scholarly journals A short Teaching Residency Spanning 1,657 Miles

2019 ◽  
Vol 10 (1) ◽  
pp. 78-90
Author(s):  
Michèle Shuster ◽  
Karen Peterson
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Research Training ◽  
Geographic Distance ◽  
Teaching Experience ◽  
Early Career ◽  
Undergraduate Teaching ◽  
New Faculty ◽  
Faculty Positions ◽  
Academic Faculty

In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows (“postdocs”) develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations of future faculty positions, but lack experience and training in innovative and evidence-based undergraduate teaching strategies. Training in evi-dence-based teaching approaches can result in two tangible outcomes. First, the quality of applications by the postdocs for tenure-track faculty positions at institutions with substan-tive teaching expectations can be improved. Second, we can anticipate stronger alignment of teaching and learning expectations between new faculty and their undergraduate students. There are many programs that provide training in teaching to early career researchers. We describe the design and implementation of a mentored teaching experience that faced some unique challenges, including a large geographic distance between the postdocs and the teaching mentor and teaching site. We describe how we addressed the challenges, what the benefits to various stakeholders have been, and the key elements that contributed to the success of the program.

Serious Games Applied to Project Management Teaching

2013 ◽  
pp. 1427-1451 ◽  
Author(s):  
André Raabe ◽  
Eliana Santos ◽  
Lauriana Paludo ◽  
Fabiane Benitti
Keyword(s):  
Project Management ◽  
Undergraduate Education ◽  
Teaching Practices ◽  
Serious Games ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Undergraduate Teaching

The main focus of this chapter is to report studies that explain how to develop serious games and use them in teaching and learning. The focus has been on undergraduate teaching, experience with which the authors detail in this chapter related to the topic of Project Management. This contribution aims to share experiences and also to assess what has been done by proposing a set of recommendations for development and use of serious games in teaching practices in undergraduate education.

scholarly journals Community-Initiated Student-Engaged Research: Expanding Undergraduate Teaching and Learning through Public Sociology

2019 ◽  
Vol 48 (1) ◽  
pp. 13-27
Author(s):  
Miriam Greenberg ◽  
Rebecca A. London ◽  
Steven C. McKay
Keyword(s):  
Undergraduate Students ◽  
Affordable Housing ◽  
Teaching And Learning ◽  
Community Organizations ◽  
Undergraduate Teaching ◽  
Housing Crisis ◽  
Engaged Scholarship ◽  
Sociological Practice ◽  
Community Engaged Scholarship ◽  
Vantage Points

Drawing on a multiyear local research project on the affordable housing crisis, this article outlines a pedagogical approach we call Community-Initiated Student-Engaged Research, or CISER. The CISER model brings together three key groups of actors—undergraduate students, university researchers, and community organizations—drawing on and extending the powers of cooperative “dyads” between them. This model aims to improve pedagogical and sociological practice by constituting undergraduate students as both knowledge producers and an active public while at the same time creating meaningful partnerships between university researchers and community-based organizations. Based on assessments of the program from the vantage points of all three groups, our findings indicate that CISER is a powerful pedagogical tool and mode of community-engaged scholarship and that it offers both challenges and rewards to the involved students, faculty, and community organizations.

Launching successful beginnings for early career faculty: Ten tips for new professors of recreational therapy

2019 ◽  
Vol 18 (1) ◽  
pp. 31-37
Author(s):  
Bryan P. McCormick, PhD, CTRS, FDRT, FALS ◽  
David R. Austin, PhD, FDRT, FALS
Keyword(s):  
Higher Education ◽  
Early Career ◽  
Recreational Therapy ◽  
Institutions Of Higher Education ◽  
Senior Faculty ◽  
New Faculty ◽  
Faculty Careers ◽  
Body Of Knowledge ◽  
Early Career Faculty ◽  
Faculty Positions

A number of previous authors have identified concerns about a shortage of future PhD graduates to assume recreational therapy (RT) faculty positions to educate future recreational therapists and contribute to the profession’s body of knowledge. While some recreational therapists have decided to pursue their terminal degrees and assume faculty positions, there is relatively little information to guide those transitioning from graduate student to new faculty member. Drawing upon the experiences of senior faculty reported in the literature as well as our own experiences, this article presents a series of tips to help those recreational therapists transitioning from practice to strategically navigate the beginning of new faculty careers. These tips cover careers across the spectrum of types of institutions of higher education.

Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation

2021 ◽  
Author(s):  
Maia Popova ◽  
Annika Kraft ◽  
Jordan Harshman ◽  
Marilyne Stains
Keyword(s):  
Teaching And Learning ◽  
Contextual Factors ◽  
Teaching Experience ◽  
Secondary Level ◽  
Early Career ◽  
Teaching Beliefs ◽  
Student Centered ◽  
Faculty Beliefs ◽  
Beliefs About Teaching ◽  
Over Time

Literature at the secondary level has demonstrated a tight interconnectedness between one's beliefs about teaching and learning and one's instructional practices. Moreover, this research indicates that personal and contextual factors influence beliefs and that growth and changes in beliefs are most notable during the early years of one's teaching experience. Despite the substantial influence of teaching beliefs on educational decisions, very little research has been conducted at the post-secondary level in both characterizing and monitoring changes in beliefs over time of early-career faculty members. This study aims to fill this gap by investigating (1) the changes over two and half years in the beliefs of early-career chemistry professors in the United States, and (2) patterns between changes in beliefs and personal and contextual factors as defined in the Teacher-Centered Systemic Reform Model. Nine faculty were interviewed using the modified Luft and Roehrig's Teaching Beliefs Interview protocol in Fall 2016/Spring 2017 and then again in Spring 2019. Combination of constant-comparative analysis and cluster analysis were utilized to characterize faculty beliefs after each data collection cycle. Faculty also completed four surveys over the course of this longitudinal study. These surveys were analyzed to identify personal and contextual factors that could relate to changes in faculty beliefs over time. Overall, the participants expressed more unique beliefs about teaching and learning during the second interview. Despite this increase, the substance and the message of the beliefs remained fairly similar to the beliefs expressed during the first interview, which suggests that beliefs do not change as an artifact of teaching experience. Four of the faculty demonstrated a desirable shift to student-centered thinking, while three did not change and two shifted toward teacher-centered. Analysis of the survey data revealed that access and use of chemical education research journal and researchers, repeated opportunities to teach the same course, and instructor's continued learning efforts with respect to teaching were more pronounced among faculty who shifted toward student-centered thinking.

scholarly journals Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty

2015 ◽  
pp. 104-132
Author(s):  
Abby L. Hemmerich ◽  
Jerry K. Hoepner ◽  
Vicki M. Samelson
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Training Programs ◽  
Learning Experience ◽  
Teaching Experience ◽  
Speech Language Pathology ◽  
Qualitative Research Design ◽  
Internship Experience ◽  
Language Pathology

Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate students' perceptions of teaching and learning following an Instructional Internship experience, where they served as teaching assistants for foundational knowledge courses in the major. Using a qualitative research design, we coded 31 participants' statements from pre- and post-internship essays and identified major themes and sub-themes.                Our results indicate that by participating in a teaching experience, students develop a deeper appreciation for the relationships between classroom pedagogy, their own learning, and clinical practice. While this study focuses on a pedagogical experience for undergraduate students in a Communication Sciences and Disorders program, the principles and results are generalizable to other professions that train students to provide clinical and educational services.Keywords: teaching assistants, instructional interns, mentoring, doctoral shortage, undergraduates

Student and faculty perceptions of research in nutrition and dietetics: A qualitative investigation.

2014 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Claire Palermo
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Skill Development ◽  
Undergraduate Teaching ◽  
Research Skill ◽  
Research Skills ◽  
Dietetic Education ◽  
Formed Part ◽  
Nutrition And Dietetics

Evidence is fundamental to the practice of nutrition and dietetics yet few dietitians pursue research as a career path. The aim of this study was to explore elements of undergraduate teaching and learning in nutrition and dietetics that supports research skills development and inspires students to pursue research. This researched formed part of a process intended to inform curriculum development for undergraduate dietetic education.  In-depth interviews with dietitians (past undergraduate students) pursuing research degrees and academics embedding research skills within their teaching and learning in nutrition and dietetics and other health professions were conducted, transcribed and analysed using thematic analysis.  Eight students and five academics participated in the study. Qualitative analysis revealed three key themes. (i) Research in nutrition and dietetics is fundamental to practice; (ii) There are a number of internal and external cultivators and capacities for research; and (iii) strategies and approaches for research skill development should start early, continue through a curriculum and promote independence. This study identified that students and academics view research as fundamental to the practice of dietetics. Personal drivers as well as external factors enhance involvement in research. Research skills teaching should commence early and be embedded across whole curricula. The findings can be used to create teaching and learning opportunities that support research skill development and inspire dietitians to pursue research.

