Higher Education and Teaching Commons^™

Deep Learning And Immersive Education With A Dedication To Justice, Matthew Fraidin, Ibidun Roberts, Jeannine Winch, Larissa Chernock

Teaching and Learning Together in Higher Education

No abstract provided.

Introduction: Growing Deep Learning, Ken Bain

Teaching and Learning Together in Higher Education

No abstract provided.

From The Student Perspective: Reflections On Seven Core Principles Of Facilitating Faculty-Student Partnerships Within An Educational Initiative, Margaret Powers

Teaching and Learning Together in Higher Education

No abstract provided.

Multiple Layers Of Participation: Working With Student Leaders In Our 360°, Jody Cohen, Carola Hein, Victor Donnay

Teaching and Learning Together in Higher Education

No abstract provided.

A Student Consultant’S Perspective On How The 360 Prompts A Rethinking Of Teaching And Learning Together, Sarah Brown

Teaching and Learning Together in Higher Education

No abstract provided.

360 Degrees Of Pedagogy, Alice Lesnick

Teaching and Learning Together in Higher Education

No abstract provided.

To Find Fruit: A Contemplative Assessment Of A 360 Experience, Michelle M. Francl

Teaching and Learning Together in Higher Education

No abstract provided.

The Sixth Space: Watching Students Build Connections And Thematic Understanding Through Recontextualizing Content Outside Of The Classroom, Anna Chiles

Teaching and Learning Together in Higher Education

No abstract provided.

“Changing Education”: Helping To Conceptualize The First 360, Elliott Shore

Teaching and Learning Together in Higher Education

No abstract provided.

Developing Partnerships: Creating And Growing The 360º Program At Bryn Mawr College, Kim Cassidy

Teaching and Learning Together in Higher Education

No abstract provided.

Introduction: Faculty-Student Collaboration In Developing An Innovative College-Wide Program, Alison Cook-Sather, Kaushiki Dunusinghe

Teaching and Learning Together in Higher Education

No abstract provided.

In Memoriam: Duane Kight

Teaching and Learning Together in Higher Education

No abstract provided.

An Equal Partnership: Preparing For Faculty-Student Team Teaching Of “Cultural History Of Chinese Astronomy” Through The Tli, Yi Wang, Yonglin Jiang

Teaching and Learning Together in Higher Education

No abstract provided.

Finding Voices In Reflection: How My Work Through The Tli Changed My Classroom Dynamics, Sarah Bressi Nath

Teaching and Learning Together in Higher Education

No abstract provided.

Making Gratitude Explicit, Maggie Larson

Teaching and Learning Together in Higher Education

No abstract provided.

Steps In Walking The Talk: How Working With A Student Consultant Helped Me Integrate Student Voice More Fully Into My Pedagogical Planning And Practice, Jerusha Conner

Teaching and Learning Together in Higher Education

No abstract provided.

The Power Of Sharing The Student Perspective: Benefits To Faculty And To Student Consultants, Emily Cunningham

Teaching and Learning Together in Higher Education

No abstract provided.

The Mid-Semester Challenge: Filtering The Flow Of Student Feedback, Alicia Walker

Teaching and Learning Together in Higher Education

No abstract provided.

Discerning Growth: Lessons From One Tli Partnership, Zanny Alter

Teaching and Learning Together in Higher Education

No abstract provided.

Facilitating Quantum Leaps: Reflections On How To Promote Active Student Learning In A Physics Classroom, James Battat

Teaching and Learning Together in Higher Education

No abstract provided.

Introduction: Behind The Scenes — How Tli Partnerships Unfold, Alison Cook-Sather, Mia Chin

Teaching and Learning Together in Higher Education

No abstract provided.

When Maps Ignore The Territory: An Examination Of Gendered Language In Cancer Patient Literature, Joanna Bartell

USF Tampa Graduate Theses and Dissertations

Cancer patients report having a high need for cancer information. Several studies show that the majority of patients surveyed report preferring information from the American Cancer Society (ACS). Ranging up to 129 pages, the ACS’ Detailed Guides (DG) are widely distributed throughout the United States, and offer patients an authoritative guide to help patients navigate the difficult terrain of the cancer journey. This dissertation examines the ACS’ cervical, endometrial, ovarian, penile, prostate, testicular, and vaginal cancer guides. Through a rhetorical analysis of the 7 guides, it was shown that the ACS DGs in question foster gendered narratives that strictly limit …

An Epic Teaching Experience: A Case Study Of Pedagogically Innovative Undergraduate Classrooms, Tiffany T. Runion

Showcase of Graduate Student Scholarship and Creative Activities

This qualitative study examined seven professors who taught undergraduate classes in Spring 2016 in the EPIC (Enhancing Pedagogy through Innovative Classrooms) spaces housed in the Student Success Center at James Madison University. Each professor who participated in the study was interviewed, observed teaching in the EPIC space two times and then re-interviewed for this study. A collective case study methodology was used to compare the experiences of the seven professors in the EPIC classrooms. This study explored the uses of the amenities of the EPIC classrooms and the pedagogies used in these classrooms.

