Towards Inclusive Learning Environments in Higher Education? Reflections on a Professional Development Course for University Lecturers

2002 ◽  
Vol 7 (2) ◽  
pp. 193-214 ◽  
Author(s):  
Alan Skelton
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environments ◽  
Inclusive Learning ◽  
University Lecturers ◽  
Development Course

scholarly journals Supporting Inclusive Learning Environments and Professional Development in Medical Education Through an Identity and Inclusion Initiative

2020 ◽  
Vol 95 (12S) ◽  
pp. S51-S57
Author(s):  
James N. Woodruff ◽  
Monica B. Vela ◽  
Zaina Zayyad ◽  
Tyrone A. Johnson ◽  
Beverly Kyalwazi ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Learning Environments ◽  
Inclusive Learning

scholarly journals TYPES AND FORMS OF CONTINUING PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF (BY THE RESULTS OF THE POLL)

2018 ◽  
Author(s):  
Oksana Bulvinska ◽  
Maxim Bulvinsky
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Educational Institution ◽  
Continuing Professional Development ◽  
Training System ◽  
Online Forms ◽  
University Lecturers

The article is devoted to the results of the academic stuff of Ukrainian universities employees regarding to the types and forms of their professional development. Professional development forms are ordered according to their reducing degree in meaning for respondents by a ranking method. It was determined that the first three ranked places among the named types and forms of university lecturers professional development took such activities as studying at trainings, courses, coaching sessions outside the native educational institution; using online forms and self-analysing of own professional experience accordingly. Nationwide advanced training courses and a system of professional development within native higher education institutions are highly demanded among lecturers, although are clearly underdeveloped forms. According to the results of the study, it is suggested to cultivate types of professional growth of the academic stuff of higher education institutions at the expense of accredited educational programs in educational or scientific institutions; expanding of educational online resources of a Ukrainian Internet segment, as well as involvement of European and worldwide relevant resources. It is also perspective to develop the lecturers training system in the context of institutional autonomy as this is an all-European trend.

Designing and Delivering Online Professional Development Courses for Online Educators

2019 ◽  
pp. 424-451
Author(s):  
Lockias Chitanana
Keyword(s):  
Professional Development ◽  
International Education ◽  
Learning Environments ◽  
Course Design ◽  
Online Professional Development ◽  
Educational Institutions ◽  
Resource Network ◽  
Online Educators ◽  
Learning Principles ◽  
Development Course

This chapter is based on a study that examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions among the participants in the course. The participants were 28 educators, who were working in different educational institutions in different countries throughout the world. The purpose of the study was to identify the constructivist learning principles that were behind the success of the course. The results of the study show that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. The results provide online professional development course designers with insights on how to plan and deliver a successful course.

scholarly journals Creating and Supporting a Harassment- and Assault-Free Field School

2020 ◽  
Vol 8 (2) ◽  
pp. 111-122
Author(s):  
Carol E. Colaninno ◽  
Shawn P. Lambert ◽  
Emily L. Beahm ◽  
Carl G. Drexler
Keyword(s):  
Higher Education ◽  
Sexual Harassment ◽  
Learning Environments ◽  
Free Field ◽  
School Setting ◽  
Women In Academia ◽  
Field School ◽  
Inclusive Learning ◽  
Hierarchical Nature ◽  
Field Schools

ABSTRACTGiven the hierarchical nature and structure of field schools, enrolled students are particularly susceptible to harassment and assault. In 2018, the National Academies of Sciences, Engineering, and Medicine (NASEM) released recommendations to help prevent sexual harassment and assault of women in academia. Although these recommendations are specific to higher education and exclusive to women, some can be modified and applied to the context of archaeological field schools. We review the NASEM's recommendations, with particular attention to those applicable to the field school setting, and provide suggestions for making field schools safer and more inclusive learning environments for all students. Although we present recommendations for practices that can be implemented at field schools, additional research is needed to understand how sexual harassment occurs at field schools and how the implementation of these recommendations can make learning safer.

Navigating Campus Controversies: Seeking Truth, Respecting Speech, and Cultivating Intellectual Fairness in Higher Education

2019 ◽  
Vol 89 (1) ◽  
pp. 30-54 ◽  
Author(s):  
REBECCA M. TAYLOR ◽  
ASHLEY FLOYD KUNTZ
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Intellectual Development ◽  
Higher Education Institutions ◽  
Academic Community ◽  
College Campuses ◽  
Normative Framework ◽  
Inclusive Learning ◽  
Middlebury College

In this essay, Rebecca M. Taylor and Ashley Floyd Kuntz explore the higher education aims of advancing truth, respecting speech, and fostering inclusive learning environments in the context of controversial invited speakers on college campuses. They consider the case of Charles Murray's visit to Middlebury College in 2017. They argue that intellectual fairness—which centers the importance of pursuing truth, combating bias, and supporting the intellectual development of members of the academic community—is an appropriate guiding virtue when navigating the intellectual and democratic aims of higher education. They look to advance intellectual fairness as a normative framework for understanding the aims and responsibilities of higher education institutions.

