C. Eaton, Aurea K. Osgood, Dawnette L. Cigrand, Ann-Marie L. Dunbar
Research has commonly suggested that adequate and appropriate mentoring and faculty perception of support for a work-life balance are important factors in the recruitment, development, and retention of university faculty. To better understand the role of these factors in faculty job performance at teaching universities, faculty from such a university were surveyed about their experiences with these forms of support and the factors that influenced their perception of the ability to do their job well. Results indicate that faculty mentoring was an important predictor for support at the department level. Additionally, perceived work-life balance was a significant factor at the college and university levels.
{"title":"Faculty Perception of Support to Do Their Job Well","authors":"C. Eaton, Aurea K. Osgood, Dawnette L. Cigrand, Ann-Marie L. Dunbar","doi":"10.46504/10201503ea","DOIUrl":"https://doi.org/10.46504/10201503ea","url":null,"abstract":"Research has commonly suggested that adequate and appropriate mentoring and faculty perception of support for a work-life balance are important factors in the recruitment, development, and retention of university faculty. To better understand the role of these factors in faculty job performance at teaching universities, faculty from such a university were surveyed about their experiences with these forms of support and the factors that influenced their perception of the ability to do their job well. Results indicate that faculty mentoring was an important predictor for support at the department level. Additionally, perceived work-life balance was a significant factor at the college and university levels.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"41 1","pages":"35-42"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Steven J. McGahan, Christina M. Jackson, Karen Premer
The University of Nebraska at Kearney’s Online Course Checklist is the main instrument for assessing the quality of online courses at UNK. A number of issues were faced when developing and deploying this quality assurance checklist at a small four-year university. The process including development, implementation, and revision is discussed along with the need for faculty buy-in. Special considerations included how to assess the quality of an online course while ensuring academic freedom in accordance with a union contract. The purpose of this case study is to provide a roadmap for institutions that are developing an instrument of their own.
{"title":"Online Course Quality Assurance: Development of a Quality Checklist.","authors":"Steven J. McGahan, Christina M. Jackson, Karen Premer","doi":"10.46504/10201510mc","DOIUrl":"https://doi.org/10.46504/10201510mc","url":null,"abstract":"The University of Nebraska at Kearney’s Online Course Checklist is the main instrument for assessing the quality of online courses at UNK. A number of issues were faced when developing and deploying this quality assurance checklist at a small four-year university. The process including development, implementation, and revision is discussed along with the need for faculty buy-in. Special considerations included how to assess the quality of an online course while ensuring academic freedom in accordance with a union contract. The purpose of this case study is to provide a roadmap for institutions that are developing an instrument of their own.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":"126-140"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.
{"title":"Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans.","authors":"M. Sportsman, Lisa Thomas","doi":"10.46504/10201504sp","DOIUrl":"https://doi.org/10.46504/10201504sp","url":null,"abstract":"This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":"43-55"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital curation is a process that allows university professors to adapt and adopt resources from multidisciplinary fields to meet the educational needs of twenty-firstcentury learners. Looking through the lens of new media literacy studies (Vasquez, Harste, & Albers, 2010) and new literacies studies (Gee, 2010), we propose that university professors be savvy consumers of multimedia through purposeful content curation. In this paper, we will discuss practices that university professors may use to transform teaching and learning through effective collection, categorization, critiquing, conceptualization, and circulation of resources deemed to have curricular and content standards value.
{"title":"The Five Cs of Digital Curation: Supporting Twenty-First-Century Teaching and Learning.","authors":"Mark E. Deschaine, Sue Ann Sharma","doi":"10.46504/10201501DE","DOIUrl":"https://doi.org/10.46504/10201501DE","url":null,"abstract":"Digital curation is a process that allows university professors to adapt and adopt resources from multidisciplinary fields to meet the educational needs of twenty-firstcentury learners. Looking through the lens of new media literacy studies (Vasquez, Harste, & Albers, 2010) and new literacies studies (Gee, 2010), we propose that university professors be savvy consumers of multimedia through purposeful content curation. In this paper, we will discuss practices that university professors may use to transform teaching and learning through effective collection, categorization, critiquing, conceptualization, and circulation of resources deemed to have curricular and content standards value.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"22 1","pages":"19-24"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article makes a case for using creative writing in a second language course. Creative writing increases students’ enthusiasm for writing skills development and supports students’ creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a second language writing course. This study presents the rationale for the use of creative writing grounded in critical pedagogy and the context of instruction. Data collection focused on the content of students’ writing and their attitudes towards creative writing and critical pedagogy. The results show that all the participating students found the assignment both enjoyable and beneficial for the development of their writing ability. However, the students’ perceptions of critical pedagogy varied. The author argues for greater employment of creative writing in second language courses in the future.
