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Articles 2911 - 2940 of 6484

Full-Text Articles in Teacher Education and Professional Development

Community College Transitioning Experiences Of Dual Enrollment Students, Sandra Lucille Fuline Jan 2018

Community College Transitioning Experiences Of Dual Enrollment Students, Sandra Lucille Fuline

Walden Dissertations and Doctoral Studies

Dual enrollment transitioning experiences of students are poorly understood, leaving higher education stakeholders without the proper information to smooth the transitioning process and keep students in college. This basic qualitative study using interviews explored how 10 dual enrollment students described their transitioning experiences from high school to community college by investigating their motivations, ability to acknowledge self-efficacy, and understanding of social interactions using Badura's self-efficacy model and Keller's motivational theory and the attention, relevance, confidence, and satisfaction model. Data were analyzed through an open coding method to categorize themes and patterns as well as discrepant information. Key findings indicated that …

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Resiliency And Age As Predictors Of Academic Performance Among Adult Online Students With Trauma-Related Disabilities, Carrie Lebarron Jan 2018

Resiliency And Age As Predictors Of Academic Performance Among Adult Online Students With Trauma-Related Disabilities, Carrie Lebarron

Walden Dissertations and Doctoral Studies

Understanding the importance of resilience in academic performance as it pertains to adult online students is valuable to the people who provide services to, work with, and are a part of the population. The need to develop and enhance social programs that will improve outcomes for students with trauma-related disabilities is beneficial in increasing graduation rates and improving on the time it takes for adult online students to graduate. There is also a need for research focused on students with trauma-related disabilities because the literature in the field was found to be lacking in information. The purpose of the study …

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The Experiences Of Sailors With Antiterrorism Force Protection Training At Off-Installation Sites, Jessica Harrison Jan 2018

The Experiences Of Sailors With Antiterrorism Force Protection Training At Off-Installation Sites, Jessica Harrison

Walden Dissertations and Doctoral Studies

Enhancing antiterrorism force protection (ATFP) training at off-installation sites to allow employees to survive a life threatening situation is a necessity after recent events at such military installations. However, little is known about how service members perceive their current ATFP training experiences and how those experiences impact their self-confidence for responding to a threat. The purpose of this qualitative study was to explore how current training experiences impact confidence levels in learning basic security fundamentals to respond to a threat, as well as possible training changes that might improve confidence levels. This study used social constructivism, andragogy theory, heutagogy, and …

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Critical Thinking And Clinical Judgment In Novice Registered Nurses, Sheila Tyne Jan 2018

Critical Thinking And Clinical Judgment In Novice Registered Nurses, Sheila Tyne

Walden Dissertations and Doctoral Studies

The health care field has become increasingly more complex, requiring new nurses to be prepared upon graduation to respond to a variety of complex situations. Unfortunately, many graduates from associate degree nursing (ADN) programs are not able to think critically upon entering the work force. This presents a major problem for the nurse and for the employer. The purpose of the study, therefore, was to gain a deeper understanding of the graduates' perceptions of their ability to critically think during their first year of clinical practice, and if they believed their program prepared them to be critical thinkers. The key …

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Space Operations In The Suborbital Space Flight Simulator And Mission Control Center: Lessons Learned With Xcor Lynx, Pedro Llanos, Christopher Nguyen, David Williams, Kim O. Chambers, Erik Seedhouse, Robert Davidson Jan 2018

Space Operations In The Suborbital Space Flight Simulator And Mission Control Center: Lessons Learned With Xcor Lynx, Pedro Llanos, Christopher Nguyen, David Williams, Kim O. Chambers, Erik Seedhouse, Robert Davidson

Journal of Aviation/Aerospace Education & Research

This study was conducted to better understand the performance of the XCOR Lynx vehicle. Because the Lynx development was halted, the best knowledge of vehicle dynamics can only be found through simulator flights. X-Plane 10 was chosen for its robust applications and accurate portrayal of dynamics on a vehicle in flight. The Suborbital Space Flight Simulator (SSFS) and Mission Control Center (MCC) were brought to the Applied Aviation Sciences department in fall 2015 at Embry-Riddle Aeronautical University, Daytona Beach campus. This academic and research tool is a department asset capable of providing multiple fields of data about suborbital simulated flights. …

