Higher Education and Teaching Commons^™

Counselor Education Doctoral Students’ Experiences As Developing Gatekeepers, Diana Charnley

Dissertations

This phenomenological study sought to understand and describe the gatekeeping experiences of counselor education doctoral students and enumerate key influences in their learning and development. A national sample of 75 doctoral students responded to the descriptive pre-screening survey, and a sub-sample of 15 completed semi-structured interviews. Using interpretative phenomenological analysis, two overarching or meta-themes and five main themes were identified pertaining to how doctoral students view their role as gatekeeper and how they learn and experience gatekeeping. Meta-themes included doctoral students feeling “in the middle”, especially between faculty and master’s students, and how they are working to address these uncertainties, …

“I Wish I Knew What I Know Now”: Exploring Psychology Undergraduate Students’ Experiences When Learning About Qualitative Research And Caqdas, Neringa Kalpokaite, Ivana Radivojevic

The Qualitative Report

Learning to conduct qualitative research and use computer-assisted qualitative data analysis software (CAQDAS) can be challenging, which is why it may be more effective to introduce the craft of qualitative research to undergraduate students who have the time and space to learn, even make mistakes, and ultimately build a better understanding for their future studies and careers. There are relatively few published studies sharing insights on teaching qualitative research and CAQDAS to undergraduate students. This descriptive qualitative case study explores students’ experiences in a qualitative research course for undergraduate psychology students, with the aim of discerning how feasible learning both …

Student-Centered, Interaction-Based, Community-Driven Language Teaching, Sharon Lyman

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation that highlights some of the author’s accomplished work while in the Master of Second Language Teaching (MSLT) program at Utah State University (USU). Organized into sections that reflect the author’s teaching and research perspectives as a MSLT graduate student and instructor, who taught intensive English reading, writing, and conversation courses for the Intensive English Language Institute (IELI).

In the first section, teaching perspectives, the author describes her desired professional environment, shares her personal teaching philosophy statement, and accounts for her professional development through classroom observations. In the second section, research perspectives, two research papers and …

Teaching Excellence: The Core Of The Land-Grant Mission, Stephen M. Gavazzi

Journal on Empowering Teaching Excellence

The tripartite mission of the land-grant university – teaching, research, and community engagement – has evolved over the course of the past 150 years. The intensified concentration on empirical activities in the last half century, however, is thought to have created a mission-related imbalance that often has relegated teaching and community engagement activities to second-tier status within the academy. In tandem, there have been several unforced errors on the part of universities that have diminished the public’s belief in the return on investment associated with a college degree. The argument is made for an increased emphasis on teaching and learning …

The Impact And Importance Of Understanding The Role Of Land-Grant Universities In Higher Education, Robert Peterson

Journal on Empowering Teaching Excellence

Book Review:

Gavazzi, S. M., & Gee, E. G. (2018). Land-grant universities for the future: higher education for the public good. Baltimore: Johns Hopkins University Press.

• 171 Pages
• Available in hardback and Kindle
• Price $21.99 (hc), $19.22 (Kindle)
• Keywords: Land-Grant, teaching, public, service, community

Reviewer:

Robert Peterson, Director of Student Services

Utah State University Uintah Basin

[email protected]

Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 1

Journal on Empowering Teaching Excellence

The full Spring 2020 issue (Volume 4, Issue 1) of the Journal on Empowering Teaching Excellence.

Badminton Teaching/Coaching Skills And Materials, Hosung So

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Ceit Happens, Issue 1, Center For Excellence And Innovation In Teaching

CTL Publications

Welcome to the inaugural newsletter from the Center for Excellence and Innovation in Teaching. Its purpose is to let you know all that we’re doing, provide resources on teaching strategies, and highlight examples of effective teaching around campus --Calendar of events --Peer Coaching --Warner Reading Group --Single-point Rubrics --Wendy Bjerke and Sway --Metacognition and CTL 125 -- Fellows Update --Quality Matters --Student Course Surveys.

The Voice Of The Gods Is Crippling: Law School For Helicoptered Millennials, Katerina P. Lewinbuk, Taci Villarreal, Elena Bolonina

St. Mary's Journal on Legal Malpractice & Ethics

As millennials dominate law school classrooms, many professors are recognizing the importance of altering the traditional methods of teaching law. Millennials act, think, and learn differently. Numerous factors are linked to why this new generation of law students is distinctively different than previous generations. This article examines these factors and how they influence millennials’ learning styles. Alternative methods of teaching millennial law students are also discussed and proposed, along with a specific example of a tailored professional responsibility textbook and course to the modern law student.

