scholarly journals Student-to-Student Support in Developmental Mathematics Courses

2020 ◽  
Vol 2 (Volume 2, Issue 2) ◽  
pp. 42-47
Keyword(s):  
Developmental Mathematics ◽  
Time Frame ◽  
Faculty Members ◽  
Alternative Scheduling ◽  
Community College District ◽  
Class Schedule ◽  
Faculty And Staff ◽  
Weekend College ◽  
Innovation Challenge ◽  
Traditional Class

During the Fall of 2015, faculty and staff at a large community college district with an enrollment of 55,000 in the Southwest United States were encouraged to apply for Innovation Challenge Grants. The goal of these grants was to allow faculty and staff an opportunity to create, innovate, and share ideas, so that the college could strive to be one of the best organizations by developing an environment for students to learn and grow. The funding of this grant came from the district president allowing 5% of the budget from each division to be funneled into a pool of money, from which faculty and staff could apply for a grant. A committee would review each grant request and make recommendations as to whether to approve the funding. For developmental mathematics (DM), a group of three faculty members got together to brainstorm ways these innovation funds could be used to assist students enrolled in DM courses. The meeting focus was directed to students taking weekend DM courses as part of the Weekend College Program. The colleges' Weekend College Program offers alternative scheduling for those unable to attend college during a traditional time frame, desiring to augment a traditional class schedule, or add classes to their day, evening or online schedules.

scholarly journals Creating an Authentic International Development Learning Opportunity

2020 ◽  
Vol 13 ◽  
pp. 76-85
Author(s):  
Lori Beckstead
Keyword(s):  
International Development ◽  
Learning Experience ◽  
Time Frame ◽  
Lessons Learned ◽  
Faculty Members ◽  
Short Term ◽  
Learning Opportunity ◽  
International Partner ◽  
International Learning ◽  
Specific Learning

This paper draws from the author’s experience of developing a short-term intensive international learning experience within the framework of a one-semester course. The paper is aimed at faculty members who are interested in implementing a short but effective and authentic international learning opportunity, but who may not have expertise in issues surrounding international development and learning abroad. It addresses some of the challenges, successes, and lessons learned, such as working with an appropriate international partner, overcoming barriers to student participation, ensuring discipline-specific learning, and providing the appropriate context of international development issues within the time-frame of a single semester.   Nous nous fondons ici sur notre propre expérience d’élaboration d’une situation d’apprentissage internationale, intensive et à court terme, dans le cadre d’un cours d’un seul semestre. Cet article est destiné aux enseignants qui, sans nécessairement posséder une expertise en matière de développement internationale et d’apprentissage à l’étranger, souhaiteraient mettre en œuvre une expérience d’apprentissage internationale aussi brève qu’efficace et authentique. Nous abordons les difficultés, les réussites et les leçons tirées de l’expérience, comme la nécessité d’un partenaire international adéquat, le dépassement des obstacles à la participation des étudiants, l’apprentissage adapté à des disciplines en particulier, et l’établissement d’un contexte approprié pour les questions de développement international dans le cadre temporel d’un semestre unique.

Challenges and Issues of Teaching Online

2011 ◽  
pp. 241-246 ◽  
Author(s):  
Danilo M. Baylen ◽  
Erping Zhu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Computer Hardware ◽  
Teaching Online ◽  
Software Applications ◽  
Faculty And Staff

Teaching and learning in the 21st century not only utilizes various technologies, but also takes place any time and any place. During the last decade, higher education institutions equipped many of their classrooms with the latest computer hardware and software applications and trained their faculty and staff to use the technology. With the technological advancements and the changing needs of institutions and students, more faculty members are teaching online.

A Strategy to Expand the University Education Paradigm

2011 ◽  
pp. 235-252 ◽  
Author(s):  
Richard Ryan
Keyword(s):  
Faculty Members ◽  
University Education ◽  
The Internet ◽  
Internet Education ◽  
Online Portal ◽  
Education Experience ◽  
Faculty Developer ◽  
The University ◽  
Traditional Class ◽  
Delivery Approach

To date most online content and experiences have been packaged in a traditional “class” format and delivered using a web site posted on a provider’s server. This chapter suggests a slight deviation from this approach for packaging and delivering Internet education. It suggests a look beyond the “class” delivery approach. The premise for this strategy is the belief that the greatest strength of the Internet for education may lie in delivery of class “components,” not classes, themselves. These online components can be used to supplement and add value to the traditional class experience, not replace it. The strategy proposes that the university provide, sponsor, administer and maintain an automated online portal to post and sell faculty-created material. An “e-store” selling products developed by the university’s faculty members. It is hoped that universities will explore this idea to develop new ways of packaging and delivering education that better reward the faculty developer, help pay for the service and also add “value” to the education experience.

scholarly journals Evaluation of a Team-Based Learning Tutor Training Workshop on Research and Publication Ethics by Faculty and Staff Participants

2010 ◽  
Vol 6 ◽  
pp. 5 ◽  
Author(s):  
Young-Su Ju
Keyword(s):  
Questionnaire Survey ◽  
Positive Response ◽  
Faculty Members ◽  
Publication Ethics ◽  
Tutor Training ◽  
Training Workshop ◽  
Course Content ◽  
Content Change ◽  
Team Based Learning ◽  
Faculty And Staff

A team-based Learning (TBL) tutor training workshop on research and publication ethics was offered to 8 faculty members and 3 staff at Hallym University in 2009. To investigate the effect of the workshop and any attitude changes, a questionnaire survey was performed after the 8-hr course. Questions in four categories-general course content, change in attitudes toward research and publication ethics, the TBL format, and an open-ended question about the course--were included. Participants responded positively to all items on general course content. There was a positive change in attitude on research and publication ethics. Participants also responded positively to six items on team-based learning. The overall positive response to the workshop on research and publication ethics suggested the effectiveness of this kind of TBL tutor training course for university faculty and staff.

