Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies

2020 ◽  
pp. 1-8
Author(s):  
Leticia Anderson ◽  
Lynette Riley
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Learning And Teaching ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
Teaching In Higher Education

Abstract The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university.

scholarly journals Pedagogical challenges in folk music teaching in higher education: a case study of Hua’er music in China

2016 ◽  
Vol 33 (1) ◽  
pp. 61-79
Author(s):  
Yang Yang ◽  
Graham Welch
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Folk Music ◽  
Teaching And Learning ◽  
Classical Music ◽  
Approaches To Learning ◽  
Western China ◽  
Teaching In Higher Education ◽  
Traditional Approaches

Recent literature suggests that traditional approaches in folk music education are not necessarily compatible with the pedagogical conventions of formal music education. Whilst several recent studies have tended to define these non-classical-music learning contexts as ‘informal’, the practice of folk music that was recently introduced into Chinese Higher Music Education appears to be much more complex and fluid, at least in its real world setting. This case study presents a detailed example of the teaching and learning of folk singing in contemporary society in Western China. In this particular context, both ‘informal learning’ and ‘formal’ music practices were observed and compared, based on research data collected from four music lessons and subsequent interviews with the participants. Drawing upon the analytical evidence, the research discusses a possible pedagogical model where two apparently contrasting approaches to learning (i.e. a conservatory model vs. traditional folk learning) could coalesce to ensure more effective learning outcomes of traditional folk music in higher education contexts.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals Genuine students as partners: How a Teaching Assistant Consultant program put students as partners into practice

2018 ◽  
Vol 2 (2) ◽  
pp. 106-114
Author(s):  
Gerry Gourlay ◽  
Cynthia Korpan
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Power Sharing ◽  
Learning And Teaching ◽  
Student Leader ◽  
Teaching In Higher Education ◽  
Do So

In this case study, a graduate student and staff member show how an institution wide program, aimed at enhancing learning and teaching in higher education, exemplifies Matthews’s (2017) “Five Propositions for Genuine Students as Partners Practice” at the department level. To do so, we describe the five propositions in relation to the Teaching Assistant Consultant (TAC) program that positions a graduate student leader in each department to support new Teaching Assistants (TAs). Through comparison, we look at how the program is inclusive, exhibits strong power-sharing capabilities through continual reflection and conversation, is ethical, and is strongly transformative.

“Sell Your Bargains” or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education

2013 ◽  
pp. 131-145
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Mixed Reality ◽  
Learning Experience ◽  
Academic Development ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Virtual Spaces ◽  
Creative Experience ◽  
Teaching In Higher Education

This case study relates to a mixed-reality game that has been developed and used by the author in the area of Academic Development and specifically within the Learning and Teaching in Higher Education (LTHE) module of the Postgraduate Certificate in Academic Practice (PGCAP). The game aims to provide a highly immersive learning experience to the players and opportunities to enhance their teaching in more creative ways as a result of their engagement and participation. The author shares details about this mixed-reality game and the pedagogical rationale on which it is based with other practitioners. The following also explores how this approach could be adapted and used in different learning and teaching contexts to transform learning in Higher Education into a more playful and creative experience which has potentially the power to motivate and connect individuals and teams combining physical and virtual spaces.

scholarly journals DIFICULDADES NO ENSINO E NA APRENDIZAGEM DE QUÍMICA ORGÂNICA DO ENSINO SUPERIOR - ESTUDO DE CASO EM DUAS UNIVERSIDADES FEDERAIS

Química Nova ◽  
2021 ◽  
Author(s):  
Natália Alves ◽  
Fábio Sangiogo ◽  
Bruno Pastoriza
Keyword(s):  
Organic Chemistry ◽  
Higher Education ◽  
Reaction Mechanisms ◽  
Teaching And Learning ◽  
Spatial Visualization ◽  
Learning And Teaching ◽  
Study Case ◽  
Complex Scenario ◽  
Students Success

DIFFICULTIES IN TEACHING AND LEARNING ORGANIC CHEMISTRY IN HIGHER EDUCATION - A CASE STUDY IN TWO FEDERAL UNIVERSITIES. This research investigates difficulties associated to the curricular component Organic Chemistry I based on a study case of Chemistry undergraduate courses (Bachelor and Teachers education) in two Federal Universities in the Brazilian South region. The analytical process integrated official documents of the courses (pedagogic projects, students’ grades), questionnaires, interviews, and researcher’s logbook of classes. Results show that the students’ success in Organic Chemistry I is lower than the sum of failure, unattendance, and temporary cancellation rates altogether in the curricular component offered by the different teachers and institutions studied. A complex scenario is highlighted in relation to factors that affect learning and teaching processes in undergraduate Organic Chemistry courses. The subjects’ responses highlight difficulties related to specific contents, such as conformation and spatial visualization of molecules, stereochemistry, and reaction mechanisms; lack of concepts from High School; and individual habits and characteristics of teachers, students, or both, such as didactics, concentration, and engagement. The results report on the importance of rethinking strategies and methodologies in the context of Organic Chemistry I in Higher Education

scholarly journals SANTPEN’s SoTL Journey: Building and Using a SoTL Approach Across Institutions

2016 ◽  
Vol 16 (5) ◽  
pp. 107-122
Author(s):  
Deborah West ◽  
Helen Stephenson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Geographic Location ◽  
Learning And Teaching ◽  
Grant Programs ◽  
Sustainable Improvement ◽  
Education Environment ◽  
The Status ◽  
Effective Use ◽  
Teaching In Higher Education