{"title":"Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students.","authors":"Ekaterina Arshavskaya","doi":"10.46504/10201506AR","DOIUrl":"https://doi.org/10.46504/10201506AR","url":null,"abstract":"This article makes a case for using creative writing in a second language course. Creative writing increases students’ enthusiasm for writing skills development and supports students’ creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a second language writing course. This study presents the rationale for the use of creative writing grounded in critical pedagogy and the context of instruction. Data collection focused on the content of students’ writing and their attitudes towards creative writing and critical pedagogy. The results show that all the participating students found the assignment both enjoyable and beneficial for the development of their writing ability. However, the students’ perceptions of critical pedagogy varied. The author argues for greater employment of creative writing in second language courses in the future.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":"68-78"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are many positive aspects of teaching and learning in Massive Online Open Courses (MOOCs), for both instructors and students. However, there is also a considerable amount of negativity in MOOCs, emerging from learners on discussion forums and through peer assessment, from disciplinary colleagues and from public discourse around MOOCs. Through mixed-methods case-study research of two diverse MOOCs (one focused on general, introductory-level content and one designed for specialized graduate students and professionals), we consider the following questions: What are the various forms that negativity takes in MOOCs? How might MOOC negativity vary among disciplines? How does negativity impact MOOC instructors and learners? We present evidence suggesting that MOOC negativity poses a serious problem that may be responsible for instructor/ learner disengagement and instructor burnout, and that anticipating and addressing such negativity can improve MOOC learning communities. Lessons learned from these two MOOCs can be beneficial not only to those involved with MOOCs, but also to those involved in other online educational contexts where faculty and learners seek to manage existing and anticipated negativity.
{"title":"Negativity in Massive Online Open Courses: Impacts on Learning and Teaching and How Instructional Teams May Be Able to Address It.","authors":"Denise Comer, R. Baker, Y. Wang","doi":"10.46504/10201508co","DOIUrl":"https://doi.org/10.46504/10201508co","url":null,"abstract":"There are many positive aspects of teaching and learning in Massive Online Open Courses (MOOCs), for both instructors and students. However, there is also a considerable amount of negativity in MOOCs, emerging from learners on discussion forums and through peer assessment, from disciplinary colleagues and from public discourse around MOOCs. Through mixed-methods case-study research of two diverse MOOCs (one focused on general, introductory-level content and one designed for specialized graduate students and professionals), we consider the following questions: What are the various forms that negativity takes in MOOCs? How might MOOC negativity vary among disciplines? How does negativity impact MOOC instructors and learners? We present evidence suggesting that MOOC negativity poses a serious problem that may be responsible for instructor/ learner disengagement and instructor burnout, and that anticipating and addressing such negativity can improve MOOC learning communities. Lessons learned from these two MOOCs can be beneficial not only to those involved with MOOCs, but also to those involved in other online educational contexts where faculty and learners seek to manage existing and anticipated negativity.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":"92-113"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.
{"title":"Using Technology-Nested Instructional Strategies to Enhance Student Learning.","authors":"A. Lumpkin, Rebecca M. Achen, Regan K. Dodd","doi":"10.46504/10201509lu","DOIUrl":"https://doi.org/10.46504/10201509lu","url":null,"abstract":"Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":"114-125"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on a one-year research project that used peer coaching and collaboration between two reading professors to study the effects of collaborative classroom activities on student engagement. In order to address professors’ concerns about student participation, two undergraduate reading-methods classes were revised through the inclusion of more collaborative learning activities. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes.
