Teaching practice reform on color courses in colleges and universities

2021 ◽  
pp. 002072092110020
Author(s):  
Sun Haozhang ◽  
Wang Feng
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Complete System ◽  
Colleges And Universities ◽  
Teaching Reform ◽  
The Status ◽  
Depth Study ◽  
Fundamental Education ◽  
Integration Of Disciplines ◽  
Teaching In Higher Education

Taking professional emphasis of disciplines as the benchmark, this paper takes diversified integration of disciplines as the train of thought and direction of teaching reform in higher education, and selects the specific color teaching in colleges and universities as its research object. Based on the analysis of the status and problems of color courses and the exploratory practice on the reform of color teaching in higher education, this paper, promoting the formation of an effective and complete system of education as the goal, puts forward ideas and methods on the teaching reform of color courses in colleges and universities, and makes an in-depth study and discussion on teaching from the guiding ideology, teaching contents and teaching methods. It is expected to provide valuable references for solving the problem of teaching’s incompatible with professional needs in colleges and universities and forming an effective and complete system of professional fundamental education.

scholarly journals Position Description Analysis: A Method for Describing Academic Roles and Functions

1990 ◽  
Vol 20 (1) ◽  
pp. 43-56
Author(s):  
K. Edward Renner ◽  
Ronald J. Skibbens
Keyword(s):  
Higher Education ◽  
Colleges And Universities ◽  
Status Quo ◽  
The Past ◽  
The Future ◽  
The Status ◽  
The 1960S ◽  
Year 2000

Similar to the 1960s, higher education is once again in a period of rapid social chance in which new demands and expectations are being made on colleges and universities. This time, however, new money is not available for the transition to be achieved though additional growth. In this paper, the methodology of Position Description Analysis is presented using Dalhousie University as a case study. Position Description Analysis is a tool for assessing the discrepancy between the status quo and the specializations needed for colleges and universities to meet the new demands and expectations which are being made of them. It is concluded that there is a need for dramatic realignement of fields of specialization in order to shift from the emphases of the past to those of the future. However, because the faculty higher in the 1960s are now tenure, but no due to retire until after the year 2000, higher education must find internal strategies for chance or face externally imposed solution to their current lack of flexibility.

scholarly journals On the Teaching Reform of Business Management Courses in Colleges

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Man-xue Zhang
Keyword(s):  
Teaching Practice ◽  
Business Management ◽  
College Education ◽  
Business Administration ◽  
Colleges And Universities ◽  
Teaching Reform ◽  
Current Business

With the market’s demand for management talents, the business administration major has become a popular major for applying for exams today. College education delivers elite talents to the society and meets the market’s demand for talents. Therefore, the quality of college education determines the quality of talent training. Therefore, it is necessary to reform the current business management courses and invest elite management talents in the market. This article analyzes the problems existing in the teaching of business management courses in colleges and universities in combination with the teaching practice and analyzes their causes, and gives specific reform measures.

scholarly journals Online Education and Teaching Reform on Higher Education Development in China

2017 ◽  
Vol 5 (10) ◽  
pp. 44-50
Author(s):  
Xin-Hong Wang
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Teaching Practice ◽  
College Teaching ◽  
Teaching Quality ◽  
Reform Process ◽  
Lifelong Education ◽  
Applied Chemistry ◽  
Teaching Reform ◽  
Teaching Content

Lifelong Education has changed the old view of the end of education, and promoted sustainable development of education, which is a strategic goal of social development. Lifelong education exhibit new features to further achieve educational equity with the technical support of MOOC/SPOC. In recent years, teaching reform of applied chemistry profession promoted by Department of higher education has gradually gone deeper, but there are still some problems and difficulties, such as contradictions among basic of specialized subject, teaching hours and teaching content, difficulties of lifting of the teaching content and improvement of teaching quality, which restrict teaching reform process. Teaching practice experience of SPOC in applied chemistry profession is simply introduced, proposing countermeasure for SPOC in college teaching applications designed to enhance the quality of teaching for reference.

scholarly journals The Lived Experiences of Instructors Co-teaching in Higher Education

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Jennifer Lock ◽  
Tracey Clancy ◽  
Rita Lisella ◽  
Pat Rosenau ◽  
Carla Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Lived Experiences ◽  
Mixed Methods Research ◽  
Administrative Support ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Educational Development ◽  
Teaching Experiences ◽  
Teaching In Higher Education

The strength of co-teaching informs educators’ understanding of their own teaching practice and fosters a rediscovery of their passion for teaching.  Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually.  From a mixed methods research design, instructors’ focus group interview data were examined with regard to identifying elements that influence successful co-teaching experiences, factors that impact the development and sustainability of the co-teaching relationship, and challenges that need to be addressed to avoid a breakdown in the co-teaching relationship. Drawing on the literature and the data, four recommendations for co-teaching practice are shared.  Further, implications for educational development and administrative support are discussed in relation to co-teaching practice 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 Teaching in Higher Education: Theories, Realities and Future Controversies

