scholarly journals Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 47-78 ◽  
Author(s):  
Carl Edwin Wieman
Keyword(s):  
Teaching Methods ◽  
Teaching Effectiveness ◽  
University Teaching ◽  
Student Body ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
The Past ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Beneficial Impact

Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of these expert practices will profoundly change the nature of university teaching and have a large beneficial impact on higher education.

scholarly journals Foreword

2019 ◽  
Vol 8 (1) ◽  
pp. 1-2
Author(s):  
J.D. Walker
Keyword(s):  
Teaching And Learning ◽  
Learning Spaces ◽  
Student Body ◽  
The Past ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Different Types ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Educational Importance

Over the past few decades, researchers have produced a body of literature that examines the educational importance of space, finding that how learning spaces are laid out, furnished, and equipped makes a difference to the teaching and learning process. Put another way, the formal learning spaces in which much teaching takes place, such as classrooms and laboratories, are not neutral. Different types of classrooms can facilitate, or retard, the implementation of different teaching techniques, and we have only begun to study the ways in which innovative learning environments may enhance equity in the education of our increasingly diverse student body.

scholarly journals What is diverse enough? How “intentionally diverse” charter schools recruit and retain students

2018 ◽  
Vol 26 ◽  
pp. 165 ◽  
Author(s):  
Huriya Jabbar ◽  
Terri S. Wilson
Keyword(s):  
School Choice ◽  
Charter Schools ◽  
Qualitative Data ◽  
Ad Hoc ◽  
Marketing Strategies ◽  
Student Body ◽  
The Past ◽  
Diverse Student Body ◽  
External Pressures ◽  
Diverse Student

School choice has the potential to be a tool for desegregation, but research suggests that choice more often exacerbates segregation than remedies it. In the past several years, hundreds of ‘intentionally diverse’ charter schools have opened across the country, potentially countering the link between charter schools and segregation. Yet, these schools raise important questions about choice, segregation, and equity. For instance: how do leaders of diverse charter schools prioritize diversity in decisions about location, marketing, and recruitment? What are the implications of these diversity efforts for equity, especially within competitive and marketized educational contexts? We explore the concrete recruiting and marketing strategies schools used to build and retain their diverse communities, drawing on qualitative data from New Orleans, LA, and Minneapolis-St. Paul, MN. We identify key strategies used by school leaders, but also note that many strategies were ad-hoc and experimental. Furthermore, we noted that school goals around “how much” diversity was sufficient were often unarticulated, making schools susceptible to external pressures that might refocus attention away from equity and diversity, or allow groups with more power to shape agendas within the school. Finally, we find that contexts of gentrification and widening economic inequities threatened schools’ efforts to recruit and maintain a diverse student body. We discuss implications for leaders of diverse charter schools and other leaders seeking to diversify their student bodies, as well as policymakers and charter authorizers.

The Ethics of Designing for Multimodality

2011 ◽  
pp. 125-154 ◽  
Author(s):  
Michael Sankey ◽  
Rod St. Hill
Keyword(s):  
Approaches To Learning ◽  
Multimodal Learning ◽  
Student Body ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Course Materials ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Significant Research ◽  
Based Instruction

The changing nature of distance education in the higher education context is investigated in this chapter, particularly in relation to “massification” and the ethics involved in delivering technology enhanced courses to an increasingly diverse student body. Institutions may have developed policies in response to this, but it would seem that few academics have a coherent way of adhering to them. In addition, there is significant research suggesting that reliance on text-based instruction may disadvantage some students. This chapter draws on four case studies, emanating from recent research, demonstrating that higher levels of student engagement are possible when course materials are designed to cater for students with different approaches to learning. This chapter also suggests a more ethical approach to developing courses is a two-phased approach: 1) integrating a range of multimodal learning and teaching strategies; and 2) giving students the opportunity to discover their preferred approach to learning.

scholarly journals A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences

2018 ◽  
Author(s):  
Bronwyn Clarke ◽  
Rachel Wilson ◽  
Gabrielle Murray
Keyword(s):  
Learning Experience ◽  
Collaborative Work ◽  
Holistic Approach ◽  
Student Body ◽  
Learning And Teaching ◽  
Measurement Framework ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Student Belonging ◽  
The University

RMIT University is Australia’s second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, & Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an ‘index’ of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement. 

