Teacher Education and Professional Development Commons^™

Engaged Social Media In Higher Education While Avoiding The Label Of "Striving", Jessica Nerren

Journal of Critical Issues in Educational Practice

Striving has become a word laden with problematic meanings in the world of higher education. For instance, if a university is too aligned with business, or becomes overly selective, or deviates from original purpose or mission, then, at times, those actions are seen as striving (O’Meara, 2007). O’Meara (2007) defines striving as participation in efforts to improve status and prestige in line with the hierarchy. Allen (2021) echoes the problematic nature of this practice witnessed abroad, equating striving educational practices with neoliberalism, potentially overshadowing primary purposes of the institution, such as learning and teaching, or drowning out important parts of …

Two Models Of Coteaching From University Teaching Staff: Phenomenographic Research, Jesus Pinzón-Ulloa, Mariana Tafur Arciniegas Dr, Irma A. Flores H.

The Qualitative Report

The literature of coteaching in the post-secondary landscape encompasses a wide array of different conceptions. Having multiple meanings of coteaching in higher education may pose some challenges for effectively implementing and researching this collaborative model. We should have a clear picture of the qualitatively different ways in which educators who co-teach in post-secondary settings understand this practice. Aiming to offer one of the first contributions to this effort, we analyzed the experiences of 16 university coteaching practitioners from a top university in Bogotá, Colombia. The sample participants´ interviews were analyzed using a phenomenographic methodology (Marton, 1981), which seeks to capture …

Authentic Assessment Framework May 2021 Version, Jen Harvey, Derek Dodd

Reusable Resources

The TU Dublin Authentic Assessment (AA) framework was designed to be used as a general guide.for staff undertaking assessment redesigns as part of a University Initiative under the IMPACT SATLE 1 funding call.

The Framework builds on the work of Gulikers et al, (2006) and Villerarroel et al (2020) and is structured across four dimensions: ‘Realism’, ‘Cognitive challenge’, ‘metacognition’, and ‘feedback processes’.

The resource provides a set of ideas that can be used to build the four dimensions into programme based Authentic Assessment strategies and practices.

The Value Of Instructor Interactivity In The Online Classroom, Greg Lucas, Gary Cao, Shaunna Waltemeyer, B. Jean Mandernach, Helen G. Hammond

Journal on Empowering Teaching Excellence

As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated “online” as their primary mode of teaching. Three key “value” themes emerged as significantly …

Junior Faculty Advising For Effective Student Growth And Academic Success: A Qualitative Study, Noreen Powers, Russell Wartalski

Teacher-Scholar: The Journal of the State Comprehensive University

Supporting the academic advising needs of adult learners is paramount for colleges and universities. Research suggests that the faculty advisor's role is pivotal in students' academic progress. At both the undergraduate and graduate levels, faculty advisors are tasked with supporting adult learners in achieving their professional goals and providing resources to ensure their academic success. Specifically, they help students navigate curriculum requirements and provide support both inside and outside the classroom. The tasks and responsibilities associated with faculty advising can vary based on the institution type and program needs. However, junior faculty who take on advising responsibilities at regional public …

How Will I Thrive? Developing Designer Professional Identity Among Undergraduate Communication Design Students, Denise Bosler

Education Doctorate Dissertations

A designer’s professional identity is constructed throughout a designer’s life and is developed through life experiences and education. While understanding the general importance of a professional identity is often clear to recent design graduates, developing it requires becoming self-aware of what traits constitutes designer professional identity (DPI). Kunrath, Cash and Yi-ling (2016) define DPI as the synthesis of personal attributes and design skills. However, the development of this full complement of DPI traits is often ignored and ill-supported in design education curriculum. A student’s DPI, if under-developed, can be a barrier to successfully transitioning from student to professional. Design educators …

Supporting Advocacy, Deliberation, And Civic Learning In The Classroom, Leslie Martin, P. Anand Rao, Adrienne Brovero, Gonzalo Campos-Dintrans, Steve Greenlaw, Pamela R. Grothe, Jason Hayob-Matzke, Jodie Hayob-Matzke, Christine Henry, Joseph Romero, Andrea Livi Smith

Interdisciplinary

We live, teach and learn in complicated times. As faculty in higher education, we have the opportunity to help uphold the civic purpose of higher education. We are accustomed to helping students navigate academic information, and to equipping them for more standard academic tasks. Through thoughtful course design, we can also help our students become better consumers and evaluators of less traditionally academic information: from critically interpreting what they read and see in the news media, to engaging the arguments of their friends, peers and family members. Further, we can challenge our students to use these evaluative skills to engage …

Retention And The Sophomore Slump: Understanding Whether Campus Residency Predicts Retention Of Sophomore College Students, Raglena Salmans

Murray State Theses and Dissertations

Retention in higher education is an ongoing challenge in America. Traditional research claims a multitude of reasons for freshman college students to stop out, drop out, or transfer colleges. The term sophomore slump was created many years ago as an all-encompassing phrase for the large amount of students who do not return to campus for their sophomore year or end up leaving during the sophomore year. Institutions of higher education are on a continuous journey to retain students and to understand what the cause of students leaving their university is. Campus housing has morphed through the years to provide programming …

Seik: Sustainable Event Industry Knowledge, Creating Oers For Event Management Students, Samantha Morris

Case Studies

Presentation describing the Sustainable Events Industry Knowledge project funded by TU Dublin Impact, National Forum of Teaching and Learning and the Higher Education Authority. Presented at the EdTech 2021 Conference hosted by The Irish Learning Technology Association.