scholarly journals Cultivating creative and engaged learners through strengths-based approaches

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Nance Lucas ◽  
Linda Schwartzstein
Keyword(s):  
Student Engagement ◽  
Best Practices ◽  
Reflective Learning ◽  
Educational Approach ◽  
Academic Courses ◽  
Interactive Session ◽  
Self Discovery

Mason instructional faculty have the opportunity to use a Gallup self-discovery assessment, StrengthsFinder, free to Mason faculty, staff and students, that has been proven to enhance student engagement in and outside the classroom (Lopez, S. J., & Louis, M. C., 2009).  The strengths-based educational approach and applications can be applied universally across all disciplines and fields, enhancing students’ learning and engagement.  Once a student understands their top 5 talents, instructors can create and use a wide variety of activities and assignments to engage the students in reflective learning.  This interactive session will feature best practices using strengths-based approaches and the StrengthsFinder assessment from instructional faculty in various academic colleges.  Participants will explore the various ways they can integrate strengths in academic courses.

Evaluating best practices in student engagement in the UCD psychology department

2014 ◽  
Author(s):  
Joan Bihun ◽  
Katie Cochran ◽  
Chelsea Honea ◽  
Michelle Klein ◽  
Lisa Pringle ◽  
...  
Keyword(s):  
Student Engagement ◽  
Best Practices ◽  
Psychology Department

scholarly journals Student Performance During a Simulated Patient Encounter Has No Impact on Debriefer Adherence to PEARLS Debriefing Model

2021 ◽  
Author(s):  
Richard McNutt ◽  
Matthew Tews ◽  
A. J. Kleinheksel
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Asthma Exacerbation ◽  
Reflective Learning ◽  
High Fidelity ◽  
Learner Performance ◽  
Simulation Performance ◽  
Elapsed Time ◽  
Simulation Education ◽  
Perfect Adherence

Abstract Purpose Debriefing is necessary for effective simulation education. The PEARLS (Promoting Excellence and Reflective Learning in Simulations) is a scripted debriefing model that incorporates debriefing best practices. It was hypothesized that student simulation performance might impact facilitator adherence to the PEARLS debriefing model. There are no published findings on the effect of student performance on debriefer behavior. Methods Third-year medical students participated in a video-recorded, formative simulation to treat a high-fidelity mannequin for an asthma exacerbation. A faculty debriefer trained in the PEARLS model evaluated student performance with a standardized rubric and conducted a recorded debriefing. Debriefing recordings were analyzed for debriefer adherence to the PEARLS model. Debriefers were assigned a debriefing score (DS) from 0 to 13; 13 was perfect adherence to the model. Definitive intervention (DI) for asthma exacerbation was defined as bronchodilator therapy. Critical actions were as follows: a focused history, heart/lung exam, giving oxygen, and giving a bronchodilator. Results Mean DS for the debriefers of students who provided DI was 8.57; 9.14 for those students who did not (P = 0.25). Mean DS for debriefers of students who completed all critical actions was 8.68; 8.52 for those students who did not (P = 0.62). Analysis of elapsed time to DI showed no relationship between the time DI was provided and DS. Conclusions Student performance had no impact on debriefer performance, suggesting the PEARLS model is an effective aid for debriefers, regardless of learner performance. These findings suggest student performance may not bias facilitators’ ability to conduct quality debriefings.

scholarly journals Enhancing Teaching through SIMPLE Faculty Development Groups

2014 ◽  
Vol 6 ◽  
Author(s):  
Jill Paul Nelson ◽  
Margret Hjalmarson ◽  
Cody Edwards ◽  
Laura Kosoglu ◽  
Craig Lorie ◽  
...  
Keyword(s):  
Student Engagement ◽  
Relevant Literature ◽  
Design Teams ◽  
New Techniques ◽  
Teaching Design ◽  
Instructional Technique ◽  
Funded Project ◽  
Interactive Session ◽  
New Research ◽  
Stem Teaching