Peer Review Of Teaching Portfolio For Jour 304: Multimedia Journalism, Olga Pierce

UNL Faculty Course Portfolios

The term multimedia journalism, as used in the field, is vague and can describe a wide-ranging set of skills, including writing, audio/video production, graphic design, data analysis, and even front-end web development. For this reason, past multimedia offerings in our college have been described as ‘kitchen sink courses’ with many disparate elements thrown in. Through the Peer Review of Teaching Project, the course is analyzed and focused to include a coherent progression of skills.

Pols 332: Climate Change: Policy And Politics - A Peer Review Of Teaching Project Benchmark Portfolio, Ursula W. Kreitmair

UNL Faculty Course Portfolios

This benchmark portfolio i) provides and overview learning objectives of and pedagogical techniques used in POLS 332 Climate Change: Policy and Politics; and ii) assesses student learning in the course. The course is an upper-level undergraduate course designed to provide students with the ability to follow and actively participate in current climate change policy debates. The course seeks to leave students well versed in both domestic and international policy settings, to provide them with the ability to identify critical assumptions that can alter policy outcomes, and to bestow students with significant understanding of current climate policy. The course is inter-disciplinary …

Two Roads Diverged: Iaas @ 50, Sue Norton

Articles

This article joins others in The Irish Journal of American Studies reflecting back on the history of the Irish Association of American Studies and the teaching of American literature and American Studies in Ireland.

How Students Learn And Instructors Can, Too: Effective College Teaching According To Eyler (2018), Karin Dejonge-Kannan

Journal on Empowering Teaching Excellence

Book Review

Eyler, J. R. (2018). How Humans Learn: The Science and Stories behind Effective College Teaching. West Virginia University Press.

• 293 pages
• Available in hardback, paperback, and digital format
• Price $85 (hc), $22 (pb), $17 (ebook)
• Keywords: learning, teaching, college students, classroom practice

Reviewer:

Karin deJonge-Kannan, Principal Lecturer

Department of Languages, Philosophy, and Communication Studies

Utah State University

[email protected]

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 2

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 2) of the Journal on Empowering Teaching Excellence.

Informal Learning About Teaching Among Novice University Professors, Laia Encinar-Prat, Joaquín Gairín Sallán

The Qualitative Report

In this article, we present results of a study on informal learning about teaching among novice university professors at one university in Spain. The study identified teaching competencies developed through informal learning, strategies of informal learning used, and organizational factors that might foster or hinder the acquisition of teaching competencies. We gathered data through 18 individual interviews with novice university faculty, two focus groups with university professors, a document analysis and a focus group of experts. We conducted content analysis of the transcripts of the interviews and focus groups, as well as the documents obtained. The results showed that the …

Everyman's Climb, Charles A. Coppin

Journal of Humanistic Mathematics

Hal and Verity represent two different philosophies of learning, one used by most of us. In today’s world, authentic teaching is indeed a heroic act, but may not be the most popular. This piece draws distinctions between these choices, each time we teach a course, each day we walk into the classroom, and even when working with an individual student; they are ever present.

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 1) of the Journal on Empowering Teaching Excellence, Spring 2019

Career-Decision Making: School Counselors In Counselor Education Doctoral Programs, Malti Tuttle, Lee E. Grimes, Caroline Lopez-Perry

Teaching and Supervision in Counseling

School counselors enroll in counselor education doctoral programs based on various factors which impact their future career-decision making process. The researchers conducted a phenomenological research study to examine the career-decision making experiences of practicing school counselors in counselor education doctoral programs to understand this phenomenon. Ten practicing school counselors enrolled in counselor education doctoral programs participated in this research study. Three emerging themes highlighted the essence of these experiences: (a) intrinsic and extrinsic motivators, (b) developmental fit, and (c) lifestyle factors. Results and recommendations from this research study provide counselor educators insight into these experiences. This research study informs counselor …

Project On Designing Activities For Teaching Grammar, Sunny Hyon

Q2S Enhancing Pedagogy

This document outlines a project for a course in second language acquisition taken by undergraduates who intend to be high school or university teachers/professors. The project asks the undergraduates to design a sequence of activities for teaching English language learners (ELLs) a particular English grammatical construction, and to connect those activities to reading or writing assignments in their future classrooms. The students also must explain how their activities will facilitate ELLs' grammatical learning, drawing on research on language acquisition presented in the course.

