In College Students, Ana C. Maia

USF Tampa Graduate Theses and Dissertations

This dissertation study explored meaningful experiences contributing to students’ identity, capacity, and efficacy development as culturally relevant leaders. In Chapter One, I detailed the importance and relevance of this topic in the field of higher education. Then, I reviewed the literature on college student leadership development; defined leadership identity, capacity, and efficacy development; and culturally relevant leadership learning (CRLL; Bertrand Jones et al., 2016). In the third chapter, I described the qualitative methodological approach to uncovering how college students develop leadership identity, capacity, and efficacy to engage in culturally relevant leadership. I approached this study from a critical constructivist paradigm. …

Journal Of Communication Pedagogy, Complete Volume 6, 2022

Journal of Communication Pedagogy

No abstract provided.

Dismantling Institutional Whiteness: Emerging Forms Of Leadership In Higher Education, M. Cristina Alcalde, Mangala Subramaniam

Navigating Careers in Higher Education Series

Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change?

Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal …

Culturally Responsive Teaching: Inclusive, Engaging, And Effective Instructional Strategies, Alexis Jones, Amy Davis

Together We RISE (Making Excellence Inclusive)

Illinois’ Culturally Responsive Teaching and Leading Standards, approved by the Illinois State Board of Education in March 2021, will be part of teacher education programs throughout the state by the end of the 2022-2023 school year. To this end, we want to provide practical strategies for reflecting on teacher preparation coursework and incorporating the CRTLS in our work with preservice teachers. We will provide a quick review of the content within the standards, but most of the time will be spent on specific examples of what teacher education classrooms might look like with the CRTLS embedded.

Prior Learning: Diversity And Practice, Nicholas Hayes, Christopher Martinuzzi, Barbara Lewis, Marie Ann Donovan

Together We RISE (Making Excellence Inclusive)

Students bring vital learning from their life experiences to their campus classrooms. This learning is not always recognized in course activities or assignments. When it is, students persist and complete their degrees. These benefits are especially evident for adult and non-traditional students. Our proposed presentation on prior learning has three movements. The first will be an overview of how prior learning is presently recognized in higher education. The second will be a discussion of the promise and limitations of recognizing prior learning to promote traditionally excluded voices. The third will be a discussion of strategies for applying principles of prior …

Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D.

Journal of Inquiry and Action in Education

Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their regularly scheduled classroom teaching. The participants received brief coaching prompts through a wireless earpiece that they wore while teaching. A single subject multiple baseline across participants design was used to determine if a functional relation existed between the ICC and the rate of BSP use per minute for each of the participants. …

Things You Need To Know About Testing: Best Practices, Tips And Tricks, Kathryn Zawisza, Kirstin Karpinski, Christa Hestekin

TFSC Publications and Presentations

This presentation will cover four main areas: leveraging technology for testing, discouraging cheating, getting students tutoring assistance, and using the testing center for accommodated testing.

Developing Rubrics Using The New Oru Outcomes, Kim Boyd, Trevor Ellis, Leighanne Locke, Terry Shannon, Rachael Valentz

Academy Resources

The development and examples of key program assessments (KPAs) are shared. Dr. Boyd opens the presentation. Dr. Shannon (B.S. Sports Management) begins by providing an overview of aligning program and ORU outcomes. Prof. Locke (B.S. Mathematics) walks through how current assignments were chosen to be used as key program assessments and then how the rubrics were revised to improve alignment. Dr. Valentz (B.S. Nursing) discusses how to improve the foundational alignment between program outcomes and the criterion (rubric row headings) used to measure them. She shares how criterion can be contextualized in different assignments and demonstrates in Brightspace, by D2L, …

Sjsu Erfa Board Minutes, October 3, 2022, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

October 3, 2022

A Primer For Incorporating Pre-Service Co-Teaching Into Teacher Residencies, Prepared To Teach, Bank Street College

Prepared to Teach

Pre-Service co-teaching – where teacher candidates engage as co-teachers during student teaching – is a strong instructional model, especially when combined with yearlong teacher residencies. This brief features a combination of resources, ideas, and activities that can help your preparation program/school district partnership create a shared understanding of pre-service co-teaching.

