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Full-Text Articles in Education
Faculty Drivers And Barriers: Laying The Groundwork For Undergraduate Stem Education Reform In Academic Departments, Susan E. Shadle, Anthony Marker, Brittnee Earl
Faculty Drivers And Barriers: Laying The Groundwork For Undergraduate Stem Education Reform In Academic Departments, Susan E. Shadle, Anthony Marker, Brittnee Earl
CTL Teaching Gallery
Background: Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an effort to shift teaching norms, with a long-term goal of altering the culture around teaching and learning in STEM. While the effort was envisioned and led at the institutional level, dialog about …
Faculty Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover
Faculty Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover
University Author Recognition Bibliography: 2017
The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study was to identify how this faculty development model impacts course design, assessment strategies, and the integration of mobile technology in teaching and learning. Data was collected during a three-day mobile learning, professional development program, via pre and post survey and a focus group meeting. Results indicate that faculty benefited positively from their experience. Faculty reported that they learned methods for integrating mobile learning into their course design and gained knowledge …
Benefits Of Participating In Service-Learning, Business-Related Classes: Assessing The Impact On The Community Partners, Nancy Vizenor, Tasha J. Souza, Joshua Jordan Ertmer
Benefits Of Participating In Service-Learning, Business-Related Classes: Assessing The Impact On The Community Partners, Nancy Vizenor, Tasha J. Souza, Joshua Jordan Ertmer
CTL Teaching Gallery
Problem: Many universities offer service-learning classes that provide opportunities for students and community partners to work together on semester-long projects. Researchers have been especially interested in the benefits students receive in service-learning classes, and those benefits have been well recognized (Eyler, Giles, Stenson, & Gray, 2001). However, the benefits to community partners have been assumed but seldom explored empirically (Bringle & Steinberg, 2010; Cruz & Giles, 2000; Dorado & Giles, 2004). Research Questions: How beneficial were the service-learning projects to the community partners? What were the community partners’ experiences working with the students? Research Methods: A cross-sectional descriptive design was …
Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover
Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover
CTL Teaching Gallery
The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study was to identify how this faculty development model impacts course design, assessment strategies, and the integration of mobile technology in teaching and learning. Data was collected during a three-day mobile learning, professional development program, via pre and post survey and a focus group meeting. Results indicate that faculty benefited positively from their experience. Faculty reported that they learned methods for integrating mobile learning into their course design and gained knowledge …
Taking A Community Approach To Curriculum Change, Sarah E. Dalrymple, Anna Jo Auerbach, Elisabeth E. Schussler
Taking A Community Approach To Curriculum Change, Sarah E. Dalrymple, Anna Jo Auerbach, Elisabeth E. Schussler
CTL Teaching Gallery
Many undergraduate institutions are reforming their courses to increase student engagement. A critical challenge in these efforts is to engage the academic community beyond the instructors in the process of change. At our university, we embraced this challenge by creating a volunteer community of faculty, postdocs, graduate students, and undergraduates to design the discussion curricula for a new introductory biology sequence. We report on this process of curriculum development using a case study approach and describe how the community created the new curriculum and how they perceived the outcomes of the process. Our findings indicate that this curriculum design approach …