scholarly journals Student & Faculty as Pedagogical Co-designers: An experience of partnership between a graduate student and a faculty member

2020 ◽  
Author(s):  
E. Kao ◽  
A. McKean ◽  
M. Orjuela-Laverde
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Graduate Student ◽  
Teaching And Learning ◽  
New Faculty ◽  
Pedagogical Approach ◽  
Design Assessment ◽  
Team Evaluation

• Students as Partners (SaP) is a pedagogical approach that challenges the traditional learner roles in higher education by promoting collaboration between students and faculty to enhance teaching and learning [1]• This work consists of the partnership between a new faculty member and graduate student partner (GSP) (not the course TA) to design assessment materials for a year 3 core Mech. Eng. course with ~40 students• Deliverables from the collaboration include adaptation of course rubrics (see below) and the implementation of the CATME rubric [2] for team evaluation• Rubric adaptation was in part guided from Brookhart’s book [3]

scholarly journals Reflections on the impact of COVID-19 on teaching and learning in the Faculty of Arts at the University of Nottingham

2021 ◽  
pp. 47-55
Author(s):  
Cecilia Goria
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Pedagogical Approach ◽  
State Of Emergency ◽  
The Uk ◽  
The University ◽  
The Impact ◽  
Emergency Measures

It is widely believed that digitally-driven changes are not welcomed amongst academic staff in higher education. However, when in March 2020, the University of Nottingham went online in response to the UK government’s COVID-19 lockdown, a different picture started to emerge. This contribution reflects on the initial steps taken to respond to the COVID-19 emergency measures, including the support required to implement these steps and ensuing staff feedback. It also reflects on the process of moving forward from a state of emergency to a more thought-through digital pedagogical approach. In this scenario, the ultimate goal of this reflection is to argue that, as a consequence of the educational turbulence caused by COVID-19, the portrait of academics prone to resisting digitally-driven changes needs to be replaced by one that emphasises the significance of making the pedagogical values of these changes meaningful to the staff who eventually implement them.

scholarly journals 11. Peer Review: Structured, Informal, Confidential, Helpful!

2011 ◽  
Vol 4 ◽  
pp. 68 ◽  
Author(s):  
Alice Cassidy ◽  
Jack Lee
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Peer Review ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Peer Teaching ◽  
University Of British Columbia ◽  
Hands On ◽  
Peer Reviewers ◽  
The University

This paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.

scholarly journals A faculty member learning with and from an undergraduate teaching assistant: Critical reflection in higher education

2019 ◽  
Vol 3 (2) ◽  
pp. 109-117
Author(s):  
Frank Daniello ◽  
Caroline Acquaviva
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Faculty Member ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Undergraduate Teaching ◽  
Power Dynamics ◽  
Working Relationships ◽  
Education Student ◽  
Teacher Education Student

This case study describes a student-faculty partnership between an undergraduate teacher education student and a faculty member of teacher education. This faculty-centric partnership aimed to enhance the faculty member’s critical reflection on his pedagogy in an introduction to teacher education course. In this jointly-written article, we offer student and faculty insights about the process we employed, the outcomes of our teaching and learning together, and the complexities of student-faculty working relationships stemming from power dynamics. We also provide recommendations for faculty and students looking to engage in collaborations. These recommendations center on defining partner roles, using video recordings, and addressing power dynamics between students and faculty within higher education. Drawing from our experience, we suggest that student-faculty partnerships are one fruitful avenuefor improving the quality of instruction in higher education. They require minimum financial resources and can enhance faculty pedagogy, which will benefit current and future students.

scholarly journals Teaching Assistant Competencies in Canada: Building a Framework for Practice Together

2015 ◽  
Vol 8 ◽  
pp. 219 ◽  
Author(s):  
Cynthia Korpan ◽  
Suzanne Le-May Sheffield ◽  
Roselynn Verwoord
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Interest Group ◽  
Special Interest ◽  
Teaching And Learning ◽  
Teaching Assistant ◽  
Development Framework ◽  
Multiple Contexts ◽  
Flexible Framework ◽  
Consultative Process

This paper examines the stages of development for a framework of teaching assistant (TA) competencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE). TAGSA initiated an iterative consultative process to inform the creation of the competencies that sought input from the STLHE community on four occasions. At each stage of the consultations, the competencies were formed and re-formed, their purpose and value debated, and the challenges of creating a development framework recognized. This process, described in this paper, resulted in a clear, succinct and flexible framework that can be used across institutions in multiple contexts.

