Debate for Civic Learning: A Model for Renewing Higher Education’s Civic Mission

Rapidly eroding financial support and tuition increases that outpace inflation threaten the viability of an education that considers civic engagement as foundational. Simultaneously, institutions of higher education are increasingly perceived by the public as market-driven entities existing for the economic benefit of the individual, the upward mobility of a social class, and in turn the further sedimentation of racial and class differences. Now, more than ever, our nation is in need of deliberate attempts to fashion common understandings, ways to navigate inevitable disagreements, and reasonable paths forward. Higher education is positioned to respond to these civic needs but requires a commitment to be bold and remain dedicated to our shared civic mission in the face of alarming polarization and vacated institutional trust. One way institutions of higher education can return to their shared sense of civic mission is with the integration of debate across the curriculum through innovative partnerships and collaborative design. Debate across the curriculum utilizes intentional course redesign to offer active learning experiences that combine public speaking, evidence-based reasoning, collaborative learning, and argumentation into various advocacy simulations. The debate for civic learning model has faculty partnered across multiple institutions to design, integrate, and assess debate-based pedagogy to positively impact student civic learning. Students and faculty across disciplines have reported that debate-based pedagogy helped improve classroom engagement, critical problem solving, perspective taking, empathy, and advocacy skills. This mixed-method research provides insights not only into debate-based course design and learning improvement strategies but also into how faculty, students, and administrators can partner between institutions to demonstrate a shared commitment to the civic mission of higher education and democratic promise of our nation.

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A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects

Education and Urban Society ◽

10.1177/00131245211049736 ◽

2021 ◽

pp. 001312452110497

Author(s):

Whitney Impellizeri ◽

Vera J. Lee

Keyword(s):

Higher Education ◽

Institutions Of Higher Education ◽

Considerable Time ◽

Multiple Stakeholders ◽

Anchor Institutions ◽

Medical Institutions ◽

Academic Medical ◽

The Individual ◽

Promise Neighborhood ◽

Anchor Institution

Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution, Non-Institutions of Higher Education (NIHEs) have led more Promise Neighborhood grants since the inception of the program in 2010. Therefore, this study compared the revitalization efforts proposed by IHEs ( n = 5) and NIHE ( n = 5) in their applications for Promise Neighborhoods grants awarded between 2016 and 2018. Although similarities existed within and across the applications from NIHEs and IHEs, namely focused on improving academics and health/wellness, the specific interventions, supports, and services proposed by each lead institution largely reflected the individual needs of the targeted communities. The findings from this study illustrate how IHEs and NIHEs are similarly positioned to effectuate change within their communities. Implementing place-based initiatives requires anchor institutions to allocate considerable time and resources in order to adapt to the current needs of the community in real time. Therefore, future lead agents of Promise Neighborhoods should seek to promote an environment that fosters on-going collaboration and mutual trust across and within multiple stakeholders, while also exploring sustainability efforts to extend gains made beyond the duration of the grant.

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CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

Медична освіта ◽

10.11603/me.2414-5998.2020.2.11165 ◽

2020 ◽

pp. 137-141

Author(s):

V. M. Synyshyna

Keyword(s):

Higher Education ◽

Professional Training ◽

World View ◽

Educational Process ◽

Professional Activity ◽

Institutions Of Higher Education ◽

Social Phenomena ◽

Fundamental Knowledge ◽

The Individual ◽

Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

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Refusing to Wait: Just-in-Time Teaching

The Radical Teacher ◽

10.5195/rt.2018.466 ◽

2018 ◽

Vol 111 ◽

pp. 88-102

Author(s):

Ann J. Cahill ◽

Tom Mould

Keyword(s):

Higher Education ◽

Student Learning ◽

Presidential Election ◽

Course Design ◽

Just In Time ◽

Institutions Of Higher Education ◽

Practical Skills ◽

Faculty And Staff

Shortly after the presidential election of 2016, a group of faculty and staff at Elon University committed to developing and offering a one-credit course designed to provide students with intellectual and practical skills that would be useful in facing contemporary social and political challenges. This article describes the process of developing the course, its structure and content, and its effects on the students, faculty, and staff who participated in it. The article also discusses strengths and weaknesses of the course design as a means of helping to ensure the success of any future endeavors. The course, which eventually came to be titled “Refusing to Wait: Intellectual and Practical Resources for Troubled Times,” is an example of how institutions of higher education can respond quickly and effectively to political developments, while keeping student learning at the center of their mission.