Nefdc Conference Program, Fall 2022, New England Faculty Development Consortium

New England Faculty Development Consortium Conference Programs

New England Faculty Development Consortium Conference Program, Fall 2022

Theme: Authentic Learning: Developing Students as Independent Thinkers

Friday, October 21, 2022 Hogan Center, College of the Holy Cross Worcester, Massachusetts

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

Conference Proposal Chairs: Kellie Deys, Nichols College and Kim Burns, Dr. Kim Burns Coaching and Consulting

Keynote Speaker: Dr. José Antonio Bowen, Teaching Change with the New 3Rs

Upcoming NEFDC Opportunities: Spring 2023 Virtual Brown Bag Workshop Series and the Exchange Call for Submissions

Conference At-a-Glance

Open Mic

Poster Descriptions

Concurrent Session 1 – 55 Min. Interactive Session …

Reflections On Pedagogical Practice And Development Through Multidisciplinary Triadic Peer Mentorship, Nicole Charles, Nathalie Moon, Andrew P. Dicks

To Improve the Academy: A Journal of Educational Development

This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a “teaching triad” at a tri-campus, research-intensive Canadian university. They regularly met in person for 1 hour on a weekly basis throughout the Winter 2019 semester to discuss teaching-related matters, undertook classroom visits to observe one another teach, and participated in pedagogical workshops with other P2P CoP members. In this article, the …

Centering Black Women Faculty: Magnifying Powerful Voices, Christen Priddie, Dajanae Palmer, Samantha Silberstein, Allison Brckalorenz

To Improve the Academy: A Journal of Educational Development

While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational …

Data-Driven Iterative Refinements To Educational Development Services: Directly Measuring The Impacts Of Consultations On Course And Syllabus Design, Chad Hershock, Laura Ochs Pottmeyer, Jessica Harrell, Sophie Le Blanc, Marisella Rodriguez, Jacqueline Stimson, Katherine Phelps Walsh, Emily Daniels Weiss

To Improve the Academy: A Journal of Educational Development

Evidence-based practice in educational development includes leveraging data to iteratively refine center for teaching and learning (CTL) services. However, CTL data collection is often limited to counts and satisfaction surveys rather than direct measures of outcomes. To directly assess impacts of consultations on course and syllabus design, we analyzed 94 clients’ syllabi (32 faculty, 62 graduate students and postdocs) before and after consultations. Faculty and non-faculty clients demonstrated significant change following consultations (6% and 10% gains in syllabus rubric scores, representing 50% and 31% of possible gains and effect sizes of 0.73 and 1.04 standard deviations, respectively). We compared faculty …

Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker

To Improve the Academy: A Journal of Educational Development

This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional development process. Also, the authors discuss how using AI can result in positive impacts for culture change and how the model for peer evaluation can promote both individual and collective development of faculty.

Fellow Travelers: Taking Stock Of Faculty Fellows Programs In The Age Of Organizational Development, Susan A. Colby, Laura Cruz, Danielle Cordaro, Clare Cruz

To Improve the Academy: A Journal of Educational Development

Faculty fellows have long served as a staple of centers for teaching and learning (CTLs), but to date little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs across five modalities that reflect decades of evolution and adaptation in the field of educational development. Our findings are intended to provide the foundation for new pathways of research, practice, and inquiry regarding the implementation of CTL fellowship programs.

The Power Of Conflict Or Rhetoric And Poetry, Suzanne Riskin

be Still

I am grateful for the opportunity to write this piece, share my thoughts and give a moment of gratitude for the grace that medical students show to others, their attending physicians, patients and most importantly themselves Effective writing, speaking, and expression is easily born from a struggle with others. Our own internal battles emote themselves as prolific poetry.

This piece was inspired by the quote by Yeats.

An Examination Of Emotional Resilience Among Athletic Trainers Working In The Secondary School Setting, Shaine Henert, William Pitney, Bethany Wood, Nicholas E. Grahovec, Tyler A. Wood

Internet Journal of Allied Health Sciences and Practice

Purpose: Athletic training is a demanding profession that is a stressor for many practitioners. Emotional resilience allows Athletic Trainers (ATs) to persist in their roles and benefit from long and successful careers. The purpose of this study was to explore the level of emotional resilience of ATs working in secondary school settings and identify factors perceived to contribute to or mitigate one's emotional resilience. Method: A sequential explanatory mixed-method design using a cross-sectional online survey followed by in-depth interviews was used to gather information from 160 (16% response rate) secondary school NATA members - 97 (60.6%) female; 63 (39.4%) male …

Working To Build True Partnership In The Leadership Of The P3 Program, Ryan Rideau

Teaching and Learning Together in Higher Education

No abstract provided.

Professor Love, Feedback Love, Muri Marinho Mascarenhas

Teaching and Learning Together in Higher Education

No abstract provided.