scholarly journals Jungian typology as a holistic teaching strategy in higher education

2017 ◽  
Author(s):  
Diane Montgomery ◽  
Kamden K Strunk ◽  
Misty Steele
Keyword(s):  
Higher Education ◽  
College Students ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Holistic Education ◽  
Developmental Issues ◽  
Practical Applications ◽  
Social And Emotional ◽  
Holistic Teaching ◽  
Jungian Typology

With an eye to the application of principles of holistic education and integrated development to higher education, this discussion has as its aim to describe the work of a reflective teaching team in educational psychology. Using developmental issues within the Jungian psychological functions of sensing (physical), intuition (creative, spiritual), thinking (cognitive), and feeling (social and emotional), our team designed activities and discussions related to the holistic growth of college students. Results indicate a theoretical model that can offer practical applications to teaching and learning of college students

scholarly journals Higher education: issues, challenges and suggestions

2020 ◽  
Vol 3 (8) ◽  
pp. 112-118
Author(s):  
Simmi Vashishtha ◽  
Kamaljit Singh
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching And Learning ◽  
Holistic Education

This paper introduces the notion of holistic education into the context of higher education eco-systems. The study intends to conceptualize the theme and list out issues and challenges present education system faces with intent to connect with a wider set of teaching and learning paradigms to upgrade the capabilities of higher education eco-systems. Study recommends the need of combining experiential based learning (EBL). The study also recommends the changes needed to be adopted at this time in higher education viz.

Communicative Resilience of First-Generation College Students During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Kristina M Scharp ◽  
Tiffany R Wang ◽  
Brooke H Wolfe
Keyword(s):  
Higher Education ◽  
College Students ◽  
Online Education ◽  
First Generation ◽  
Communication Theory ◽  
Multiple Stressors ◽  
First Generation College Students ◽  
Practical Applications ◽  
First Generation College ◽  
Education Administrators

Abstract As U.S. higher education institutions closed their campuses and transitioned to online education due to the high risk for COVID-19 transmission, first-generation college students (FGS) were particularly susceptible to multiple stressors. Findings from a sample of 44 participants reveal seven resilience triggers, four resilience processes, and three relationships between resilience processes and triggers. Based on these findings, we advance the communication theory of resilience by establishing the ways triggers can be structural, emergent, and overlapping and by theorizing resilience processes as both enduring and time-bound/contingent. We also employ a new qualitative method, thematic co-occurrence analysis, to illuminate the relationships between the resilience triggers and processes. Practical applications for higher education administrators, teaching instructors, and student support professionals are described.

Students Writing Their Own Lectures with a Wiki and the CSA

2010 ◽  
pp. 244-259 ◽  
Author(s):  
Cath Ellis ◽  
Sue Folley
Keyword(s):  
Higher Education ◽  
Information Society ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Higher Education Institutions ◽  
Teaching Strategy ◽  
Student Population ◽  
Diverse Background ◽  
Overwhelming Evidence ◽  
Didactic Lecture

This chapter examines why despite decades of research and overwhelming evidence questioning the pedagogical effectiveness of lecturing as a teaching and learning strategy, it remains the dominant pedagogical mode in most higher education institutions worldwide. The authors explore further why lectures are not the most appropriate teaching strategy in the current higher education climate for three main reasons: the way we now view ‘knowledge’; the information society in which we are currently immersed; and the diverse background and experience of today’s student population. The authors offer an alternative to the lecture which can achieve what a lecture aims to, but in a more student-centred way. Their alternative is informed by the contributing student approach, devised by Collis & Moonen (2001), whereby students collaboratively find, explore, share, and engage with the content which they would have otherwise received passively via a didactic lecture.

scholarly journals Implementation of the utility value intervention: An adaptation of implementation science frameworks for higher education teaching and learning research

2020 ◽  
Author(s):  
Raechel N. Soicher ◽  
Kathryn A. Becker-Blease
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Implementation Science ◽  
Teaching And Learning ◽  
Evidence Based ◽  
Higher Education Research ◽  
Research Practice ◽  
Evidence Based Practices ◽  
Practical Applications ◽  
Practice Gap

The research-practice gap refers to the failure of empirical effectiveness research to translate meaningfully into practical applications. In higher education research, this is evident in the low use or uptake of evidence-based practices in college classrooms. To help address the research-practice gap, educational researchers can draw on theories, frameworks, and methodologies from implementation science. Implementation science is a field of research originating in public health specifically designed to study the variables related to the process of getting evidence-based practices into routine use. The present study adapted multiple frameworks and validated measures of implementation outcomes to identify the facilitators to and barriers of implementing a motivational intervention in university-level general psychology courses. The results highlight organizational, instructor, and student-level factors that influence implementation. The study itself provides a demonstration of how to incorporate elements of implementation science into higher education research.

scholarly journals Study of Life Education for College Freshmen in China

2016 ◽  
Vol 9 (12) ◽  
pp. 75 ◽  
Author(s):  
Jianfeng Zhang ◽  
Xuefei Li
Keyword(s):  
Higher Education ◽  
College Students ◽  
Knowledge Acquisition ◽  
College Freshmen ◽  
Teaching Strategy ◽  
Learning Motivation ◽  
Chinese College Students ◽  
Life Attitudes ◽  
Comprehensive Development ◽  
Life Education

