Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

2021 ◽  
pp. 0092055X2110603
Author(s):  
Kimberly Hess ◽  
Erin L. McAuliffe ◽  
Miriam Gleckman-Krut ◽  
Shoshana Shapiro
Keyword(s):  
Course Design ◽  
Community Building ◽  
Sociology Department ◽  
University Of Michigan ◽  
Graduate Teaching ◽  
Asynchronous Instruction ◽  
Summative Assessments ◽  
The University ◽  
Academic Year

How did instructors design their sociology courses for remote teaching during the 2020–2021 academic year, and what challenges did they face in teaching those courses? To answer these questions, we surveyed lead instructors and graduate teaching assistants (n = 77) in the Sociology Department at the University of Michigan, supplemented by interviews with students and our experiences as remote course consultants. Through this case study, we found that instructors cited increased workload and lack of connection as challenges with remote teaching, in addition to pandemic-related struggles. Most instructors reported using either synchronous or a mix of synchronous and asynchronous instruction in course design, incorporating both formative and summative assessments, and implementing communication and community-building strategies to establish connections with and among students. We argue that these challenges and course designs highlight the importance of care-informed pedagogy to not only remote teaching in 2020–2021 but also sociology instruction in general.

scholarly journals “Oh This Learning, What a Thing It Is!”—Putting Sustainability First in Teaching Techniques and in Content

2018 ◽  
Vol 10 (8) ◽  
pp. 2803 ◽  
Author(s):  
Joanna Gusc ◽  
Coen Heijes
Keyword(s):  
Management Accounting ◽  
Participant Observation ◽  
Teaching Approach ◽  
Learning Approach ◽  
Teaching Techniques ◽  
University Level ◽  
The University ◽  
Masters Students ◽  
Academic Year

Although sustainability has become a strategic topic at many universities, working towards a learning approach in which sustainability is the fundament underlying and permeating the entire course is hardly straightforward. This paper is a case study on the development, the teaching, and the evaluation of one specific course that aims to achieve this. Based on (participant) observation, documents, and discussion with students and other stakeholders, we describe and analyze the results of the transformation of the course ‘advanced management accounting techniques’ for Masters students at the University of Groningen, in the academic year 2017–2018. We show how the course was transformed in a way to increase both a general, a business, and an accounting awareness of the importance of sustainability, while also applying a new teaching approach, namely lemniscate learning, to support this. Our course was the first in the faculty to make this transformation, and although the majority of the students were enthusiastic, the faculty staff was cautiously positive. In presenting our findings, we aim at supporting educators and other stakeholders at universities, by supplying a case study on the transformation of our course, and by scrutinizing the problems that we encountered, the feedback, both positive and negative, that we received, and the challenges that still face us, both on a course and a university level. Thus, we hope to be a source of inspiration and advice for others and to further advance our understanding of the dilemmas, practicalities, and challenges in working towards sustainability in teaching.

scholarly journals Understanding PhD Latinx Career Outcomes: A Case Study

2018 ◽  
Vol 17 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Mark Kamimura-Jimenez ◽  
John Gonzalez
Keyword(s):  
Doctoral Students ◽  
Contextual Factors ◽  
Educational Experience ◽  
Career Outcomes ◽  
University Of Michigan ◽  
Case Study Approach ◽  
Study Approach ◽  
Institutional Structures ◽  
The University

This study explored the career outcomes for Latinx doctoral students and the contextual factors of their educational experience influencing these outcomes. A case-study approach is taken to examine the cases of doctoral students at the University of Michigan. These students were tracked each year, for 10 years post-graduation. Furthermore, an analysis of programmatic efforts to develop doctoral students and prepare them for the marketplace is also described as institutional structures that support career success.

scholarly journals A Case Study in Incorporating Significant Design Content into a Third-Year Industrial Engineering Course “Design and Analysis of Production Systems”

2017 ◽  
Author(s):  
Scott Flemming
Keyword(s):  
Recent Article ◽  
Course Design ◽  
Production Systems ◽  
Industrial Engineering ◽  
Problem Solving Skills ◽  
Project Outcomes ◽  
Hands On ◽  
Design Skills ◽  
The University