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Distance Learning Course Design

Cultivating Diverse Online Classrooms Through Effective Instructional Design - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3120-3.ch001 ◽

2018 ◽

pp. 1-16 ◽

Cited By ~ 1

Author(s):

Jillian L. Wendt ◽

Deanna Nisbet ◽

Amanda Rockinson-Szapkiw

Keyword(s):

Higher Education ◽

Distance Learning ◽

International Students ◽

Best Practices ◽

Culturally Responsive ◽

Course Design ◽

Institutions Of Higher Education ◽

Preliminary Research ◽

Practical Implications ◽

The U.S

Research has extensively provided insight regarding best practices for designing distance learning courses at U.S. institutions of higher education. However, with the increase in course offerings to students abroad and with the documented challenges that international students enrolled in U.S. courses face, it is important to consider whether current frameworks for course design support the needs of international learners. Unfortunately, little research exists that examines this facet of culturally responsive course design and development. This chapter presents what is currently understood regarding international learners enrolled in U.S. courses, an overview of the most widely utilized frameworks for course design in the U.S. context, what preliminary research suggests regarding support for international learners, and practical implications and areas in need of further exploration.

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Higher Education Pedagogy Revisited

10.4018/978-1-6684-3706-3.ch024 ◽

2022 ◽

pp. 463-481

Author(s):

Christopher McCarthy-Latimer

Keyword(s):

Higher Education ◽

Literature Review ◽

Economic Benefits ◽

College Level ◽

Aggregate Level ◽

Civic Learning ◽

Deliberative Dialogue ◽

Higher Education Pedagogy ◽

The Individual ◽

Insight Into

This chapter is an update that examines the effect of using “deliberation” as a tool for teaching at the college level. The students in this study considered the economic benefits and expenses of a box store. Deliberation provides a unique insight into what might be a better understanding of what students are thinking. The literature review contains various forms of deliberation including the process of deliberation in education; the outcomes of deliberative polling events; deliberation with technology; and whether working has an impact on students who deliberate. The use of pre- and posttest surveys shows that students who engaged in a deliberative dialogue were more likely to increase their civic learning and to change their opinions about the issues discussed. The findings demonstrate that deliberation pedagogy influences students' beliefs at both the individual and aggregate level.

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Entrepreneurial IHEs

Evolving Entrepreneurial Strategies for Self-Sustainability in Vulnerable American Communities - Advances in Business Strategy and Competitive Advantage ◽

10.4018/978-1-5225-2860-9.ch007 ◽

2018 ◽

pp. 126-146

Author(s):

Alizabeth M. Sanchez-Lopez ◽

Eileen Segarra-Almestica ◽

Jose M. Pérez-López

Keyword(s):

Higher Education ◽

Regional Development ◽

Institutional Environment ◽

Institutions Of Higher Education ◽

Resource Base ◽

Institutional Conditions ◽

Multiple Factors ◽

Multiple Dimensions ◽

The Individual ◽

Environmental Level

Drawing on extant theories of entrepreneurship at the individual, organizational, environmental level, as well as, processes, the chapter presents a framework to stimulate Innovation & Entrepreneurship (I&E) through Institutions of Higher Education (IHEs). The framework positions universities within an institutional environment that provides the cues for configuration of their resource base. Institutions of Higher Education must consider the multiple dimensions of entrepreneurship when organizing their resource base since configurations that support an entrepreneurial focus may inhibit another. Innovation and entrepreneurship outcomes will lead to regional development, and these two will create a new set of institutional conditions in the region. The framework in this chapter serves as blueprint, for researchers and practitioners, to examine the multiple factors, and the synergies among these, to spur regional development through universities and I&E.