<p class="apa">Based on student-centred teaching strategy, the complete higher education should include the knowledge acquisition and the comprehensive development of college students. Life education is able to help college freshmen to establish an attitude towards respecting life, to cultivate lofty ideals and to stimulate learning motivation. In China, to assist freshmen in adapting campus life as soon as possible, the work of freshmen education is widespread in most universities. Base on the results of “Chinese college students’ life attitudes”, the convergence between life education and freshmen education is analyzed and it is feasible to carry out life education for college freshmen; meanwhile, the approaches of life education are explored and the curriculum system is established; therefore, the education perspective can be broadened and the content of freshmen education will be beneficially supplemented.</p>

scholarly journals Digital Hardware for Peer Assessment in K-12 Schools and Universities

2021 ◽  
Vol 6 ◽  
Author(s):  
Keith James Topping
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Face To Face ◽  
Social And Emotional ◽  
Self Confidence ◽  
General Terms ◽  
Digital Hardware ◽  
Emotional Aspects ◽  
K 12

Digital peer assessment (PA) is an arrangement for learners to consider and specify the level, value, or quality of a product or the performance of other equal-status learners, using computers, tablets, mobiles or other devices, and the internet. Digital PA is of increasing relevance as more educational establishments are moving toward online or blended learning. It has been widely used for some time, not only in elementary (primary) and high (secondary) schools but also in higher education. In this article, the purposes of PA are considered. Then, questions of effectiveness are briefly discussed. Then, the majority of the article describes in general terms how to do it. A review is offered for variations in types of PA and the underpinning theory, both of which have practical implications, irrespective of whether the PA is digital or face-to-face. Then, the use of different kinds of digital hardware in different kinds of PA will be considered. After this, the social and emotional aspects of digital PA are considered. As the contexts are so different, differences between primary school, high school, and higher education are reviewed. A conclusion summarises the strengths and weaknesses of digital PA, which can certainly be effective as a teaching and learning method and enhance student communication, problem-solving, and self-confidence.

scholarly journals Voices of Future Educators: Graduate Students’ Conceptions about Teaching and Learning in Higher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 160
Author(s):  
Philline M. Deraney
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Graduate Level ◽  
Student Centered ◽  
Student Centered Learning ◽  
Practical Applications ◽  
Written Responses ◽  
Higher Education Experiences

Teaching and learning as a process and concept is often researched through the viewpoint of graduate students as future educators in their respective fields. The aim of this study was to explore graduate students’ conceptions, experiences, and advice about teaching and learning as they embark on their journey as educators. Through purposive sampling, data were collected from students in the final year of their master’s program in education at a large university in Saudi Arabia. A qualitative content analysis of students’ written responses revealed three main themes: 1) definitions of teaching and learning were either teacher-led (predominant) or student-focused; 2) practical activities and assignments framed students’ memorable experiences; and, 3) updated, diverse methodologies including practical applications formed the main advice for educators. Student conceptions of teaching and learning, while predominantly teacher-led, illustrated elements of student-centered learning.  An underlying trend throughout the data was an awareness and description of the ongoing transition from teacher-centered/led to student-centered classrooms in their higher education experiences. Implications of this study include reflection on teaching and student-centered learning as a concept and process in graduate-level education programs and faculty academic development and reconsideration of the traditional faculty-student relationship to a more cooperative and involved one, particularly at the graduate level.   Received: 12 July 2021 / Accepted: 20 August 2021 / Published: 5 September 2021

scholarly journals Emotional intelligence in higher education: Perspectives of Nepalese college students

2018 ◽  
Vol 2 (1) ◽  
pp. 77-89
Author(s):  
Bhawana Shrestha
Keyword(s):  
Higher Education ◽  
College Students ◽  
Emotional Intelligence ◽  
Learning Process ◽  
Education System ◽  
Subject Matter ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Educational Backgrounds ◽  
Teaching Learning

This paper explores the perspective of college students regarding emotional intelligence in higher education. A great number of changes in the education system globally has developed new expectations for teachers. These days, teachers are not just the authority in a classroom but a mentor. Thus, emotions play a significant role in the teaching and learning process. This paper argues that mastery in subject matter does not make the best teacher in the eyes of students, rather emotional intelligence does. Emotional intelligence is neither the opposite of intelligence nor just the battle between mind and heart but it is the unique intersection of both. Quantitative research was done with 201 college students from different educational backgrounds. The data was analyzed with the theoretical modality influenced by Daniel Goleman's ‘Emotional Intelligence' method. The first part of the research explores what aspects of teacher’s students associate with being the best, and the second portion explores what behaviors the students want in their teachers in general. This research helps to identify emotional intelligence, a new domain introduced in the teaching and learning process, as significant, even from the student's perspective. Keywords: Emotional Intelligence, higher education, teaching-learning, perspectives

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