Eureka: Identifying What It Means to Practice Student-Centered Teaching in a Hypermodern Age

Contemporary professional reports and research suggest that in corporate communication and related programs, we are not creating environments for modern students to thrive nor are we meeting the industry’s expectations in a “hypermodern” world. Using personal ethnography, this article analyzes industry-articulated limitations in the knowledge and skill sets of new communication practitioners, reviews contemporary literature identifying the learning needs of today’s students, and proposes a set of best practices based on the literature and the author’s own journey as a higher education practitioner of 20 years. Best practices identified here incorporate elements of entertainment, engagement, and an “open-world” approach that places the student experience at the core of each class and overall course design.

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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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Millennial Adult Learners in the 21st Century

Handbook of Research on Technologies for Improving the 21st Century Workforce ◽

10.4018/978-1-4666-2181-7.ch027 ◽

2013 ◽

pp. 425-439

Author(s):

Thomas G. Reio ◽

Keisha Hill-Grey

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Best Practices ◽

21St Century ◽

Social Presence ◽

Course Design ◽

Learning Needs ◽

Face To Face ◽

Learning Contexts ◽

Face To Face Learning

Millennials and their learning needs are in general misunderstood. Little research on how millennials prefer to learn, work, and live has contributed to unproductive, contradictory notions about this generation to the detriment of all. More research is clearly needed to better understand the current and future behaviors of millennials. A wide array of advancing technologies and their direct applications to online and face-to-face learning contexts are explored as means to engaging millennials more in adult learning endeavors. Best practices in employing technologies in the classroom, such as promoting interactivity and social presence through blogs and YouTube, are highlighted in online contexts and through course design. How technology impacts those who have not had exposure to technology is explored as well.

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Constructing a Design Framework and Pedagogical Approach for Adaptive Learning in Higher Education: A Practitioner's Perspective

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v21i1.4557 ◽

2020 ◽

Vol 21 (1) ◽

pp. 172-196 ◽

Cited By ~ 3

Author(s):

Thomas Cavanagh ◽

Baiyun Chen ◽

Rachid Ait Maalem Lahcen ◽

James Paradiso

Keyword(s):

Higher Education ◽

Best Practices ◽

Adaptive Learning ◽

Large Scale ◽

Research University ◽

Course Design ◽

Lessons Learned ◽

Design Framework ◽

Pedagogical Approach ◽

Field Note

While adaptive learning is emerging as a promising technology to promote access and quality at a large scale in higher education (Becker et al., 2018), the implementation of adaptive learning in teaching and learning is still sporadic, and it is unclear how to best design and teach an adaptive learning course in a higher education context. As early adopters, a team of instructors, instructional designers, and administrators at the University of Central Florida (UCF) identified five key design features as an adaptive learning design framework to guide the unique course design process. These five features involve deliberate design and development efforts that could bring significant benefits to student learning. The purpose of this field note is to present a design framework and best practices for teaching from both a systems and a pedagogical approach in the context of implementation at UCF. We also share the rationale and classification framework UCF has adopted to ensure the term “adaptive learning” is universally understood across campus. This paper offers insights into the design, delivery, and implications of utilizing adaptive learning systems in higher education courses at a public research university and attempts to capture the intimacy of lessons learned and best practices gathered since the project’s inception in 2014.

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Preventing Academic Misconduct

Prevention and Detection of Academic Misconduct in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7531-3.ch005 ◽

2019 ◽

pp. 98-115 ◽

Cited By ~ 1

Author(s):

Neeta Baporikar

Keyword(s):