In the current higher education environment, providing high quality teaching and learning experiences to students has moved beyond desirable to essential. Quality improvement takes many forms, but one core aspect to ensure sustainable improvement is the development of a culture of scholarship of teaching and learning (SoTL). Developing such an institutional culture is surprisingly challenging yet essential to improving the status of teaching in higher education (HE), being successful in teaching and learning awards and grants, and, improving the student experience. The Australian Government’s Promoting Excellence Network initiative funds networks to foster collaboration between HE institutions to improve outcomes in national learning and teaching award and grant programs. Supported by this funding, the South Australian / Northern Territory Promoting Excellence Network (SANTPEN), a grouping of six institutions, formed. Bringing together a diverse network of institutions, similar only by virtue of geographic location is challenging. This paper describes the first three years of SANTPEN’s journey from the context of our own development with the concept of SoTL and how we applied this to build a culture of SoTL in and between our institutions. It also demonstrates how a modest budget can be put to effective use to benefit those immediately involved, institutional objectives and the aims of the national funding body. We provide evidence of this effectiveness and conclude with our collective aspirations for the future of SANTPEN and other likeminded and funded networks.

scholarly journals Ensino superior: docência e formação continuada

2017 ◽  
Vol 8 (16) ◽  
Author(s):  
Vera Lúcia Ramirez ◽  
Júlio César Lindemann ◽  
Guilherme Mendes Tomaz Dos Santos
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Teaching And Learning ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Educational Work ◽  
Specific Knowledge ◽  
Analysis Technique ◽  
Teaching In Higher Education

O artigo, decorrente de uma pesquisa do tipo Estudo de Caso, tem como foco a docência no ensino superior e a formação continuada, numa Instituição de Ensino Superior pertencente a uma rede privada de ensino, localizada no estado do Rio Grande do Sul. Participaram do estudo 28 docentes, sendo 4 do Curso de Administração, 4 de Biomedicina, 3 de Ciências Contábeis, 10 de Direito, 4 de Fisioterapia e 3 de Pedagogia, sendo deste grupo 14 do sexo masculino e 14 do feminino, cujo tempo de atuação na referida Instituição situa-se entre 0 e cinco anos.  Para a coleta dos dados, foi aplicado um questionário com questões abertas e fechadas. Os dados foram categorizados em quatro eixos temáticos, por meio da aplicação da Técnica de Análise de Conteúdo. Os achados indicam a relevância da formação didático-pedagógica articulada aos conhecimentos específicos da área de atuação como um dos fatores que contribuem para os processos de ensino e aprendizagem. Também, o incentivo e a promoção da formação continuada, por parte da Instituição em que os docentes atuam, são elementos considerados necessários para o aprimoramento da ação educativa no ensino superior.Palavras chave: Ensino Superior. Docência. Formação continuada.Higher education: teaching and continuing educationAbstractThe article, stemming from a search type Case Study, focuses on teaching in higher education and continuing education in a private institution of higher education, located in the state of Rio Grande do Sul. The study included 28 teachers from the following courses: Administration (4), Biomedicine (4), Accounting (3), Law (10), Physical Therapy (4), and Pedagogy (3); this group consisted of 14 males and 14 females, whose time performance in that institution was between 0 and five years. To collect data it was used a questionnaire with open and closed questions. Data were categorized into four themes, through the application of content analysis technique. The findings indicate the importance of teaching-training pedagogy articulated to the specific knowledge of the area of operation as one of the factors that contributes to the teaching and learning processes. Also, the encouraging and promoting of continuing education, by the institution in which teachers work, are elements considered necessary for the improvement of educational work in higher education.Keywords: Higher education. Teaching. Continuing education.

scholarly journals Reframing theory of, and for, practice in higher education

2021 ◽  
Vol 18 (4) ◽  
pp. 2-7
Author(s):  
Alisa Percy ◽  
◽  
Nona Press ◽  
Martin B Andrew ◽  
Vikk Pollard ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Department Of Education ◽  
University Teaching ◽  
High Quality ◽  
Learning And Teaching ◽  
Higher Education Journals ◽  
Workplace Relations ◽  
National Networks ◽  
Teaching In Higher Education

When the Journal of University Teaching and Learning Practice — JUTLP as we have come to know it — was established in 2004, it was to fill a perceived gap in publications related to teaching and learning practice in higher education, with practice being the operative word (Carter, 2004). While other higher education journals existed, they were mainly the purview of academic developers and the most prodigious of disciplinary academics researching their teaching. In contrast, JUTLP was to be built as open-access and its readership as ‘practitioners looking for good ideas based soundly on a body of accessible theory and research’ (McInnes, 2004, n.p.). JUTLP was established in the Australian context at a time when promoting excellence in teaching and learning was regarded as an important government agenda to improve the student experience, and not accidentally, coincided with the creation of the Carrick Institute for Learning and Teaching in Higher Education (later the Australian Learning and Teaching Council, and later again the Office for Learning and Teaching). The Carrick Institute supported national cross-institutional grants and fellowship schemes, and promoted national networks of educational research into practice to support the mission of the then Department of Education, Employment and Workplace Relations (DEEWR) to ensure all ‘Australian higher education institutions provide high quality teaching and learning for all students’ (Carrick, 2009). How times have changed.

scholarly journals A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 184-205
Author(s):  
Lesley Andrew ◽  
◽  
Ruth Wallace ◽  
Ros Sambell ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Peer Observation ◽  
Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

Sign in / Sign up

Export Citation Format

Share Document