Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 6 of 6
Full-Text Articles in Higher Education
Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow
Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow
Teaching/Writing: The Journal of Writing Teacher Education
This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …
4a Make Space, Wyatt Heimbichner Goebel
4a Make Space, Wyatt Heimbichner Goebel
Learning Enhanced: Studio Practices for Engaged Inclusivity
Represents the Hacherl Studio space in poetry
4 Placemaking Through Learner-Based Design, Roberta D. Kjesrud
4 Placemaking Through Learner-Based Design, Roberta D. Kjesrud
Learning Enhanced: Studio Practices for Engaged Inclusivity
Offers philosophies of place, thirdspace, non-place, and not-your-place that inform suggested design principles
2 Studio-Based Learning: Pedagogy And Practices, Roberta D. Kjesrud
2 Studio-Based Learning: Pedagogy And Practices, Roberta D. Kjesrud
Learning Enhanced: Studio Practices for Engaged Inclusivity
Reviews interdisciplinary SBL scholarship and articulates evidence-based pedagogical principles
Virtual Faculty Learning Community Implementation Framework, Angela Atwell, Cristina Cottom, Lisa Martino, Sara Ombres
Virtual Faculty Learning Community Implementation Framework, Angela Atwell, Cristina Cottom, Lisa Martino, Sara Ombres
Publications
This framework is meant to be a useful guide for those interested in creating a V-FLC. You may skip around to the various sections or read the framework from start to finish. The framework consists of twelve questions to ask as you begin developing a V-FLC, answers to these questions based on our experience, as well as a visual representation of the framework.
Increasing The Number Of Undergraduates Who Succeed In Stem At Uga, Nancy Vandergift, Chuck Kutal
Increasing The Number Of Undergraduates Who Succeed In Stem At Uga, Nancy Vandergift, Chuck Kutal
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
The University of Georgia has implemented several strategies focused on improving instruction and student achievement in STEM courses and assisting in the preparation and professional development of K-12 science and math teachers. Specific activities include a mini-grants program, learning communities, pre-service teacher recruitment, expanding Project FOCUS, and increasing faculty effort to improve instruction and student learning in the STEM disciplines.