In recent years the CEAB has ben communicating to Engineering Faculties in Canada that “Engineering Design” is a key attribute that graduates should have when they finish their undergraduate degree. It hasalso been suggested that producing engineers with significant design skills is important for the Canadian economy as a whole and, in Dalhousie University’s context, Nova Scotia. Unfortunately “Design” is adifficult skill to teach or transfer; a recent article in Maclean’s suggests many engineering graduates around the country are leaving the university with an uneasy feeling that all they have been taught to dois “plug and chug.” How do we respond to this need? This paper offers a case study of how a third-year Industrial Engineering course shifted from a mainly book-and-formula based course to an offering which incorporated significant open-ended design content (25%) intended to both satisfy CEAB requirements and address the need for students to exercise their creative, hands-on problem-solving skills. Student project outcomes as well as anecdotal and SRI data suggest the shift to a design-focussedcourse was a success.

scholarly journals EFL Female Students’ Perception of Feminist Poetry: A Case Study in the Department of English at Umm Al-Qura University

2020 ◽  
Author(s):  
Hadeel Jamal Azhar
Keyword(s):  
Qualitative Methodology ◽  
Female Students ◽  
Positive Attitudes ◽  
Feminist Poetry ◽  
Changing Roles ◽  
The University ◽  
Different Cultures ◽  
Academic Year ◽  
Insight Into

This study examines the perception of English as a Foreign Language female students in the Department of English at Umm Al-Qura University regarding feminist poetry. It offers an insight into their understanding of the genre and its themes and how these are relevant to women’s changing roles in Saudi Arabian society. Research was conducted among forty students who studied the Poetry course (731478-2) during the first and second semesters of the academic year of 2019-2020 at the university. The study adopts a qualitative methodology with a survey as the primary tool to collect data. Students were asked to complete a questionnaire which directly addressed the research questions and were then given a chance to add their comments and personal inputs. Given that women’s empowerment is a vital part of the Saudi vision of 2030, the majority of the responses show positive attitudes towards studying feminist poetry. In doing so, this study sheds light on the value of integrating feminist poetry as it raises students’ awareness of women’s rights in different cultures, allowing them to reflect on their own experience.

Interactive Response Systems in Higher Education

2006 ◽  
pp. 305-320
Author(s):  
Mick Wood
Keyword(s):  
Higher Education ◽  
Support Staff ◽  
Response System ◽  
Pilot Scheme ◽  
Response Systems ◽  
The University ◽  
Academic Year ◽  
Future Plans

The University of Central Lancashire (UCLAN) undertook an “interactive response system” (IRS) pilot scheme using IML Question Wizard (IML), complete with 100 handsets, during semester one of the 2004/2005 academic year. This case study will explain the scheme rationale and methodology of implementation. A number of example applications will be explored and evaluated, including IRS use by academic and support staff, as well as utilising the system at a number of conferences. The case study will conclude with a look at UCLAN’s future plans to expand the system.

scholarly journals Engineer and Feminist: Elsie Gregory MacGill and the Royal Commission on the Status of Women, 1967-1970

2009 ◽  
Vol 29 (2) ◽  
pp. 74-97
Author(s):  
Crystal Sissons
Keyword(s):  
Royal Commission ◽  
University Of Michigan ◽  
Canadian Society ◽  
Equal Rights ◽  
University Of Toronto ◽  
The Status ◽  
Aeronautical Engineering ◽  
The University ◽  
Status Of Women

Abstract Can a woman engineer by a feminist? This article argues in the affirmative using a case study of Elsie Gregory MacGill. Elsie Gregory MacGill was Canada's first woman electrical engineer, graduating in 1927 from The University of Toronto. She then became the first woman to earn a degree in aeronautical engineering from the University of Michigan in 1929. While establishing herself in a predominantly masculine profession, MacGill, also a third generation feminist, actively worked for women's equal rights and opportunities in Canadian society. A case study of her role in the Royal Commission of the Status of Women (RCSW), 1967-1970, is used to illustrate that not only can a woman engineering be a feminist, but more importantly that her dual background allowed her to effectively bridge the worlds of the engineering and feminism in engineering the RCSW.

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