Mentoring for Faculty Engagement from a Socially and Culturally Situated Perspective

2016 ◽  
pp. 115-126 ◽  
Author(s):  
Jose W. Lalas
Keyword(s):  
Faculty Engagement ◽  
Situated Perspective

Becoming a Community Musician

2018 ◽  
Author(s):  
Dave Camlin ◽  
Katherine Zesersen
Keyword(s):  
United Kingdom ◽  
Community Music ◽  
Knowledge And Attitudes ◽  
The North ◽  
The United Kingdom ◽  
Democratic Pedagogy ◽  
Situated Perspective

In this chapter, we outline an approach to training in community music that is congruent with its pluralistic and diverse character. From the situated perspective of Sage Gateshead, a large music organization in the north of the United Kingdom, we reflect on some of the ways that musicians have developed the skills, knowledge, and attitudes to become effective practitioners of community music. Rooted in a dialogic and democratic pedagogy, the training processes described herein recognize the highly individualized nature of community music practices, and are underpinned by the explicitly humanistic values and attitudes that unite them.

Faculty Engagement and Well-Being: A Vital Leadership Role for Chairs

2016 ◽  
Vol 26 (4) ◽  
pp. 14-16
Author(s):  
Kenneth R. Bartlett ◽  
Mary Jo Kreitzer ◽  
Brandon Sullivan
Keyword(s):  
Well Being ◽  
Leadership Role ◽  
Faculty Engagement

scholarly journals Using Retrospective Assessment to Measure Levels of Student and Faculty Engagement in the Development of Sustainability Supply Chain and Facility Logistics Curriculum

2020 ◽  
Author(s):  
Suzanna Ph.D. ◽  
Hector Carlo ◽  
Scott Grasman ◽  
Abhijit Gosavi ◽  
Leonardo Bedoya-Valencia ◽  
...  
Keyword(s):  
Supply Chain ◽  
Faculty Engagement ◽  
Retrospective Assessment ◽  
Facility Logistics

scholarly journals Motivational Dynamics in Language Advising Sessions: A Case Study

2019 ◽  
pp. 5-20
Author(s):  
Eduardo Castro
Keyword(s):  
Language Learning ◽  
Interpretative Phenomenological Analysis ◽  
Task Complexity ◽  
Longitudinal Case Study ◽  
Learning Context ◽  
Sense Of Competence ◽  
Depth Interview ◽  
Language Classroom ◽  
Situated Perspective

Researchers have increasingly been interested in the complex and dynamic character of motivation. Recent studies point out the complex fluctuation of motivation in a situated perspective, as in a language classroom. However, little is known on how motivation evolves in out-of-class contexts, as in advising in language learning context. The present paper aims to explore the dynamics of motivation to learn English of an advisee. Data of this longitudinal case study were collected through a motivational grid combined with advisor’s diaries and an in-depth interview, which were analyzed following the interpretative phenomenological analysis procedures. Results revealed that task complexity, tiredness, sense of competence, teachers and peers contributed to the fluctuation of the participant’s motivation.

scholarly journals Facilitators and Barriers to Engagement and Effective SoTL Research Collaborations in Faculty Learning Communities

2020 ◽  
Vol 8 (2) ◽  
pp. 53-72
Author(s):  
Claudia A. Cornejo Happel ◽  
Xiaomei Song
Keyword(s):  
United States ◽  
Learning Communities ◽  
Teaching And Learning ◽  
The United States ◽  
Faculty Engagement ◽  
Faculty Learning Communities ◽  
Academic Communities ◽  
Faculty Learning ◽  
Explanatory Sequential Design ◽  
Collaborative Structures

To determine factors that influence faculty engagement and success in faculty learning communities focused on collaborative Scholarship of Teaching and Learning (SoTL), our project gathered information on (1) faculty motivation to engage with SoTL; (2) structures that support collaboration; (3) the perceived impact of SoTL on teaching, scholarship, and faculty engagement in academic communities on campus and beyond; and (4) the role of the teaching center in supporting collaborative faculty learning communities focused on SoTL. In this explanatory, sequential design mixed-methods study, participants were asked to complete a survey on their experience as participants in faculty learning communities at a large comprehensive public university in the southeastern United States; researchers then conducted one-on-one interviews with select participants to gain an in-depth understanding of trends and questions emerging from the survey data. Results indicate that personal, institutional, professional, and team factors contribute to participants’ perception of the success and effectiveness of collaborative research teams. Findings from the study offer guidance for setting up effective collaborative structures for SoTL projects and nurturing inter-disciplinary research among faculty members, thus providing insights that can inform the design and facilitation of similar programs in the United States and internationally.

What factors predict faculty engagement in business ethics education?

2021 ◽  
pp. 1-10
Author(s):  
Laura Beauvais ◽  
Susan Bosco ◽  
David Desplaces ◽  
Avi Kay
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Faculty Engagement ◽  
Business Ethics Education

Maintaining a Socially Just Classroom

2019 ◽  
pp. 196-211 ◽  
Author(s):  
Jose W. Lalas ◽  
Joanna Linda Lalas
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Cultural Capital ◽  
Ethical Decision Making ◽  
Funds Of Knowledge ◽  
Research Literature ◽  
Sociocultural Factors ◽  
Related Research ◽  
Situated Perspective ◽  
Engaging Student

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

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