The presenters are members of a cross-disciplinary teaching design group at Mason including faculty in science, mathematics, engineering, and education. As part of an NSF-funded project focused on improving undergraduate STEM teaching, each member is trying a new research-proven instructional technique in our classes. Most techniques were focused on formative assessment or student engagement in learning. We meet monthly to share our progress and challenges, as well as to discuss relevant literature in education and the learning sciences. In addition, we are each preparing to lead a discipline-focused team starting this fall.In this interactive session, we will share the new techniques we are trying, how the teaching design group has affected our pedagogical efforts, and why attendees might be interested in joining (and perhaps eventually leading) a teaching design group in their discipline. We will ask attendees to consider new techniques they have considered for their courses and to brainstorm about how they might take the first step in implementing such techniques. We'll also ask them to discuss with attendees from similar disciplines in order to form the groundwork for new teaching design teams.

scholarly journals Insights into Student Engagement - Best Practices and Empirical Support

2013 ◽  
Vol 5 ◽  
Author(s):  
Karen Gentemann ◽  
Zhicheng Zhang
Keyword(s):  
Student Engagement ◽  
Best Practices ◽  
National Survey ◽  
Empirical Data ◽  
Empirical Support ◽  
High Impact ◽  
Learning And Development ◽  
Community Based ◽  
Specific Research ◽  
Data Source

Student engagement in college impacts their learning and development. Currentresearch advocates a broad-based approach to promoting student engagementthrough high-impact practices on the part of faculty, students, and institutionalenvironment. During this session, presenters will share specific research-basedbest practices that faculty can adopt to promote student engagement andintroduce an empirical data source, including highlights from reports, availableto the Mason community based on the National Survey of Student Engagementto inform faculty and staff on Mason’s strengths and challenges in studentengagement, growth, and satisfaction within the context of a national landscape.

scholarly journals 14. Using Interteaching to Enhance Student Engagement and Learning

2011 ◽  
Vol 2 ◽  
pp. 83
Author(s):  
Alan Scoboria ◽  
Fuschia M. Sirois ◽  
Antonio Pascual-Leone
Keyword(s):  
Student Engagement ◽  
Empirical Evidence ◽  
Teaching Method ◽  
Educational Approach ◽  
Advantages And Disadvantages ◽  
Instructor Interaction ◽  
Peer Discussion ◽  
Student Instructor

In this paper, we describe our experience with a recently devised teaching method termed interteaching (Boyce & Hineline, 2002). This educational approach provides a rich rehearsal of material, and emphasizes student engagement, peer discussion, and student/instructor interaction. We describe the method, provide pragmatic tips for implementation in the classroom, review empirical evidence, and discuss advantages and disadvantages.

A Framework for Student Engagement

2020 ◽  
pp. 153-171 ◽  
Author(s):  
Desiree' Caldwell ◽  
Tiffany J. Cresswell-Yeager ◽  
Jennifer Aucoin ◽  
Danielle Budenz
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Best Practices ◽  
Higher Education Institutions ◽  
Discussion Forums ◽  
Learning Materials ◽  
Online Instructors ◽  
Teaching Online ◽  
Know How

When teaching online, many instructors are provided with a master course that contains the learning materials, discussion forums, assignments, and assessments. With more higher education institutions opting to offer master course shells, it can be difficult for instructors to know how to incorporate their personality, experiences, and insights into a pre-designed course. Faculty who teach online may be searching for ideas on how to personalize their master course and increase student engagement. Many faculty express concerns about students who are disconnected. Personalization of master courses increases student engagement while allowing students and instructors to feel more connected during the course. The authors will explore best practices to increase student engagement and provide a framework to implement these strategies that assist online instructors in demonstrating their personalities and expertise in master courses.

Student Engagement and Supporting Students With Accommodations

2022 ◽  
pp. 99-116
Author(s):  
Zoe Nulty ◽  
Shelley G. West
Keyword(s):  
Student Engagement ◽  
Best Practices ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Classroom Engagement ◽  
Learning Differences ◽  
Design For Learning ◽  
The Impact

Student engagement and embracing students with accommodations have long been at the forefront of developing future teachers. Assessing the effects of COVID-19 and the long-term implications shifted the overall perception of how the world is redefining teacher education programs and preparing teachers to move forward. One could presume the impact of COVID-19 will be discussed in history classes forever as the pandemic reconfigured learning styles, structures, and supports. Student engagement and supporting students with accommodations explore multiple modalities for best practices in the classroom and encourage students with disabilities and learning differences to be successful. The authors examine best practices for in-person, hybrid, and remote learning environments: Bloom's taxonomy, universal design for learning, and formative assessment. The chapter provides examples of each resource and delves into classroom engagement and accommodations.

Sign in / Sign up

Export Citation Format

Share Document