Ginal Schlesselman Tssa Spring 2015, Gina Schlesselman-Tarango

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Perceptions Of University Faculty Regarding Accreditation In A College Of Education, Sabrina Lewis

USF Tampa Graduate Theses and Dissertations

This study was designed to examine tenured faculty perceptions of accreditation. This qualitative study utilized interviews and document analysis to gather the perspective of faculty in a college of education. While there are quantitative and qualitative studies that have addressed accreditation and faculty, the extant literature lacked the perceptions of faculty involved in the accreditation process. This qualitative study offers an in-depth analysis of the perceptions of faculty particularly tenured faculty in a college of education regarding accreditation.

The inclusion criteria for faculty were: experience in higher education for a minimum of 10 years, involved in curriculum development, and tenured. …

Reflections On Global Competence By Four Design Educators, Philip A. Bulone

USF Tampa Graduate Theses and Dissertations

This inquiry investigated four design educators’ perspectives and beliefs of global competence teaching and learning, and aimed to inform effective global competence curricula planning and instruction across disciplines. The literature uncovered multiple reasons to warrant design educator reflections: (a) similarities among global competence and design thinking characteristics, (b) design education accreditation emphasis on globally oriented standards, and (c) design thinking as a resource to improve practices across disciplines. Accordingly, the inquiry employed a qualitative design and a multiple case-study approach. Data collection methods included: (a) interviews, (b) image artifacts, and (c) researcher reflective memos. A comparative analysis used systematic coding …

The Impact Of Diversity On Student Engagement And Academic Success, Latosha C. Thomas

USF Tampa Graduate Theses and Dissertations

The aim of this study is to examine the impact of diversity on student engagement and academic success within a university setting. Understanding the impact of diversity at postsecondary institutions is important because the population of the United States is becoming increasingly diverse, a trend that is also reflected in educational institutions. Previous research has largely focused on diversity among the study body (i.e. admissions) and in the classroom (i.e. curriculum). However, the current study focuses on student experiences with diversity outside of the classroom. Student interactions with peers from diverse backgrounds were measured using the Experiences With Diversity Index …

The Crisis Of Caring: Compassion Satisfaction And Compassion Fatigue Among Student Conduct And Behavior Intervention Professionals, Cara Rachel Bernstein Chernoff

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to explore the self-perception of compassion satisfaction, compassion fatigue, and burnout by student conduct administrators working in the United States of America. Additionally, this study looked at the years of experience, job responsibilities, on-call responsibilities and direct student contact hours which may impact an individual’s overall professional quality of life. To accomplish the objectives outlined in the purpose statement, the following research questions were explored:

1. What is the relationship between student conduct professionals’ compassion satisfaction, burnout, and secondary traumatic stress?

2. What is the relationship between student conduct professionals’ years of experience and …

Developing Ethical Leadership: An Analysis Of Business Ethics Education In National Liberal Arts Colleges In The United States, James Stewart Welch

USF Tampa Graduate Theses and Dissertations

This study was designed to survey and compare current undergraduate business ethics curricular strategies and preferences among national liberal arts colleges in the United States. There are 180 national liberal arts colleges as classified by the U.S. News and World Report Rankings with a significant percentage of these liberal arts colleges offering economics and/or business administration majors. The primary purpose of the study was to examine the survey responses of business school administrators (and/or professors) who work with undergraduate business education in national liberal arts colleges regarding undergraduate business ethics education.

The three research questions address curriculum approaches for undergraduate …

An Analysis Of Social Justice In Teacher Education Using W. B. Gallie's Framework, Patricia Banta

USF Tampa Graduate Theses and Dissertations

Essentially contested concepts result in continual disagreement over their meaning and use because important consequences flow from these disputes. Evidence of the contested nature of the concept social justice, in the context of teacher education, is documented in academic literature. Empirical evidence of the contested nature of the term is found in the transcripts of National Council for Accreditation of Teacher Education (NCATE)’s 2006 reauthorization hearing. Scholars note the complex nature of social justice and that teacher educators and colleges of education frequently use the term (e.g. Hytten & Bettez, 2011; North, 2008; Zollers, Albert, & Cochran-Smith, 2000). This study …