Higher Education ◽

Mixed Method ◽

Academic Integrity ◽

Higher Education Institutions ◽

Academic Misconduct ◽

Ethical Concern ◽

Student Centered ◽

Mixed Method Approach ◽

The Core ◽

Method Approach

Cheating in academics has been on the increase and it reflects a lack of integrity on the part of students. If no efforts are made to prevent academic misconduct/dishonesty, it will contribute to the image and standing of higher education institutions (HEIs). Cheating is not only an ethical concern, but it also leads to lesser knowledge and competencies acquisition. Equally, when students cheat the faculty feel cheated and efforts wasted. The resultant may be low morale of educators which is dangerous. Hence, HEIs are making efforts to reduce cheating and strengthen academic integrity (AI) through polices, rules, and procedures. Nevertheless, the focus seems to be more on bolting the stable after the horse has left or is largely administrative in nature. Therefore, adopting a mixed method approach the core of this chapter is to focus on preventing cheating through academic approach. The objective is to discuss how student-centered teaching strategies can prevent academic misconduct with focus on management disciple.

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Mapping pedagogical touchpoints: Exploring online student engagement and course design

Active Learning in Higher Education ◽

10.1177/1469787421990847 ◽

2021 ◽

pp. 146978742199084

Author(s):

Eseta Tualaulelei ◽

Katie Burke ◽

Melissa Fanshawe ◽

Cathy Cameron

Keyword(s):

Higher Education ◽

Data Analysis ◽

Student Engagement ◽

Course Design ◽

Online Courses ◽

Online Course ◽

Learning Needs ◽

Online Course Design ◽

Online Student ◽

Design Students

Online learning has been widely adopted in higher education but there is a need to better understand the nature of student engagement with online courses. For example, there are questions about whether students engage with courses as educators intend and what features of online courses engage students to enhance learning. Bringing together student and educator perspectives, this article reports on a study that identified ‘pedagogical touchpoints’ – opportunities within online courses for student engagement – to ascertain whether a better understanding of these could improve online course design and student engagement. Data were collected across three undergraduate online courses. Data analysis produced three key findings: mapping pedagogical touchpoints against dimensions of engagement reveals patterns that may inform enhanced course design, students’ engagement with pedagogical touchpoints varies according to their learning needs and desires, and mapping pedagogical touchpoints can inform course design at both conceptual and practical levels. Discussion of the findings highlights that purposeful design of online courses, including strategic planning for pedagogical touchpoints, can maximise the potential for student engagement and consequent learning.

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Millennial Adult Learners in the 21st Century

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch007 ◽

2014 ◽

pp. 111-125

Author(s):

Thomas G. Reio Jr. ◽

Keisha Hill-Grey

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Best Practices ◽

21St Century ◽

Social Presence ◽

Course Design ◽

Learning Needs ◽

Face To Face ◽

Learning Contexts ◽

Face To Face Learning

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Piloting a Community of Student Data Consultants that Supports and Enhances Research Data Services

International Journal of Digital Curation ◽

10.2218/ijdc.v15i1.723 ◽

2020 ◽

pp. 1-11

Keyword(s):

Best Practices ◽

Real World ◽

Data Science ◽

Research Process ◽

Research Data ◽

Real World Data ◽

Student Centered ◽

Skill Sets ◽

Student Data ◽

The University

Research ecosystems within university environments are continuously evolving and requiring more resources and domain specialists to assist with the data lifecycle. Typically, academic researchers and professionals are overcommitted, making it challenging to be up-to-date on recent developments in best practices of data management, curation, transformation, analysis, and visualization. Recently, research groups, university core centers, and Libraries are revitalizing these services to fill in the gaps to aid researchers in finding new tools and approaches to make their work more impactful, sustainable, and replicable. In this paper, we report on a student consultation program built within the University Libraries, that takes an innovative, student-centered approach to meeting the research data needs in a university environment while also providing students with experiential learning opportunities. This student program, DataBridge, trains students to work in multi-disciplinary teams and as student consultants to assist faculty, staff, and students with their real-world, data-intensive research challenges. Centering DataBridge in the Libraries allows students the unique opportunity to work across all disciplines, on problems and in domains that some students may not interact with during their college careers. To encourage students from multiple disciplines to participate, we developed a scaffolded curriculum that allows students from any discipline and skill level to quickly develop the essential data science skill sets and begin contributing their own unique perspectives and specializations to the research consultations. These students, mentored by Informatics faculty in the Libraries, provide research support that can ultimately impact the entire research process. Through our pilot phase, we have found that DataBridge enhances the utilization and openness of data created through research, extends the reach and impact of the work beyond the researcher’s specialized community, and creates a network of student “data champions” across the University who see the value in working with the Library. Here, we describe the evolution of the DataBridge program and outline its unique role in both training the data stewards of the future with regard to FAIR data practices, and in contributing significant value to research projects at Virginia Tech. Ultimately, this work highlights the need for innovative, strategic programs that encourage and enable real-world experience of data curation, data analysis, and data publication for current researchers, all while training the next generation of researchers in these best practices.