{"title":"An Investigation into Student Engagement in Higher Education Classrooms.","authors":"P. Witkowski, Thomas Cornell","doi":"10.46504/10201505wi","DOIUrl":"https://doi.org/10.46504/10201505wi","url":null,"abstract":"This article reports on a one-year research project that used peer coaching and collaboration between two reading professors to study the effects of collaborative classroom activities on student engagement. In order to address professors’ concerns about student participation, two undergraduate reading-methods classes were revised through the inclusion of more collaborative learning activities. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":"56-67"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformative experiences. This study examined pre-service teachers’ critical reflection of the course materials and learning experiences in a Capstone course in Reflective Teaching and a course in Universal Design for Learning (UDL). Results suggest that similar learning experiences were identified as triggering a perspective transformation. When learners have the opportunity to engage in critical reflection, they may more easily question their personal perspectives as a result.
{"title":"Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses.","authors":"V. Caruana, Kelli Woodrow, Luis Pérez","doi":"10.46504/10201502ca","DOIUrl":"https://doi.org/10.46504/10201502ca","url":null,"abstract":"The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformative experiences. This study examined pre-service teachers’ critical reflection of the course materials and learning experiences in a Capstone course in Reflective Teaching and a course in Universal Design for Learning (UDL). Results suggest that similar learning experiences were identified as triggering a perspective transformation. When learners have the opportunity to engage in critical reflection, they may more easily question their personal perspectives as a result.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"10 1","pages":"25-34"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It might be useful to be explicit about what this paper does not contain. This paper will not contain hearty recommendations of online learning from seasoned professionals in the field, or from the confident learners who have been lucky enough to work with them. This paper will not contain a defence of online learning (neither, however, is it intended as an attack on the same, or as an evagination of the manifold accounts of successful online learning projects that bespatter the World Wide Web). It will not contain a comprehensive overview of online learning practices around the globe (assuming that such a study would be possible at anything less than book length, anyway). Nor is this paper’s ambition (or that of its author) such that a more localised examination of the online learning environment in UK Universities has been undertaken. Instead of any of the above, this paper presents a picture of a Fragile Learner, struggling and anxious in the online milieu, and attempts to view his plight through the lens of psychoanalytic applications. In the course of researching this work, however, the author discovered a good deal of anxiety among colleagues who had been asked to work in this way for the first time in an attempt to meet learner demand. Using transcripts of short interviews with three anxious colleagues, the aim is to show how debilitating an enforced teaching role on the Internet can be, and we apply to the learning process the theoretical work of Carl Rogers, Jacques Lacan and John Steiner. We discover that Rogers had discussed the Fragile Learner as long ago as the middle of the previous century, in all but name; and by employing a stitchworked tapestry of anecdotes and memories, the former of which are accurate and the latter of which are subject to the customary erosion caused by time, self-protection and chronic narcissism, the paper refers to a learner’s shame and humiliation in online learning.
{"title":"The Internet is Unwell...and Will Not Be at School Today: Oppositions, Omissions and Online Anxiety","authors":"M. Mathew","doi":"10.46504/09201400ma","DOIUrl":"https://doi.org/10.46504/09201400ma","url":null,"abstract":"It might be useful to be explicit about what this paper does not contain. This paper will not contain hearty recommendations of online learning from seasoned professionals in the field, or from the confident learners who have been lucky enough to work with them. This paper will not contain a defence of online learning (neither, however, is it intended as an attack on the same, or as an evagination of the manifold accounts of successful online learning projects that bespatter the World Wide Web). It will not contain a comprehensive overview of online learning practices around the globe (assuming that such a study would be possible at anything less than book length, anyway). Nor is this paper’s ambition (or that of its author) such that a more localised examination of the online learning environment in UK Universities has been undertaken. Instead of any of the above, this paper presents a picture of a Fragile Learner, struggling and anxious in the online milieu, and attempts to view his plight through the lens of psychoanalytic applications. In the course of researching this work, however, the author discovered a good deal of anxiety among colleagues who had been asked to work in this way for the first time in an attempt to meet learner demand. Using transcripts of short interviews with three anxious colleagues, the aim is to show how debilitating an enforced teaching role on the Internet can be, and we apply to the learning process the theoretical work of Carl Rogers, Jacques Lacan and John Steiner. We discover that Rogers had discussed the Fragile Learner as long ago as the middle of the previous century, in all but name; and by employing a stitchworked tapestry of anecdotes and memories, the former of which are accurate and the latter of which are subject to the customary erosion caused by time, self-protection and chronic narcissism, the paper refers to a learner’s shame and humiliation in online learning.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"9 1","pages":"9-27"},"PeriodicalIF":0.0,"publicationDate":"2014-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：