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Toward Learning And Justice, Through Love, Isis Artze-Vega Jan 2018

Toward Learning And Justice, Through Love, Isis Artze-Vega

To Improve the Academy: A Journal of Educational Development

This chapter responds to the call for educational developers to isolate the one perspective that guides our work. It retraces the author’s career steps, seeking the origin of love as a guiding principle, and describes its evolution and application during her career. To do so, the piece includes a theoretical perspective on love and argues that its utility as a characterizing perspective for our profession stems from its significance to learning and justice. It suggests the timeliness and urgency of elevating the role of love in our field, notes associated risks and rewards, and suggests resources for doing so.

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The Idea Of Educational Development: An Historical Perspective, Laura Cruz Jan 2018

The Idea Of Educational Development: An Historical Perspective, Laura Cruz

To Improve the Academy: A Journal of Educational Development

This essay examines the idea of educational development, inspired both in content and approach by John Henry Newman’s influential 19th century work on the idea of a university.

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The Chakra System As A Framework For Holistic Educational Development, Michele Dipietro Jan 2018

The Chakra System As A Framework For Holistic Educational Development, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

As my interests and job duties have shifted toward holistic educational development beyond teaching support, I have sought a conceptual framework to organize my efforts. Joining my identities of educational developer and yogi, I have adapted the chakra system from yoga philosophy. The One Thing in my personal life has become The One Thing in my professional life too, informing programming and pointing out voids to fill. This essay reviews the classic articulation of the chakra system in the seven major chakras and offers examples of how the chakras can illuminate our institutional work, both individually and as an integrated …

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Changing The Lens: The Role Of Reframing In Educational Development, Donna E. Ellis Jan 2018

Changing The Lens: The Role Of Reframing In Educational Development, Donna E. Ellis

To Improve the Academy: A Journal of Educational Development

One core concept in educational development is reframing, which involves new labels, new perspectives, and the examination of assumptions. In this reflective article, I explore the use of reframing at different levels of educational development work via the 4M framework (micro, meso, macro, and mega) in an effort to assess the utility of this concept to practitioners. I conclude that reframing has utility at all levels and posit why it may assist with change management. Connections to educational developer identity are also explored.

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Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick Jan 2018

Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick

To Improve the Academy: A Journal of Educational Development

In this article, we focus on questions that come into view when we look at educational development through the lenses of signature pedagogies and the Scholarship of Teaching and Learning (SoTL). We offer this as a thought experiment in which we consider if SoTL is a signature pedagogy of educational development, simultaneously enacting and revealing the practices, values, and assumptions that underpin the diverse work of our field. By envisioning SoTL in this way, we may more clearly see the purposes and practices that unite—and that ought to guide—educational developers and educational development.

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Ways Of Doing: Feminist Educational Development, Emily O. Gravett, Lindsay Bernhagen Jan 2018

Ways Of Doing: Feminist Educational Development, Emily O. Gravett, Lindsay Bernhagen

To Improve the Academy: A Journal of Educational Development

In response to the recent special call in To Improve the Academy, we offer the following collaborative essay that describes how feminism is our characterizing perspective on educational development. The essay details various, interrelated facets of feminism that inform our work in the field: gender, intersectionality, power, privilege, standpoint theory, and collaboration. Not only do these facets characterize our own feminist approach to educational development—from consultations to organizational development to publications—but, we argue, they also align well with the values and approaches of the field as a whole.

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From The Editors: The One Thing: A Pluralistic Approach To Research And Practice, Gary Hawkins, Brian Smentkowski Jan 2018

From The Editors: The One Thing: A Pluralistic Approach To Research And Practice, Gary Hawkins, Brian Smentkowski

To Improve the Academy: A Journal of Educational Development

From the editors of volume 37, issue 1 of To Improve the Academy: A Journal of Educational Development (2018), Gary Hawkins of Hampshire College and Brian Smentkowski of the University of Idaho.

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Equity-Minded Faculty Development, Aeron Haynie Jan 2018

Equity-Minded Faculty Development, Aeron Haynie

To Improve the Academy: A Journal of Educational Development

A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.