Tips for Navigating the Academic Job Market

2020 ◽  
Vol 22 (1) ◽  
pp. 21-23
Author(s):  
Darrell Hudson
Keyword(s):  
Public Health ◽  
Doctoral Students ◽  
Job Search ◽  
Associate Professor ◽  
Early Career ◽  
Job Market ◽  
Search Committees ◽  
Faculty Positions ◽  
Academic Faculty ◽  
Academic Job Market

There are many unwritten rules in the academy, and much of the advice that doctoral students receive about the academic job search is from their mentors. For many doctoral students, navigating the academic job market can be bewildering. In this article, an associate professor of public health with experience navigating the job market as well as experience on numerous job search committees provides tips on preparing for and navigating the esoteric academic job market for early career professionals seeking academic faculty positions.

scholarly journals On the Key Factors in Higher Education Classroom Design: Physical Aspects of the Undergraduate Teaching and Learning Experience in Malaysia

2019 ◽  
Author(s):  
Laura De Pretto ◽  
Ching Lik Hii ◽  
Choon Lai Chiang ◽  
Sze Pheng Ong ◽  
Darlene Elizabeth Sin Yi Tan ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Design Principles ◽  
Undergraduate Teaching ◽  
Classroom Design ◽  
Learning And Teaching ◽  
And Shifts

The design, facilities and conditions inside a classroom play a significant role in the teaching and learning experience for both students and lecturers. Prior studies of primary schoolchildren indicate three design principles affecting student learning, namely: naturalness, individualisation and stimulation. The current study extends these investigations to Higher Education through a survey of undergraduate students and university lecturers aimed at determining the most critical factors in undergraduate classroom design. One-to-one interviews were conducted with students and lecturers (n. 31) at the University of Nottingham, Malaysia Campus. Interviewees were encouraged to express their opinions, comments, concerns and suggestions through open-ended questions. The interviews were recorded and then transcribed and coded using NVivo10. Results show a strong desire among lecturers and students for improved classroom equipment, greater flexibility in classroom arrangement, more attractive decoration and for the addition of natural elements to the classroom environment. Of the three design principles, individualisation and naturalness emerged most strongly from the interviews and appear to be more important factors for undergraduates than stimulation. These findings could make a novel and significant contribution to the physical aspects of classroom design in Higher Education settings. Educational institutions are increasingly employing non-traditional classroom designs, which are expected to provide for more flexible, collaborative, and active learning and teaching experiences. Taking into consideration the environmental psychology of teaching and learning, several of the reported design attributes can serve as benchmarks for upgrading current classroom design and facilities in the future, as institutions look to upgrade their physical infrastructures to meet the changing demands of teachers and learners arising from technological innovations and shifts in our understanding of the methods and purposes of Higher Education.

scholarly journals Interviewing for a PI position—the pandemic way

2021 ◽  
Vol 220 (4) ◽  
Author(s):  
Melina Casadio ◽  
Dan Simon
Keyword(s):  
Early Career ◽  
Early Career Researchers ◽  
Faculty Positions ◽  
Academic Faculty

JCB asks early career researchers to share their experience interviewing for academic faculty positions and becoming independent PIs during the COVID-19 pandemic.

scholarly journals 28. Creating a Chain of Teaching and Learning Support: Documenting the Effects of the Teaching Development Graduate Assistant Program

2011 ◽  
Vol 2 ◽  
pp. 165 ◽  
Author(s):  
Kristin A. Force
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
University Teaching ◽  
Learning Support ◽  
Graduate Assistant ◽  
Teaching Development ◽  
Personal Experiences ◽  
Teaching Support ◽  
A Chain

This essay will demonstrate that the teaching development graduate assistant (TDGA) program at the Centre for the Support of Teaching, York University, creates a chain of teaching support between the TDGA coordinator, TDGAs, teaching assistants, faculty, and undergraduate students within a heavily populated university. The importance of teaching and learning workshops for graduate students with minimal university teaching experience will be demonstrated. The methodology for this project includes documenting personal experiences as the TDGA coordinator and informal interviews with TDGAs, discussing their workshops and other activities.

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