Multicultural teaching and learning resources for preparing future faculty in teaching in higher education courses

2007 ◽  
Vol 2007 (111) ◽  
pp. 27-33 ◽  
Author(s):  
Ilene D. (Ida) Alexander
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Preparing Future Faculty ◽  
Teaching In Higher Education ◽  
Education Courses

scholarly journals Democracy in Higher Education Courses: Transformative Strategies

2018 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Angelica M. Astor ◽  
Martha A. Astor
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Complex Change ◽  
Complex Skill ◽  
Constructive Teaching ◽  
The Moment ◽  
Teaching Learning ◽  
Personal Challenges ◽  
Teaching In Higher Education ◽  
Education Courses

<p><em>Teaching/Learning can be a mutual journey in higher education. It requires more than wanting to approach teaching and learning differently. Our schema about power and teaching must be addressed. It is not a simple thing to tease out what part of submission in learning is vital to gaining mastery and learning to think deeply and critically, and what part is inhumane. It also requires a complex skill set for ourselves and for students that must be experienced and embraced by us, then taught and practiced. It is a complex change full of excitement and cognitive as well as personal challenges. Can we allow teaching and learning to become inseparable parts of a greater whole? Constructive teaching in higher education is not just about our ability to transcend the moment but the mutual journey, all participants teaching and learning that is the miracle.</em></p>

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

Mapping Current Teaching and Learning Practices to Multi-User Virtual Environments

2011 ◽  
pp. 17-30
Author(s):  
Niccolo Capanni ◽  
Daniel C. Doolan
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Teaching And Learning ◽  
Delivery Methods ◽  
Community Based ◽  
Traditional Media ◽  
Learning Practices ◽  
Teaching In Higher Education

During the course of this chapter, the authors will examine the current methods of pedagogical teaching in higher education and explore the possible mapping into a multi-user virtual environment. The authors consider the process of construction and delivery for a module of student education. They examine the transition of delivery methods from the established, slow changing traditional media, to the modern flexibly of community based, open source driven methods which are the foundation of virtual environments.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL

2016 ◽  
Vol 74 (1) ◽  
pp. 61-70
Author(s):  
Gláucia Nolasco de Almeida Mello
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dropout Rate ◽  
Point Of View ◽  
High Dropout Rate ◽  
Research Problems ◽  
Information And Communication ◽  
Education Courses

The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1) What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2) How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3) How can Higher Education Institutions (HEI) support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs) as support of classes and implementation of professor and student support programs with significant participation of HEI. Key words: qualitative research, problems in engineering education, professor's perspective, higher education of engineering in Brazil.

scholarly journals Teaching in higher education during COVID 19 pandemic – Empirical findings and assumptions based on results of an online-survey in a European context

2021 ◽  
Author(s):  
Patricia M. Schütte ◽  
Gert Van der Sypt ◽  
Alexander Gabriel ◽  
Saskia Kretschmer
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Online Survey ◽  
Point Of View ◽  
Virtual Space ◽  
Universities Of Applied Sciences ◽  
Cooperation Network ◽  
Worldwide Phenomenon ◽  
The One ◽  
Teaching In Higher Education

The COVID 19 pandemic is a worldwide phenomenon: On the one hand, it poses challenges to all social subsystems, on the other, it tests the extent to which they can cope with such situations. This is also the case in higher education. In this context, digitization, which has been driven forward in the field for years, provides approaches and instruments for adapting to such situations by converting the system as far as possible to operation in virtual space. This has been done in many places in universities and universities of applied sciences. It remains to be seen how this is perceived by those involved. Therefore, the following article addresses the question: To what extent has the conversion of teaching and learning as a result of the restrictions on teaching caused by COVID 19 worked from the point of view of the teachers? To answer it, this paper presents empirical results of an online survey among teachers of the Cooperation Network for Risk, Safety &amp; Security Studies (CONRIS). The results indicate a broad use of various digital tools for teaching and communication with students, but also deficits in the area of crisis structures as well as in social regards.

scholarly journals DESIGN THINKING AS ACTIVE TEACHING METHODOLOGY AT THE UNIVERSITY -COMPARATIVE STUDY BETWEEN COURSES

2021 ◽  
Vol 2 (4) ◽  
pp. e24231
Author(s):  
Paulo Sergio de Sena ◽  
Maria Cristina Marcelino Bento ◽  
Nelson Tavares Matias ◽  
Messias Borges Silva
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Business Administration ◽  
Teaching Methodology ◽  
Active Teaching ◽  
Professional Profile ◽  
The University ◽  
Education Courses

In a move to go beyond pedagogical concerns for engineering teaching and learning and expand to other higher education courses and other professionals, this study compared the use of Design Thinking as a tool to pedagogically mobilize courses in Business Administration, Design, Nursing and Pedagogy. The results showed that the same pedagogical concern of engineering was shared with the compared courses. The relationships between students were fundamental for solving problems, as proposed by Design Thinking, as well as the relationships between the classes of a given course with their concerns about the professional profile that is being formed.

scholarly journals Pedagogical Innovation in Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 1-18
Author(s):  
Jae Major ◽  
Sandi Lynne Tait-McCutcheon ◽  
Robin Averill ◽  
Amanda Gilbert ◽  
Bernadette Knewstubb ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Pedagogical Innovation ◽  
Student Demographics ◽  
Working Definition ◽  
Technological Advances ◽  
Definition Of ◽  
Teaching In Higher Education ◽  
Innovation In Higher Education

Quality teaching in higher education (HE) is gaining increasing international attention and pedagogical innovation is seen as an important construct of quality teaching. The drivers for pedagogical innovation include the need for 21st century skills and understandings, student demographics and empowerment, technological advances, and a turn to teaching in HE. Defining innovative pedagogies is a recurring challenge in the literature and a key focus of this article. Using an investigation into innovative approaches to teaching and learning at one New Zealand university, prevailing themes of newness, benefit, and student outcomes are discussed to develop a working definition. What is missing from the discourses and definitions is specific consideration of the influence of context on what counts as pedagogical innovation. In light of this, the authors offer an emergent definition of pedagogical innovation in higher education.

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