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Seeking And Doing Justice Through Educational Development, Wayne Jacobson Jan 2018

Seeking And Doing Justice Through Educational Development, Wayne Jacobson

To Improve the Academy: A Journal of Educational Development

One thing that has shaped my understanding of educational development more than anything else is a commitment to seeking and doing justice. I see this commitment as the animating force that breathes life into the best of what educational developers do and the core value that continually challenges us to do better. In the many contexts in which we work, the one thing that defines the role of educational development is the recognition that we need to continually examine and improve how well our institutional systems are doing justice to the communities that we are trusting them to serve.

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“Once A Scientist…”: Disciplinary Approaches And Intellectual Dexterity In Educational Development, Katherine Kearns, Molly Hatcher, Mara Bollard, Michele Dipietro, Devon Donohue-Bergeler, Leslie E. Drane, Elizabeth Luoma, Andrew E. Phuong, Laura Thain, Mary C. Wright Jan 2018

“Once A Scientist…”: Disciplinary Approaches And Intellectual Dexterity In Educational Development, Katherine Kearns, Molly Hatcher, Mara Bollard, Michele Dipietro, Devon Donohue-Bergeler, Leslie E. Drane, Elizabeth Luoma, Andrew E. Phuong, Laura Thain, Mary C. Wright

To Improve the Academy: A Journal of Educational Development

The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part- or full-time work in a teaching center. The authors hope that this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational …

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Good To Great In Educational Development, Bruce Kelley Jan 2018

Good To Great In Educational Development, Bruce Kelley

To Improve the Academy: A Journal of Educational Development

We have been asked to describe One Thing that guides us as educational developers. For me, this is the strategic planning process described in Jim Collins’ Good to Great (2001). Collins provides a model that helps leaders navigate through change to build effective and influential centers. This framework has allowed me to develop a successful center despite periods of transition and uncertainty. Much of what I experience in my professional life is good. The challenge is to take it to the next level—to turn good into great. Collins’ strategic model provides a roadmap for how this might be accomplished.

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One Thing For All Learners, Linda B. Nilson Jan 2018

One Thing For All Learners, Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

This essay showcases cognitive psychology and neuroscience research as the “one thing” that guides my work. This research shows how to learn on one’s own, paves the way for student success, and fosters inclusive teaching. These principles have implications for concrete classroom and online instructional practices that are easy for both faculty and students to implement. Because students have to attend to and process their learning experiences, faculty must motivate them to do so. Psychology offers us some useful, albeit limited, tools, and more research on ways we can help students set goals can reduce the limits.

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Invitations And Expeditions, But Hardly Ever Destinations, Tracy W. Smith Jan 2018

Invitations And Expeditions, But Hardly Ever Destinations, Tracy W. Smith

To Improve the Academy: A Journal of Educational Development

This essay characterizes educational development as an invitation. The author provides a rationale for using Invitational Theory (IT) to guide educational development programming and practice. The five assumptions of IT are included and linked to scholarly literature that grounds educational development. Examples of invitational educational development initiatives or programs are provided for each assumption.

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The Four Rs: Guiding Ctls With Responsiveness, Relationships, Resources, And Research, Mary C. Wright, Debra Rudder Lohe, Tershia Pinder-Grover, Leslie Ortquist-Ahrens Jan 2018

The Four Rs: Guiding Ctls With Responsiveness, Relationships, Resources, And Research, Mary C. Wright, Debra Rudder Lohe, Tershia Pinder-Grover, Leslie Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

We offer a framework for guiding an effective Center for Teaching and Learning: Responsiveness, Relationships, Resources, and Research. Our intention is to fill a gap in the literature on guidance for CTL leadership. These four principles are grounded in both scholarly and experiential evidence, drawing from multiple CTL directors with a range of experience levels at different center and institutional types.

