Rethinking General Education and Increasing the Number of Professorial Faculty Members; or, When Opportunity Knocks

ADE Bulletin ◽  
1999 ◽  
pp. 27-30
Author(s):  
Debra Journet
Keyword(s):  
General Education ◽  
Faculty Members

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

scholarly journals Inclusive Education and Learning English as Foreign Language in Algeria: Views from Faculty Members at Abderrahmane Mira University

2021 ◽  
Vol 13 (2) ◽  
pp. 339-353
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
General Education ◽  
Inclusive Education ◽  
Structured Interview ◽  
General Education Teachers ◽  
Faculty Members ◽  
Current Status ◽  
English As Foreign Language

This is an exploratory case study conducted at the faculty of Letters and languages at the University Abderrahmane Mira of Bejaia -Algeria. It examined general education teachers and faculty members’ views concerning inclusive education (IE) in classes of English as a foreign language (EFL) and identified major issues regarding its future development in higher education. The goal of the present study was to reflect on the current status of inclusive education in the Algerian learning environment. To gather data, a semi-structured interview was conducted with teachers and administration members; the interview results were thematically arranged and results were discussed accordingly. The data of the current study revealed that while faculty members believe and support the idea of education for all, EFL teachers have varying perceptions towards inclusion. In light of this, we tend to conclude that material facilities, teacher training, and professional development are fundamental issues that curtailed its full implementation. Keywords: Algerian learning culture; General education teachers; Higher education; Inclusive education; teacher training.

The Gen Ed Hustle

2019 ◽  
pp. 157-185
Author(s):  
Jason Brennan ◽  
Phillip Magness
Keyword(s):  
General Education ◽  
Informed Decision ◽  
Faculty Members ◽  
Knowledge And Skills ◽  
The Real

This chapter considers the question of why universities require general education or gen ed. If you ask them, they’ll offer a host of nice, public-spirited reasons. The purpose of gen eds is to ensure that students are well rounded, develop a wide breadth of knowledge and skills, and are exposed to multiple fields so they can make an informed decision about their major. However, the real reason for requiring gen eds is that it represents a way for certain faculty to capture students' tuition dollars. The chapter argues that faculty members exploit students for their own selfish benefit, although they disguise this practice with moralistic arguments.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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