Evaluation of teaching methods of chemistry concepts through laboratory work: A case study of chemistry department, faculty of natural sciences, Shaheed Professor Rabbani Education University

2018 ◽  
Vol 1 (3) ◽  
pp. 42-48
Author(s):  
Humapar Azhar Rahimi ◽  
Deana Qarizada ◽  
Abdul Hadi Stanikzai
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Laboratory Work ◽  
Laboratory Equipment ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
Complex Concept ◽  
Active Teaching ◽  
Evaluation Of Teaching ◽  
Department Faculty

This research has been carried out under the title of (Evaluation of teaching methods of chemistry concepts through laboratory work). The main objective of this research is to investigate learning and teaching methods, concepts that are taught by laboratory works and the challenges that may the teaching and learning methods face from the perspective of lecturers and students. In this research, to collect the statistical information a type of applications method and combined methods (related to library and region) has been used. In view of Cochran formula and Morgan table. The sampling method was selected systematically on random bases. In addition, the questionnaires were distributed to (136) students and (8) lecturers and their comments were collected. Based on the result of this study, researchers and lecturers have made it clear that the teaching methods of the concepts of chemistry by using laboratory works are directly related to various subjects in a complex concept, and students are taught by the activity of exploratory, exploration, problem-solving skills, and project centered. However, it can be possible in existence of sufficient materials and equipment. The majority of students and lecturers reminded the lack of laboratory, equipment and lack of knowledge of lecturers from active teaching methods of the laboratory.

Challenges Experienced by Women of Color in Educational Leadership

2021 ◽  
pp. 76-100
Author(s):  
Ronald Morgan ◽  
Kitty M. Fortner ◽  
Kimmie Tang
Keyword(s):  
Educational Leadership ◽  
Women Of Color ◽  
Educational Leaders ◽  
Leadership Positions ◽  
Student Body ◽  
Advanced Degrees ◽  
Educational Stakeholders ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Positive Effect

There continue to be many issues women of color face as they pursue both an advanced education and leadership positions in education. There appears to be an increase in the number of women of color seeking advanced degrees and pursuing educational leadership positions, but the numbers are still small overall. While some educational stakeholders have worked to increase the number of women of color in educational leadership positions, it has been minimal. A central question that is often asked is, How does a school ensure that the educational leaders are capable of moving forward, with meeting the needs of a diverse student body? Many advocates say promoting a more diverse group of educational leaders, especially women of color, will only help increase student success. Increasing the number of women of color in educational leadership positions can help have a positive effect on the issues of racism, poverty, aggression, oppression, hostility, or even privilege.

Tier II Basics

2019 ◽  
pp. 308-324
Author(s):  
Amy Campbell ◽  
Billie Jo Rodriguez ◽  
Kristen Schrauben
Keyword(s):  
Challenging Behaviors ◽  
Academic Needs ◽  
Student Body ◽  
Tier Ii ◽  
Diverse Student Body ◽  
Wide Range ◽  
Diverse Student ◽  
Tier Ii Interventions ◽  
Additional Support ◽  
Tier I

Schools are charged with the challenge of addressing the complex social and academic needs of an increasingly diverse student body, while simultaneously facing reductions in funding, resources, and personnel. Schools are in need of effective and efficient behavioral support strategies to meet the needs of a wide range of students. Although Tier I strategies are essential to prevent many challenging behaviors, some students may require additional intervention and support. Tier II interventions are one mechanism for providing the additional support within an MTSS framework. This chapter defines the critical features of Tier II interventions and provides guidelines for implementing a range of interventions. The chapter also addresses issues related to the transition from Tier I to Tier II.

Diversity and Design

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Debbie Holley ◽  
Martin Oliver
Keyword(s):  
Higher Education ◽  
Inner City ◽  
Course Design ◽  
Stage Model ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The Status ◽  
Inclusive Business ◽  
E Learning

Higher Education Institutions have worked to make equality of access to electronic curriculum resources the ‘status quo’. However, there is evidence that simply providing e-learning – no matter how well intentioned – is insufficient to address the problems that students are experiencing. A three stage model has been developed through analysis of students’ learning experiences at an inner-city, post-1992 University to illustrate how students have to negotiate their engagement with Higher Education. The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be considered as high, medium and low risk in terms of retention. The value of this model for design and analysis of courses is located within the debate of how inclusive business schools curricula are for a diverse student body.

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