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Pedagogical and Social Significance of Historical Local Lore in Modern Institutions of General Secondary Education and Institutions of Higher Education

Intellectual Archive ◽

10.32370/ia_2021_06_3 ◽

2021 ◽

Vol 10 (2) ◽

Author(s):

Dmytro Nefyodov ◽

◽

Svitlana Zaskaleta ◽

Keyword(s):

Higher Education ◽

Secondary Education ◽

Teaching Methods ◽

Academic Discipline ◽

Institutions Of Higher Education ◽

Social Significance ◽

Creative Potential ◽

Wide Range ◽

The Individual ◽

Active Citizen

The article examines the pedagogical and social significance of historical local lore in modern general secondary education and higher education institutions. The authors conclude that the study of various aspects of life in the region needs constant search and improvement. It should go beyond established schemes and models, be guided not by biased views, prohibitions and prejudices, but use a wide range of opportunities to better solve the problem. Modern teaching methods must involve all the creative potential of the individual. Historical local lore is the academic discipline that allows to reveal the creative potential of the researcher, to form him as a future scientist, active citizen, creator of the future of his land.

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ЗМІСТ ДИРИГЕНТСЬКО-ХОРОВОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА У ПЕДАГОГІЧНИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences ◽

10.31494/2412-9208-2021-1-2-211-217 ◽

2021 ◽

Vol 1 (2) ◽

pp. 211-217

Author(s):

V. V. GRIGORYEVA ◽

Keyword(s):

Higher Education ◽

Professional Training ◽

Art Teachers ◽

Bachelor's Degree ◽

Institutions Of Higher Education ◽

Choral Conducting ◽

Art Teacher ◽

Cultural Traditions ◽

Regional Component ◽

The Individual

The article considers the problem of choral-conducting training of future music art teachers and its place in the system of professional training in pedagogical institutions of higher education. It is noted that the discipline «Choral Conducting», which is part of the Workshop of choral-conducting training is included in the professional unit of the professional system of training specialists, specialty 014 Secondary Education (Music). It includes knowledge, skills and abilities of conducting and choir organization. The effectiveness of the individual form of conducting training is substantiated, which is due to the specifics of choral conducting as a performing art and contributes to the formation of each student’s professiogram. The author highlights the interdisciplinary links of the course «Choral Conducting» with other disciplines that provide a complex professional training of the student, as well as strengthen his/her professional and pedagogical orientation. The article analyzes the theoretical views and pedagogical principles of representatives of Ukrainian conducting and choral schools, which created unique scientific and pedagogical systems of a conductor’s formation. Based on the main provisions of these systems, the author developed the content of choral-conducting training of future music art teachers in pedagogical institutions of higher education, taking into account the regional component (Zaporizhzhia region, Northern Azov), which is represented by works of relevant composers. The article presents the gradual formation of a music art teacher as a specialist choirmaster. The detailed content of choral-conducting training of bachelor's degree students is given. The basic skills that are complicated and improved in the process of conducting are highlighted. The role of the regional component in the content of educational programs and its assistance in preserving the cultural traditions of the region is determined. Key words: future music art teachers, choral-conducting training, conducting activity, choir.

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Barriers to and Strategies for Faculty Integration of IT

Instructional Design ◽

10.4018/978-1-60960-503-2.ch507 ◽

2011 ◽

pp. 1228-1236

Author(s):

Thomas M. Brinthaupt ◽

Maria A. Clayton ◽

Barbara J. Draude

Keyword(s):

Higher Education ◽

Instructional Technology ◽

Public Service ◽

Role Models ◽

Course Design ◽

Faculty Members ◽

Institutions Of Higher Education ◽

Higher Education Faculty ◽

Design Assessment ◽

Research Service

At most institutions of higher education, faculty members wear many “hats.” Among other responsibilities, they are expected to teach, conduct research, and participate in institutional and public service. Within the teaching realm, faculty members have always had multiple responsibilities. For example, in addition to being content experts, they may need to become course design, assessment, communication, community or interaction experts. Instructors can be described as architects, consultants, resources, reviewers, and role models (Oblinger & Hawkins, 2006). It is primarily (though not exclusively) in the teaching realm where instructional technology (IT) is relevant. The more that faculty utilize IT, the more the non-content aspects of teaching become salient. Depending on level of faculty expertise, asking them to increase the time and effort they put into their teaching might reduce the time and effort they can devote to research, service, and other institutional requirements and responsibilities. Why should they, especially if there is very little acknowledgment or tenure/promotion credit given for incorporating IT into their teaching? This is, in part, why many faculty members may have to be dragged “kicking and screaming” into using these technologies.

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