2021 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Katerina R. Toka ◽  
Labrina Gioti
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Theories ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Student Centered ◽  
Learning And Teaching ◽  
University Teachers ◽  
Teacher Student ◽  
Teaching In Higher Education

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

What it takes to be a superior college president

2017 ◽  
Vol 24 (5) ◽  
pp. 286-297 ◽  
Author(s):  
Hershey Harry Friedman ◽  
Frimette Kass-Shraibman
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Employee Engagement ◽  
Relevant Literature ◽  
Colleges And Universities ◽  
College President ◽  
Content Type ◽  
Critical Issues ◽  
The Status ◽  
University Leaders

Purpose The purpose of this study is to examine established leadership paradigms in the context of institutions of higher education. The old ways of running a college, which might have worked several decades ago, no longer work in the age of flux characterized by super-fast breakthroughs due to technology and the internet. Organizational change is especially difficult in academe where many faculty are tenured and satisfied with the status quo. Design/methodology/approach This paper examines and synthesizes the relevant literature in leadership and higher education administration, focusing on critical issues and recommendations to ensure the long-term viability and relevance of colleges and universities. It also describes meaningful metrics that should be monitored by university leaders to strengthen their institutions. Findings Some of the findings are as follows: the old ways of running an institution of higher learning need to be overhauled; colleges and universities need leaders who can transform their institutions into learning organizations where knowledge is shared; and leaders must have the ability to tap into their organization’s intellectual capital and creativity. In addition, several new metrics are needed for evaluating the leadership of a college of university, including vision, employee engagement, student satisfaction and image/reputation. Originality/value This study provides an original approach to reform colleges and universities and enable them to thrive in the age of chaos and disruption.

scholarly journals Technology-enhanced feedback in higher education: Source-recipient relationships in a new dialogic feedback paradigm

2021 ◽  
Author(s):  
Ameena Leah Payne
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
First Century ◽  
Digital Tools ◽  
New Paradigm ◽  
Digital Innovation ◽  
Teacher Relationships ◽  
The Status ◽  
Learning Conversations ◽  
Dimensions Of Teaching

Higher education institutions (HEIs) have been required to abruptly move their education online in response to recent events. Prior to these challenging events, the twenty-first century was already bringing an increased emergence of new digital tools which have begun to profoundly change higher education.Technology has always existed as a disrupter. The danger is that rapid uptake to online maintains the status quo. This conceptual article will examine the shift from feedback as one-way transmission to two-way Socratic, sustainable learning conversations. It is widely recognised that students consistently report that feedback is provided sub-standardly in higher education. New paradigm approaches to feedback aim to utilise interrogative feedback and Socratic discussion to facilitate a change in output (e.g. feedback uptake). The objective of feedback is to advise, encourage and improve output. The article aims to explore the potential for technology to enhance relational dimensions of teaching practice. The intention is of this work is to serve as a clarion call for intentionally designed digital feedback tools and processes that move beyond technology as yet another means of domineered telling but to aim to empower and provide opportunities for students to respond.The key is to empower institutions and therefore academics to reap the transformative benefits of digital innovation and encourage Socratic, sustainable and dialogic feedback through re-examining the relational dimensions of tutor/teacher relationships.

scholarly journals Montage, DaDa and the Dalek: The Game of Meaning in Higher Education

2020 ◽  
Vol 7 (3) ◽  
pp. 224-239
Author(s):  
Sandra Abegglen ◽  
Tom Burns ◽  
Sandra Sinfield
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching Practice ◽  
Academic Staff ◽  
Visual Learning ◽  
Learning And Teaching ◽  
Learning Module ◽  
Teaching In Higher Education ◽  
Development Practice

This paper argues for visual playfulness in Higher Education learning and teaching practice. We offer a case study example of how we, the authors of this paper, have incorporated creativity into our teaching - the Facilitating Student Learning module, the first module in the Postgraduate Certificate in Learning and Teaching in Higher Education. We outline how we used ‘visualising to learn’ and what learning resulted from our visualisation practices. With our staff learners, we found that visual play gave them the freedom to experiment, to question and to progress; important in these supercomplex, uncertain times. Our desire was not to ‘fix’ or train academic staff, but to give them the space and tools to become liberatory professionals on their own terms and in their own ways so they can support their students to also become academic without losing themselves in the process. We propose that what is needed are methods and methodologies that enable learners - staff and students - to evolve and transform as they co-construct their knowledge in ludic ways. We incorporate images of the representations that our participants have made of themselves, of their students and of Higher Education systems to illustrate the challenges and possibilities of visual learning - and of creative staff development practice in general - and invite the reader to engage dialogically with them also to see what meanings they might make of them.

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