The Leadership Academy: A New Approach for Changing Times in Communication Sciences and Disorders Programs

2010 ◽  
Vol 13 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Rosalind Scudder ◽  
Trisha Self ◽  
Peter A. Cohen
Keyword(s):  
Health Professions ◽  
Academic Programs ◽  
Faculty Members ◽  
Leadership Academy ◽  
New Approach ◽  
Adaptive Approach ◽  
Faculty And Staff ◽  
Changing Times ◽  
Increased Pressure

Challenges facing academic programs in Communication Sciences and Disorders include dwindling resources and increased pressure to maintain faculty members and grow program enrollments. This article presents a model of a leadership academy established in a College of Health Professions for faculty and staff. The academy emphasizes an adaptive approach designed to change the culture of the academy and to provide a changing view of leadership as an activity, not a position of authority. A Fellow of the academy describes her experiences and changing views of leadership.

Activities for Students: Fitting Curves to Pottery

2009 ◽  
Vol 102 (9) ◽  
pp. 698-704
Author(s):  
Richard A. Harris ◽  
Catherine E. Matthews
Keyword(s):  
High School ◽  
North Carolina ◽  
Time Frame ◽  
Faculty Members ◽  
School Mathematics ◽  
Algebra 1 ◽  
High School Mathematics ◽  
Specific Time ◽  
Algebra 2

Faculty members at Hawbridge School of the Environment for Grades 9–12, located in Saxapahaw, North Carolina, have begun to implement a number of interdisciplinary units across the curriculum. At Hawbridge, this approach means that each teacher in each class devotes a significant amount of time to teaching a themed unit during a specific time frame. This article will detail the integrative aspects of the pottery unit we taught in three different high school mathematics classes: algebra 1, algebra 2, and precalculus.

scholarly journals ENGINEERING LEADERSHIP IN POSITIVE SPACE

2013 ◽  
Author(s):  
Peter E. Weiss ◽  
Lesley Mak ◽  
Susan McCahan ◽  
Jason Bazylak
Keyword(s):  
Engineering Students ◽  
Faculty Members ◽  
Student Group ◽  
Science And Engineering ◽  
Gay Pride ◽  
Faculty And Staff ◽  
The University ◽  
Positive Space ◽  
University Community

Two years ago, a satirical column in the Engineering undergraduate comic newspaper elicited complaints and the accusation of homophobia from the university community. Engineering students, faculty and staff responded with several initiatives to counteract being stereotyped as homophobic. The Lady Godiva Bnad (sic), which had always marched in the Toronto Gay Pride Parade, actually built a float and set off the cannon, winning the (perhaps only ever) Shock and Awe Award. Faculty members, staff and students formed an Engineering Positive Space committee and, with the student group, LGBTQase (Lesbian, Gay, Bisexual, Trans, Queer and Allies in Science and Engineering), developed a poster that raised awareness of the diverse sexuality of engineering students as well as an Engineering Positive Space badge with a unique "engineering" variation of the Positive Space rainbow triangle.

scholarly journals Faculty attitudes toward technology-driven instruction in developmental mathematics

2021 ◽  
Vol 29 ◽  
pp. 45
Author(s):  
Jenna W. Kramer ◽  
Stephany Cuevas ◽  
Angela Boatman
Keyword(s):  
Student Performance ◽  
Developmental Mathematics ◽  
Phenomenological Study ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Policy Implications ◽  
Developmental Math ◽  
Instructional Model ◽  
Targeted Assistance

Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability.

scholarly journals Bibliometric Study of Scholarly Productivity of Library and Information Science Research in Bangladesh from 1971 2020

2021 ◽  
Vol 41 (03) ◽  
pp. 213-225
Author(s):  
Md. Anwarul Islam ◽  
Prodip Kumer Roy
Keyword(s):  
Information Science ◽  
Science Research ◽  
Time Frame ◽  
Faculty Members ◽  
Bibliographic Databases ◽  
Future Research ◽  
Library And Information Science ◽  
Library Management ◽  
Prolific Authors ◽  
Joint Authorship

This paper aims to measure the extent to which Bangladesh-based Library and Information Science (LIS) researchers have published in leading LIS journals indexed by Web of Science (WoS) and SCOPUS. To answer this question, bibliographic information from LIS publications published in leading bibliographic databases from 1971 to 2020 were examined. Data from 266 LIS publication were collected, compiled and cleaned. VOSviewer software was used to carry out the science mapping of bibliometric networks. From the data it was evidenced that joint authorship and international collaboration have been increasing during this time frame. Authors from 20 countries have published in collaboration with Bangladeshi LIS researchers. Faculty members and the Department of Information Science and Library Management (ISLM) of Dhaka University became the most prolific authors and LIS Department in Bangladesh. The data compiled and findings will benefit current Bangladeshi LIS researchers and practitioners to assess areas of focus by highlighting, what they have, what they lack, and how they could grow to get direction for future research.

scholarly journals Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning

2021 ◽  
Vol 6 (2) ◽  
pp. 43-47
Author(s):  
Michelle E. Bartlett ◽  
Carrol L. Warren ◽  
Diane D. Chapman
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Time Frame ◽  
Lessons Learned ◽  
Faculty Members ◽  
Face To Face ◽  
Postsecondary Faculty ◽  
Teaching Learning ◽  
Faculty Transition

North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined

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