Level Up

2017 ◽  
pp. 366-379 ◽  
Author(s):  
Oliver Dreon ◽  
Greg Szczyrbak
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Member ◽  
Learning Environments ◽  
Design Considerations ◽  
Development Experience ◽  
The Creation ◽  
K 12 ◽  
Game Elements

Gamification is becoming increasingly popular in both K-12 and higher education settings. By infusing game elements into learning environments, educators believe that students will be more engaged and more motivated to learn (Bowman, 1982, Deterding, 2012, Dominguez et al, 2013). But what about the use of gamification to support the professional development of educators? What impact would gamification have on the participation and motivation of professors and faculty involved in an intensive professional development experience? This chapter describes the creation and implementation of Level Up, a two week long professional development game involving twenty faculty member participants. The chapter outlines the process of designing the game and the game elements used throughout its implementation. The chapter also examines some challenges the designers and participants experienced during the game implementation and provides several design considerations for professional developers who wish to gamify their faculty programs.

Implementing a Careers and Professional Development Course for Sociology Students

2019 ◽  
Vol 48 (1) ◽  
pp. 28-39
Author(s):  
Mary Scheuer Senter
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Career Success ◽  
College Graduates ◽  
Graduate Programs ◽  
Higher Education Institutions ◽  
Sociological Knowledge ◽  
Knowledge And Skills ◽  
Development Course ◽  
Practice Skills

Sociology students are interested in having meaningful careers that use their sociological knowledge and skills, and higher education institutions are under pressure to show that their graduates achieve career success. A one-credit-hour course focused on careers, professional development, and resources for sociology majors can increase students’ confidence that multiple options exist for them in their postbaccalaureate lives. Sociology faculty can design a course that increases students’ ability to locate and apply for relevant jobs and graduate programs and to practice skills that employers say that want to see in college graduates. Detailed examples of assignments, readings, and class activities are presented that can readily be tailored to the unique circumstances of different institutions and their students.

scholarly journals Opening Online Academic Development Programmes to International Perspectives and Dialogue

2009 ◽  
pp. 85-109
Author(s):  
Catherine Manathunga ◽  
Roisin Donnelly
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environments ◽  
Academic Staff ◽  
Academic Development ◽  
Online Interaction ◽  
International Perspectives ◽  
The Future ◽  
Changing Role

Professional development for academic staff in higher education is receiving increasing attention. The focus has been on providing an opportunity for academic staff to enhance their effectiveness in meeting changing needs and roles in higher education. Inherent in this changing role has been meeting the challenges of technology-infused learning environments available for use today. This chapter explores the potential of online academic development programmes to increase collaboration and dialogue amongst participants through integrating opportunities for online interaction. By spotlighting two particular postgraduate programmes in Ireland and Australia, the chapter reports on present experiences of integrating international guests and considers the future of connecting people and technology for academic development in higher education.

scholarly journals SUPPORT OF A HIGHER EDUCATION INSTITUTION FOR THE NEW TEACHERS

2015 ◽  
Vol 1 ◽  
pp. 196
Author(s):  
Regina Baltusite
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
New Teachers ◽  
Beginning Teacher ◽  
Education Institution ◽  
Working Environment ◽  
Higher Education Institution ◽  
Professional Activities ◽  
University Lecturers ◽  
The University

<p>The article deals with the problem of the support of a higher education institution for the new teachers. The professional development is a complex and time-consuming processof a personality’s self-perfection, self-development and self-training. The process of professional development begins with the obtaining of a diploma. The success in the professional activities and the progress in making a career depend on a person him/herself in various aspects. However, irrespective of the fact that a beginning teacher has the experience of practice, when starting professional activities in the respective working environment, he/she faces situations that demand immediate solution of a problem, but there is not always a person beside a beginning teacher, who could provide support regarding dealing with a particular situation and making a decision. The support, provided by a higher education institution, when a new teacher starts working, is very important. A beginning teacher can use the contacts established at the higher education institution and apply to the university lecturers for assistance.</p>

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