From the Halls of Harvard to the Age of the Networker

2020 ◽  
pp. 201-225
Author(s):  
Amy Aldridge Sanford ◽  
Kellie W. Smith
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Course Management Systems ◽  
Contingent Faculty ◽  
Gi Bill ◽  
Full Time ◽  
New Faculty ◽  
Faculty Orientation ◽  
Conference Attendance

Professional development in U.S. higher education was operationalized with sabbatical leaves for 150 years but has rapidly evolved through five ages since then – from conference attendance during the Age of the Scholar (1950s-60s) to the centrality of centers of teaching and learning in today's Age of the Networker (2000s-2010s). It continues to be influenced by everchanging professoriate and student populations, beginning with the introduction of the GI Bill and in the mid-20th century to the modern dependence of contingent faculty. Over the years, tenure lines have decreased, more students work full time, lawmakers and other stakeholders are more critical of colleges and universities, and students are less prepared academically but are more savvy with social justice. Faculty developers must carefully consider all of these matters when planning for the old standbys (e.g., new faculty orientation, navigating course management systems) and looking to what is needed for the future (e.g., accessible design, self-care, legislative mandates).

scholarly journals An Efficient and Coherent Pipeline for Graduate Student and Postdoctoral Scholar Educational Development

2021 ◽  
Vol 40 (2) ◽  
Author(s):  
Daniel Mann ◽  
Matthew Mahavongtrakul ◽  
Ashley Hooper
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Teaching And Learning ◽  
Educational Development ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
Culture Of Evidence

As higher education shifts toward a culture of evidence-based teaching practices, future faculty are seeking opportunities to develop their pedagogical knowledge and skills. Many centers for teaching and learning (CTLs) have not proportionally grown in resources to meet the demand for graduate student and postdoctoral scholar programming (e.g., teaching certificates and pedagogy seminars). This article presents a model of a wide-ranging, coherent pipeline of educational development for graduate students and postdoctoral scholars managed by a CTL with modest staffing.

Resilience for Faculty Development in Global Higher Education

2019 ◽  
pp. 481-504 ◽  
Author(s):  
Pamela A. Lemoine ◽  
Sharon Seneca ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Development ◽  
Faculty Member ◽  
Teaching And Learning ◽  
Rapid Change ◽  
Institutional Support ◽  
Job Expectations ◽  
The Future

Globalized higher education has created many challenges for faculty including the uncertainty and rapid change in the missions, faculty, and teaching. In this volatile environment, faculty are constantly bombarded with changing goals, job expectations, and how to deal with technology for teaching and learning. What are faculty to do? Since professional development is limited, most faculty must make the adjustments on their own with little institutional support. A possible answer for this dilemma is resiliency, which positions the faculty member to be their own best cultivator of the future they desire in higher education.

Beyond Novelty

2020 ◽  
pp. 22-42 ◽  
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Designers ◽  
Pedagogical Approach ◽  
Pedagogical Innovation ◽  
Design For Learning

This chapter examines how fully accessible teaching and learning, and particularly Universal Design for Learning (UDL), currently attracts much attention in higher education (HE) as an innovative pedagogical approach. Having highlighted all the dimensions of UDL that currently qualify it as “innovative”, the chapter further examines the concept of pedagogical innovation and what constitutes such a perception within the field. It is argued that far from being new, the notion of accessible teaching and learning draws from other pedagogical concepts and schools of thought that are well established in the literature and very much traditional and readily accepted. The chapter discusses that despite this recent “framing” or branding, UDL is not so much a novelty as a return to a fundamental questioning on the part of educators and instructional designers around engagement and social justice and their place in pedagogy.

scholarly journals Collaborative mentoring to prepare doctoral students for college teaching

2021 ◽  
Author(s):  
Lindsey B. Hogue ◽  
Kenneth Bleak ◽  
Tammy Abernathy
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Doctoral Student ◽  
College Teaching ◽  
Scope Of Practice ◽  
Self Study ◽  
Psychosocial Mentoring ◽  
Collaborative Mentoring

This project used psychosocial mentoring (Curtin et al., 2016) to create a collaborative mentoring experience prepare doctoral students to become the instructors of record. In the collaborative mentoring experience, we paired doctoral students with a faculty member teaching a class that the doctoral student aspired to teach. The doctoral student observed the faculty member teaching, engaged in discussions with the faculty member, and reflected on the process. The following semester, the doctoral student became the instructor of record for the course. Following this experience, two doctoral students and one faculty member completed a retrospective self-study through journaling and discussions. After analyzing the results through discussions, we identified three themes: (1) understanding the course and our learners, (2) underlying goals and processes involved in college teaching, and (3) stretching the scope of practice for instructors of record. This paper describes the theme of stretching the scope of practice for instructors of record. Implications for teaching and learning in higher education are discussed.

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