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Balancing Direction And Response: Four Dimensions Of Transformative Facilitation In Educational Development, Roben Torosyan, Alison Cook-Sather Jan 2018

Balancing Direction And Response: Four Dimensions Of Transformative Facilitation In Educational Development, Roben Torosyan, Alison Cook-Sather

To Improve the Academy: A Journal of Educational Development

In this article we present 4 dimensions of transformative facilitation, each conceptualized using the “wisdom of practice” (Weimer, 2006, p. 54) gathered through our experience facilitating educational development and through the experiences posted by participants in a POD Network conference session. Composed of theoretical underpinnings we drew from several bodies of literature and practical applications generated by us and participants during the session, these dimensions include: (a) liminality (context); (b) organization (structures); (c) attitudinal stance (tone); and (d) process. Through their multidirectional interactions with one another, these dimensions aim to transform facilitation as enacted across educational development contexts.

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Mentoring Graduate Student Staff In A Center For Teaching And Learning: Goals And Aligned Practices, Kristin Rudenga, Joseph Lambert Jan 2018

Mentoring Graduate Student Staff In A Center For Teaching And Learning: Goals And Aligned Practices, Kristin Rudenga, Joseph Lambert

To Improve the Academy: A Journal of Educational Development

Graduate student staff (GSS) positions, commonly used in centers for teaching and learning (CTL) to expand capacity and extend disciplinary connections on campus, also offer the potential for a meaningful developmental experience for the students who fill them. Drawing on the literature on graduate student mentorship, we lay out goals and aligned practices to inform the mentoring of GSS in CTL aimed at advancing their pedagogical, professional, and personal development. Such deliberate attention to mentoring in a CTL context can enhance the experience and development of the GSS themselves, as well as improve the work of the CTL.

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Measuring Transparency: A Learning-Focused Assignment Rubric, Michael S. Palmer, Emily O. Gravett, Jennifer Lafleur Jan 2018

Measuring Transparency: A Learning-Focused Assignment Rubric, Michael S. Palmer, Emily O. Gravett, Jennifer Lafleur

To Improve the Academy: A Journal of Educational Development

By combining recommendations for effective assignment design with principles of transparency and the value-expectancy theory of achievement motivation, we developed a rubric capable of for assessing the quality and guiding the design of assignment descriptions. This rubric defines criteria characteristic of well-designed assignments; breaks the criteria down into concrete, measurable components; and suggests what evidence for each component might look like. While the full rubric is valid for major, signature assignments, it can accommodate a diverse range. It can also provide summative, quantitative information to educational developers for research and formative, qualitative feedback to instructors for gauging the quality of …

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A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider Jan 2018

A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider

To Improve the Academy: A Journal of Educational Development

We describe a research-based mentoring program for new full-time faculty at a small residential college, which emphasizes the empowerment of the new faculty themselves to identify and obtain the resources they need for success. In our model, the mentor takes on a role of primarily providing accountability, easing the burden on mentors, thereby making for a more sustainable program. Our mixed methods assessment of the program suggests that, paradoxically, these lessened expectations foster closer personal relationships between mentor and protégé than might have occurred if that were a programmatic expectation.

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Publish & Flourish: Helping Scholars Become Better, More Prolific Writers, Tara Gray, Laura Madson, Michelle Jackson Jan 2018

Publish & Flourish: Helping Scholars Become Better, More Prolific Writers, Tara Gray, Laura Madson, Michelle Jackson

To Improve the Academy: A Journal of Educational Development

Some scholars want help from educational developers to become better, more prolific writers. This study examines one such program, Publish & Flourish, that holds participants accountable for writing daily and for receiving weekly feedback from peers on drafts of writing. In this mixed methods study, 95% of participants (N = 93) reported that they improved their writing by making it more organized and reader centered. Participants also reported that they increased their extrapolated average of submissions of scholarly manuscripts per year from about two to almost six. We then compared Publish & Flourish to several other studies of scholarly writing …

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Transforming The Classroom At Traditionally White Institutions To Make Black Lives Matter, Frank Truitt, Chayla Haynes, Saran Stewart Jan 2018

Transforming The Classroom At Traditionally White Institutions To Make Black Lives Matter, Frank Truitt, Chayla Haynes, Saran Stewart