Classrooms On The Frontier: Integrating Original Research Into Lectures, Matthew D. Meng, Lucas Rentschler

Journal on Empowering Teaching Excellence

The role of an academic is often spread across two main areas: researching and teaching. Although some argue that the scarcity of time, energy, and commitment precludes the ability to do both well, and are therefore substitutes, we argue that these roles can be complementary. That is, by incorporating original research into the classroom, several benefits can be gleaned by both faculty and students. We feel that if done correctly, a professor’s research and teaching can mutually benefit, as well. To illustrate and support this argument, we have included two specific examples of using original research to teach relevant concepts …

Full Issue: Journal On Empowering Teaching Excellence, Volume 2, Issue 2, Fall 2018

Journal on Empowering Teaching Excellence

The full Spring 2018 issue (Volume 2, Issue 2) of the Journal on Empowering Teaching Excellence, Fall 2018

A Digital Immigrant Venture Into Teaching Online: An Autoethnographic Account Of A Classroom Teacher Transformed, Karin A. Lewis

The Qualitative Report

This paper presents an autoethnographic account of a classroom teacher’s experience transitioning to teaching online within the shifting culture of academe in the 21^st Century. After decades as a classroom teacher, the author engages in autoethnography to reflexively analyze her challenging transition to teaching online. The author examines her perspectives, beliefs, thought process, learning, and development. Findings regarding her new way of teaching, thinking, and living as an online instructor may provide insights for others in academe.

Full Issue: Journal On Empowering Teaching Excellence, Volume 2, Issue 1

Journal on Empowering Teaching Excellence

The full Spring 2018 issue (Volume 2, Issue 1) of the Journal on Empowering Teaching Excellence.

Following The Money: Exploring Residency Funding Through The Lens Of Economics, Karen Demoss, Prepared To Teach, Bank Street College

All Faculty and Staff Papers and Presentations

Following the Money digs into how the system for funding teacher preparation fuels a host of shortcomings: subpar routes to teaching, inadequate practice before entering the classroom, shortages in high need areas, underprepared teachers. Following the Money finds that financial barriers limit our ability to grow to a universally high-quality teacher preparation system, calling for a stronger knowledge base about the economics of teacher preparation to understand how we can realize the quality we need.

Beyond Teacher Knowledge: Connections Between Content Knowledge, Mindset For Learning, And Teaching In Two-Year College Mathematics Faculty, Lucy Hernandez Michal

Open Access Theses & Dissertations

Addressing thousands of students entering unprepared to enroll in college freshman mathematics courses is a challenge two-year college mathematics faculty face every semester. The study addresses this challenge through a mixed methods sequential nested multi-case design to investigate what faculty need, beyond teacher knowledge, to teach mathematics effectively to students. The three-part study measured the mindset learning profile and content knowledge of a sample of mathematics faculty at a two-year college. The quantitative and qualitative data provided references to select four faculty typologies to interview and observe. Interviews reflected faculty perceptions of teaching and learning. Class observations captured images of …

Student Evaluations Of Teaching, Course And Student Characteristics At Andrews University, Fatimah Al Nasser

Dissertations

Problem

This research examined the type of rating of specific Student Evaluation of Teaching (SET) dimensions and overall rating students tended to give for the courses that they took, identified the dimensions that predicted the overall rating, and assessed the association of gender, student academic status, course level, course type, academic school and the effect on SET scores.

Method

The researcher used a quantitative research method to explore the type of score that students give to the courses they took, examine the relationship between dimensions of SET and overall rating, and the influence of gender, student status, course level, course …

Teaching Students How To Make Their Dreams Come True: An Autoethnography Of Developing And Teaching The Dream Research Methods Course, E. James Baesler

The Qualitative Report

How to make students’ dreams come true is the central focus of this autoethnography that chronicles the story of the transformation of a traditional undergraduate communication research methods course into a new and creative dream research methods course. Pedagogical and institutional issues in teaching the traditional methods course join personal influences in my life story to birth the new dream research methods course. The content and format of the new course are described chronologically using personal stories, student perspectives, advice to teachers, and reflection questions. I encourage teachers, by experimenting with the ideas in the dream research methods course, to …

Roundtable – Teaching Human Rights: Challenges And Best Practices, Shayna Plaut, Kristi Kenyon, Joel Pruce, William Simmons

Biennial Conference: The Social Practice of Human Rights

Over the past 20 years, courses addressing human rights have grown dramatically at both the undergraduate and graduate levels worldwide. Many of these courses are housed in specific disciplines, focus on specific issues, and require practical experience in the form of internships/practicums. Amid this growth there is a need to reflect on teaching human rights including the challenges, fears, and best practices.

Recognizing that education takes place inside and outside a classroom, this roundtable brings together scholars teaching human rights in a variety of settings to examine the current state of university human rights education. This includes a discussion of …

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 2, Usu Center For Innovative Design And Instruction

Journal on Empowering Teaching Excellence

Volume 1, Issue 2 of the Journal on Empowering Teaching Excellence, a publication of Utah State University focused on providing a forum for instructors in higher education to share best practices and ideas related to effective teaching.

Normalizing The Need For Help: What All Teachers Need, Nancy Gropper

Occasional Paper Series

Gropper recalls her need for support when she first joined the graduate faculty at Bank Street College as a Supervised Fieldwork advisor. She explores the connections between her own most recent experiences as a newcomer and what all new teachers need in order to succeed - teacher support. This article describes critical components of a teacher support program, referencing the methods of the New Educators Support Team (NEST).