scholarly journals Virginia Gordon as Servant Leader

2019 ◽  
Vol 39 (2) ◽  
pp. 5-18
Author(s):  
Elizabeth M. Higgins ◽  
Susan M. Campbell
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Growth And Development ◽  
Role Model ◽  
Evidence Based ◽  
Servant Leader ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
The Many ◽  
Scholarly Inquiry

Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued on behalf of the student advising experience. Gordon's scholarly and evidence-based approach set the stage for academic advising as a field of scholarly inquiry and helped shape the growth and direction of the profession. Virginia Gordon's work was other-directed. Her goal was always to support the growth and development of others. This qualitative study tried to capture Gordon as understood by the higher education professionals who knew her, worked with her, and/or studied with her. That she was other-directed supports our view regarding Virginia Gordon as a servant leader.

scholarly journals Academic Librarians and Student Affairs Professionals: An Ethical Collaboration for Higher Education

2017 ◽  
Vol 28 (1) ◽  
pp. 11 ◽  
Author(s):  
Laura Urbanski Forrest
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Career Counseling ◽  
Academic Advising ◽  
Student Affairs Professionals ◽  
Academic Librarians ◽  
Future Research ◽  
Collaborative Relationships ◽  
Education Professionals ◽  
Higher Education Professionals

Librarians’ ethical directives point toward a collaborative effort in providing support for students outside the classroom. Academic librarians often focus on collaborative relationships with teaching faculty at institutions of higher education, but they should also form partnerships with other higher education professionals. Currently, few such partnerships have been reported in the literature. Staff who work in student affairs, including academic advising, career counseling, and other academic support offices would benefit greatly from librarians’ expertise. Specific suggestions for building such collaborations are given, and proposals about future research and possible collaborations are offered. 

scholarly journals Challenges of collaborative education and academic learning in engineering higher education

2020 ◽  
Vol 8 (8) ◽  
pp. 192-202
Author(s):  
Marcelo de Jesus Rodrigues da Nóbrega ◽  
Patrícia Guedes Pimentel ◽  
Flavio Maldonado Bentes
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Collaborative Teaching ◽  
Academic Learning ◽  
Professional Relationship ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Collaborative Education ◽  
Everyday Problems ◽  
Education Process

The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

Twitter Chat as an Informal Learning Tool

2016 ◽  
pp. 1122-1139 ◽  
Author(s):  
Kevin R. Guidry ◽  
Laura A. Pasquini
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Informal Learning ◽  
Learning Tool ◽  
Student Orientation ◽  
Education Professionals ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Higher Education Professionals

This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

Twitter Chat as an Informal Learning Tool

2013 ◽  
pp. 356-377 ◽  
Author(s):  
Kevin R. Guidry ◽  
Laura Pasquini
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Informal Learning ◽  
Learning Tool ◽  
Student Orientation ◽  
Education Professionals ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Higher Education Professionals

This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

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