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The Story of Verb™: Innovative Design Fit for Education’s 21st Century Learning Needs

International Journal of Designs for Learning ◽

10.14434/ijdl.v4i2.3964 ◽

2013 ◽

Vol 4 (2) ◽

Cited By ~ 1

Author(s):

Lennie Scott-Webber

Keyword(s):

Higher Education ◽

Active Learning ◽

Educational Practice ◽

Research Process ◽

Learning Needs ◽

Evidence Based ◽

Formal Learning ◽

Innovative Design ◽

The Core ◽

Passive Learning

People learn differently. This fact is at the heart of an educational practice revolution; active learning is at the core. Solving for active learning in the formal learning place – the classroom – became the quest of this design case’s author along with her Steelcase Education Solutions team. Active learning suggests people actually move in a classroom. Currently, classrooms are not designed for this type of activity as the modus operando is passive learning or an instructor stand and deliver situation. Much is changing in education from kindergarten through higher education. Therefore, figuring out how best to support an environment addressing active learning is important. This case shares the discovery of environmental supports for active learning and details the results of a six-step evidence-based research process that led to both the development of a furniture product that became Verb™ and a series of interior setting concept ideas for the formal learning environment.

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PROFESSIONAL COMPETENCIES OF ARCHITECTURE GRADUATES: PERCEPTIONS FROM GRADUATES, ACADEMICS AND EMPLOYERS IN THE NIGERIAN CONSTRUCTION INDUSTRY

Built Environment Journal ◽

10.24191/bej.v15i2.9704 ◽

2018 ◽

Vol 15 (2) ◽

pp. 1

Author(s):

Joy Joshua Maina

Keyword(s):

Best Practices ◽

Construction Industry ◽

Professional Practice ◽

Core Competencies ◽

Descriptive Statistics ◽

Self Report ◽

Professional Competencies ◽

Architecture Education ◽

The Core ◽

Study Results

The clamour for better quality graduates by architects in the Nigerian Construction Industry (NCI) necessitates a look into the core competencies and the adequacy of architecture education in preparing architecture graduates for professional practice. 116 self-report likertscale questionnaires from architecture graduates (2009-2015), academics and employers were analysed to establish core competencies developed by the graduates while in school. Descriptive statistics, t-tests as well as Mann-Whitney tests for differences in ratings were employed for the study. Results reveal the perceived adequacy of architecture education for the future career of graduates from the academic perspective. Graduates were most proficient at design related competencies while AutoCAD was still considered the most important CAD competency for architecture graduates in the NCI. The study recommends more frequent evaluations of competencies for employability in collaboration with industry as well as embracing BIM related software in line with global best practices. Keywords: Academics, Architecture, Employers, Graduates, Professional competencies, NCI

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PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: APPLYING US EXPERICENCE TO UKRAINAN HIGHER EDUCATION INSTITUTIONS

Continuing Professional Education Theory and Practice ◽

10.28925/1609-8595.2020.1.12 ◽

2020 ◽

pp. 80-85

Author(s):

Olha Pavlenko

Keyword(s):

Higher Education ◽

Education Research ◽

Best Practices ◽

Cost Reduction ◽

Professional Training ◽

Higher Education Institutions ◽

Academic Staff ◽

Research And Innovation ◽

Current State

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

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