Between Culture and Curricula: Exploring Student and Faculty Experiences of Undergraduate Research and Inquiry

Undergraduate research and inquiry is a growing movement within the teaching and learning nexus, with many institutions developing their practices within this culture of education. This study aimed to identify the perceptions and experiences surrounding undergraduate research and inquiry among students and faculty at McMaster University in Ontario, Canada; assess the extent of research and inquiry in the design of undergraduate courses; and explore the facilitators and obstacles educators encounter when attempting to implement this educational approach. Although differences exist in student and faculty definitions of undergraduate research and inquiry, we found two principal models that characterize its structure and delivery—the scaffold model and bookend model. A third, the abstract model, does not employ the practice of inquiry. Despite numerous benefits unique to undergraduate research and inquiry education identified by stakeholders, notable barriers (such as funding, faculty buy-in, limited student experience, and inherent competition) hinder its progress. Overall, we found a diversity of undergraduate research and inquiry practices across the university, operating within varying cultures and comfort levels, which suggests unequal access for student learners.

Download Full-text

Beyond ‘Listening’ to the Student Voice: The Undergraduate Researcher’s Contribution to the Enhancement of Teaching and Learning

Journal of University Teaching and Learning Practice ◽

10.53761/1.7.2.4 ◽

2010 ◽

Vol 7 (2) ◽

pp. 40-59

Author(s):

Lee Partridge ◽

◽

Sally Sandover ◽

Keyword(s):

Undergraduate Students ◽

Student Voice ◽

Teaching And Learning ◽

Undergraduate Research ◽

Policy And Practice ◽

Research Partnerships ◽

Learning And Teaching ◽

Pedagogic Research ◽

The Individual ◽

The University

This paper introduces a novel focus of undergraduate research of which there have been few similar reports. Examples of staff-student research partnerships in teaching and learning are starting to appear in the literature but pedagogic research conducted entirely by undergraduate students is exceptional. The Undergraduate Learning and Teaching Research Internship Scheme (ULTRIS) was conceived at The University of Western Australia (UWA) to introduce undergraduate students to authentic research outside their chosen discipline. By focusing their research on a teaching and learning issue of identified priority for the University, students were able to make significant contributions to the understanding of the problem and provide insights to inform future changes in policy and practice. Beyond the benefits to the institution and the individual students, the model of undergraduate research described in this paper heralds an opportunity for research into teaching and learning to gain acceptance and interest amongst a new and previously uninvolved cohort of investigators.

Download Full-text

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽

10.26643/gis.v14i5.8466 ◽

2019 ◽

Vol 14 (5) ◽

pp. 21-28

Author(s):

Abasiama G. Akpan ◽

Chris Eriye Tralagba

Keyword(s):

Teaching And Learning ◽

Case Study Research ◽

University Education ◽

Learning Approach ◽

University System ◽

Electronic Learning ◽

E Learning ◽

Nigerian University ◽

The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

Download Full-text

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v1i1.18 ◽

2017 ◽

Vol 1 (1) ◽

pp. 117

Author(s):

Jared McDonald

Keyword(s):

South Africa ◽

South African ◽

Teaching And Learning ◽

Cape Town ◽

The South ◽

Scholarship Of Teaching ◽

Creative Commons ◽

Vice Chancellor ◽

The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen. How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Download Full-text

Teaching Music Theory

10.1093/oso/9780190879945.001.0001 ◽

2020 ◽

Author(s):

Jennifer Snodgrass

Keyword(s):

Music Theory ◽

Classroom Environment ◽

Teaching And Learning ◽

Undergraduate Research ◽

Real Life ◽

Aural Skills ◽

New Faculty ◽

Music Therapist ◽

Starting Point ◽

Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

Download Full-text

Shared strategic reflection process by a higher education institution: A case study

Management in Education ◽

10.1177/08920206211030984 ◽

2021 ◽

pp. 089202062110309

Author(s):

María García-Feijoo ◽

Leire Alcaniz ◽

Almudena Eizaguirre

Keyword(s):

Teaching And Learning ◽

Business Schools ◽

Education Institution ◽

Theory U ◽

Case Study Methodology ◽

Process Implementation ◽

Planning Models ◽

Challenging Environment ◽

The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

Download Full-text

Pedagogical Triage and Emergent Strategies: A Management Educational Program in Pandemic Times

Sustainability ◽

10.3390/su13063519 ◽

2021 ◽

Vol 13 (6) ◽

pp. 3519

Author(s):

Paola Adinolfi ◽

Fernando Giancotti

Keyword(s):

