Producing a Radio Show About Psychological Science

2011 ◽  
Vol 39 (1) ◽  
pp. 42-44 ◽  
Author(s):  
Emily Stark ◽  
Daniel Sachau ◽  
Dawn N. Albertson
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Learning Resource ◽  
The Public ◽  
Psychological Science

The authors describe the development of a campus-based radio show about psychological science. The authors’ goals in creating the show were to inform the public about the science of psychology and to create a teaching and learning resource for faculty members and students. The show, Psychological Frontiers, airs twice a week and consists of 2-minute summaries of research and theory. Issues related to show format, medium, and script writing are discussed. The authors also present ways in which they have used this show as an activity in their courses as well as for faculty development.

Culture, Identity, Difference

2010 ◽  
Vol 17 (2-3) ◽  
pp. 87-104
Author(s):  
Paul Basu ◽  
Simon Coleman
Keyword(s):  
Public Engagement ◽  
Teaching And Learning ◽  
University Education ◽  
Public Communication ◽  
Museum Collections ◽  
Learning Resource ◽  
The Public ◽  
Strategic Review ◽  
The Future ◽  
Teachers And Students

In its 2002-3 Strategic Review, the Royal Anthropological Institute reasserted the importance of the public communication of anthropology for the future of the discipline. Two significant venues for public engagement activity were identified: museums and pre-university education contexts. We present an account of the development and piloting of an anthropology teaching and learning resource that bridges these two arenas. Complementing efforts to introduce an anthropology A-Level, the Culture, Identity, Difference resource uses museum collections as a way of introducing anthropological perspectives on topics such as belief, ethnicity, gender and power to enhance students' studies across a range of different A-Level subjects. We reflect on some of the lessons learnt during the process, including the value of developing resources that can be used flexibly and creatively by teachers and students, and the need to approach the museum as a space of encounter, exploration and experimentation rather than as a didactic educational venue.

scholarly journals Work-Based Learning in Faculty Development Through Educational Scholar Program (ESP): A Mixed Method Study

2021 ◽  
Author(s):  
Fatemeh Keshmiri
Keyword(s):  
Experiential Learning ◽  
Faculty Development ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Change Leadership ◽  
Faculty Members ◽  
Practice Change ◽  
Analysis Approach ◽  
Structured Interviews

Abstract Aim and background: The aim of present study was to assess the effect of faculty development courses as educational scholar program (ESP) in viewpoints of faculty members.Materials and methods: The study is a mixed method concurrent embedded design. Faculty members participated in the ESP from different faculties (n=15). ESP is designed as a long empowerment course in two phases of training and scholarship. Data collection about faculty members’ satisfaction and experiences were conducted through a 9-items questionnaire and semi-structured interviews, respectively. In the first phases, data was analyzed by descriptive tests (mean, SD). The inductive content analysis approach was used for data analysis in qualitative phase. Inductive analysis approach was conducted by open coding, category, and main categories.Results: In the study, faculty members from different faculties including dentistry (n=8), public health (n=2), medicine (n=1), pharmacy (n=2), nursing and midwifery (n=2). 10 women (66.66%) and 5 men (33.33%) were participated in ESP. 15 educational scholarship projects developed by faculty members in the student assessment (n=9), teaching and learning (n=3), curriculum development (n=3) domains. The results showed the satisfaction score of participants was 4.8(0.14). The experience of participants in ESP was divided into four main categories including, motivator for change, experiential learning practice, change leadership capabilities, and executive difficulties.Conclusion: The results showed that the experience of empowerment courses based on experiential learning cycle helped participants acquire the key capabilities to design and execute scholarship projects. Although individual-motivational factors can be effective in the success of participants in implementing scholarship projects, resource development and system support are also required.

Replications can cause distorted belief in scientific progress

2018 ◽  
Vol 41 ◽  
Author(s):  
Michał Białek
Keyword(s):  
Real World ◽  
Scientific Progress ◽  
The Public ◽  
Psychological Science

AbstractIf we want psychological science to have a meaningful real-world impact, it has to be trusted by the public. Scientific progress is noisy; accordingly, replications sometimes fail even for true findings. We need to communicate the acceptability of uncertainty to the public and our peers, to prevent psychology from being perceived as having nothing to say about reality.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Identifying The Competencies Possessed By The Engineering College Faculty In India

2019 ◽  
Vol 118 (4) ◽  
pp. 68-71
Author(s):  
Mohanakumari. D ◽  
R. Magesh
Keyword(s):  
Domain Knowledge ◽  
Teaching And Learning ◽  
Vital Role ◽  
Faculty Members ◽  
Approaches To Teaching ◽  
Global Workforce ◽  
Content Domain ◽  
Technology Changes ◽  
Education In India ◽  
Pre Service Teacher

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

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