To Improve the Academy: A Journal of Educational Development

In recent years, many college campuses across the United States witnessed a significant increase in campus activism regarding the range of experiences and conditions facing racially minoritized communities in higher education. As critical and inclusive pedagogues and scholars, we embrace the belief that a focus on making Black Lives Matter in the classrooms of traditionally White institutions (TWIs) provides educators with the best chance to improve the educational outcomes of all students. In this essay, we examine seven principles of critical and inclusive pedagogies that have the potential to make Black Lives Matter in TWI classrooms and identify several implications …

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Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury Jan 2018

Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury

To Improve the Academy: A Journal of Educational Development

Working remotely and collaboratively, our interdisciplinary team created an educational development workshop, Thinking Skills for the 21st Century: Teaching for Transfer, in which participants not only experience, apply, and reflect on teaching across educational settings but also connect this work to principles that have been demonstrated by learning science to support the transfer of knowledge. We used backward design to develop the workshop and evidence-based pedagogies in its implementation. We facilitated the workshop at two different national meetings for distinct audiences and also as part of an on-campus faculty development program. Here, we report on the workshop development and revision, …

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Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller Jan 2018

Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller

To Improve the Academy: A Journal of Educational Development

Educational development philosophy statements provide a framework to communicate the values and beliefs that guide the practices and approaches of individual educational developers across various career stages. This paper presents narratives to illustrate how seven educational developers conceptualize the one thing that guides our work through the process of reflecting on the beliefs that we articulate through our educational development philosophy statements. Although each narrative illustrates our diverse backgrounds and philosophies, common themes are revealed relating to reflective practice, scholarly approaches, and facilitating change, which lead to improvements in student learning. This exploration suggests further opportunity to conduct research on …

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Nutr 250: Human Nutrition And Metabolism-A Peer Review Of Teaching Project Benchmark Portfolio, Karsten Koehler Jan 2018

Nutr 250: Human Nutrition And Metabolism-A Peer Review Of Teaching Project Benchmark Portfolio, Karsten Koehler

UNL Faculty Course Portfolios

The purpose of this portfolio was to purposefully introduce and evaluate activities that are aimed at improving student learning and performance in NUTR250 – Human Metabolism, a large lecture-based 200-level course. Activities were designed to improve class preparation and ascertain student learning beyond exams (objective 1), provide time to review class material (objective 2), balance material related to concepts and knowledge (objective 3), and assess the effectiveness of activities (objective 4). To address objective 1, students completed weekly prequizzes, which improved student reading and preparation prior to class in approximately 2 out of 3 students. On average, students spend 33±27 …

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A Peer Review Of Teaching Benchmark Portfolio: Larc 497/597: Waste Ecologies, Catherine De Almeida Jan 2018

A Peer Review Of Teaching Benchmark Portfolio: Larc 497/597: Waste Ecologies, Catherine De Almeida

UNL Faculty Course Portfolios

This teaching portfolio presents a summary of my teaching efforts, course objectives, outcomes, and student learning for the first offering of the course LARC 497/597: Waste Ecologies. As a new professional elective course open to all upper level undergraduate and graduate students at the University of Nebraska-Lincoln in Spring 2018, participating in the Peer Review of Teaching program enabled me to develop the course through backwards design by matching course objectives with specific assignments and exercises that tracked student learning. Although this marked the first time teaching this course, it integrates my research trajectory of designing with waste. The Peer …

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"We Considered Ourselves A Team:" A View Of Co-Teaching From The Perspectives Of Graduate Teaching Assistants And Students, Alyssa Harter Jan 2018

"We Considered Ourselves A Team:" A View Of Co-Teaching From The Perspectives Of Graduate Teaching Assistants And Students, Alyssa Harter

All Graduate Theses, Dissertations, and Other Capstone Projects

Previous research has explored the influence of co-teaching models on student learning in the K-12 grade curriculum. However, little research explores the effects of co-teaching models implemented in higher education among graduate teaching assistants (GTAs). This study examines the benefits and drawbacks of co-teaching models in higher education classes for both GTAs and students. Surveys and interviews were used to collect data from 36 undergraduate students and three GTAs at a mid-sized Midwestern university. In addition to measures of cognitive and affective learning, content analysis of the surveys, interviews, and a reflexive journal were used to identity emerging themes pertaining …

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