Change Management ◽

Project Based Learning ◽

Project Work ◽

Future Research ◽

Management Competencies ◽

Educational Approach ◽

External Conditions ◽

The University ◽

Defense Studies ◽

Leadership And Change

This paper explores the post-pandemic strategic reorientation of a master in leadership and change management, investigating the conditions for its success and the side effects. The Master, which is part of the Defense Education Enhancement Plan recently approved by the Italian Ministry of Defense, led in partnership by the Center for High Defense Studies and the University of Salerno, aims at developing strategic leadership and change management competencies. The virtualization of the project work sessions that was caused by the pandemic emergency produced unexpected consequences that led the master directors to refocus the program as regards its format and method. The case-study, based on direct observation, unstructured interviews, and analysis of written documents and recorded audio, corroborates the literature regarding the emerging innovative, learner-centered approaches in management education, showing the effectiveness of an integrated educational approach based on traditional in-presence lectures, as well as experiential and project-based learning. It shows how the adjustments devised to cope with the consequences of teamwork virtualization proved to be synergistic, delivering positive outcomes in terms of participants’ satisfaction, learning, and impact. Future research avenues and practical implications are also highlighted, with a focus on the internal and external conditions for successful project-based learning in a distance learning environment.

Download Full-text

A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i3.2165 ◽

2015 ◽

Vol 16 (3) ◽

Cited By ~ 3

Author(s):

Blessing Mbatha

Keyword(s):

Paradigm Shift ◽

Teaching And Learning ◽

Qualitative Approach ◽

Transactional Distance ◽

Focus Group Interviews ◽

Disruptive Innovations ◽

Different Types ◽

Group Interviews ◽

Axial Coding ◽

The University

<p class="norm">The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.</p>

Download Full-text

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

Interactive Technology and Smart Education ◽

10.1108/itse-05-2015-0012 ◽

2016 ◽

Vol 13 (1) ◽

pp. 71-82 ◽

Cited By ~ 4

Author(s):

Wan Noor Hazlina Wan Jusoh ◽

Suraya Ahmad

Keyword(s):

Technology Acceptance ◽

Teaching Methods ◽

Teaching And Learning ◽

Accounting Students ◽

Content Type ◽

Course Content ◽

University Of Technology ◽

Conventional Teaching ◽

Innovative Tool ◽

The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

Download Full-text

Creative collaboration: student creative works in the institutional repository

Digital Library Perspectives ◽

10.1108/dlp-03-2017-0010 ◽

2018 ◽

Vol 34 (1) ◽

pp. 20-31

Author(s):

Rose Sliger Krause ◽

Andrea Langhurst Eickholt ◽

Justin L. Otto

Keyword(s):

Teaching And Learning ◽

Music Performance ◽

Lessons Learned ◽

Institutional Repository ◽

Student Centered ◽

Student Work ◽

Content Type ◽

Music Department ◽

Eastern Washington ◽

The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

Download Full-text

Team Learning as a Model for Facilitating Entrepreneurial Competences in Higher Education: The Case of Proakatemia

Sustainability ◽

10.3390/su13137373 ◽

2021 ◽

Vol 13 (13) ◽

pp. 7373

Author(s):

Timo Nevalainen ◽

Jaana Seikkula-Leino ◽

Maria Salomaa

Keyword(s):

Higher Education ◽

Team Learning ◽

Point Of View ◽

Educational Approach ◽

Business Skills ◽

Business Plans ◽

University Of Applied Sciences ◽

Entrepreneurial Competencies ◽

The University ◽

Quantitative Case Study

In the past decades, there has been a growing interest in entrepreneurship education, and many higher education institutions have developed specific programs and courses to support entrepreneurial competencies. However, there have been significant changes in how universities train competences related to business skills and entrepreneurship in practice. Whereas entrepreneurship courses used to focus on the different forms of businesses and drafting business plans, the overall perception of entrepreneurship and entrepreneurial competences has shifted this toward a more holistic educational approach to develop students’ entrepreneurial competencies. In this comparative quantitative case study, we investigate the university students’ perception of the development of their entrepreneurial competencies in the case of Proakatemia (Tampere University of Applied Sciences). The aim was to examine how the entrepreneurial competencies are reflected and strengthened in their thinking and everyday functions through the concept of team learning. The survey involved, altogether, 64 students, of which 21 studied in Proakatemia. The results of this study indicate that the team learning concept of Proakatemia facilitates learning entrepreneurial competencies. Therefore, these results provide insights for universities aiming to develop their curricula, programs and pedagogy, thus promoting sustainable societal development. However, we recommend further studies, e.g., from a qualitative point of view, to assess the effective of the concept in other learning environments.

Download Full-text