scholarly journals The Multilingual Turn in a Tutor Education Course: Using Threshold Concepts and Reflective Portfolios

2020 ◽  
Vol 30 ◽  
pp. 237-257
Author(s):  
Hidy Basta
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Writing Center ◽  
Linguistic Diversity ◽  
Threshold Concepts ◽  
Inclusive Practices ◽  
Multilingual Writers ◽  
Flexible System ◽  
Writing Consultant ◽  
The University

In this article, I reflect on efforts to revise the instruction and evaluation of an undergraduate writing consultant education course. The revisions are motivated by the desire to adopt practices that reflect the writing center’s commitment to social justice for multilingual/translingual students and by a commitment to provide an effective, flexible, and brave environment for writing consultants to continue their professional development. I argue that grounding understanding of multilingual writers in concepts that explicitly explore linguistic diversity and standardized 1 English ideologies as threshold concepts is essential to reconceptualize writing center practices. I also argue for the necessity of adopting a flexible system for reflection, engagement, and evaluation to support writing consultants’ learning and practice. I share prompts used in the course and some of the responses they generated. The responses suggest that although combining threshold concepts with a portfolio system is successful in supporting inclusive practices, there remains a need to expand more inclusive practices across the university.

On Advisor Education: Evaluating Departmental Training and Professional Development Practices of Academic Staff in a Japanese University

Relay Journal ◽  
2019 ◽  
pp. 271-291
Author(s):  
Huw Davies
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Realist Evaluation ◽  
International Studies ◽  
Peer Observation ◽  
Research Issue ◽  
Training Aids ◽  
The People ◽  
The University ◽  
Initial Research

This study is an evaluation of the professional development (PD) programme for learning advisors employed in the self-access centre at Kanda University of International Studies in Japan. The research issue investigated was whether the PD activities of advisors allow them to provide appropriate support to students at the University. The implementation of policies, the people and the setting were all considered in building an understanding of what may make the programme work. The framework used to understand this programme is realist evaluation (Pawson & Tilley, 1997), in which theories related to the initial research issue were refined and developed to offer new perspectives. Results suggest that initial training aids advisors in supporting students, but that future implementation decisions are needed for the mentoring element of the programme and on whether more peer observation should take place. The implication that informal discussion among the workgroup and the freedom to choose personal PD journeys are fundamental drivers of effective practice is a finding that may be applied to other teacher and advisor education settings.

scholarly journals The conceit of activism in the illiberal university

2021 ◽  
pp. 147821032110034
Author(s):  
Bruce Macfarlane
Keyword(s):  
Social Justice ◽  
Corporate Social Responsibility ◽  
Research Agenda ◽  
Academic Research ◽  
Think Tank ◽  
The World ◽  
Political Stance ◽  
Corporate Social ◽  
The University ◽  
Popular Image

The popular image of activism in the university involves students and academics campaigning for social justice and resisting the neo-liberalisation of the university. Yet activism has been subtly corporatised through the migration of corporate social responsibility from the private sector into the university, a trend that may be illustrated by reference to the growing influence of research ‘grand challenges’ (GCs). Attracting both government and philanthro-capitalist funding, GCs adopt a socio-political stance based on justice globalism and represent a responsibilisation of academic research interests. Compliance with the rhetoric of GCs and the virtues of inter-disciplinarity have become an article of faith for academics compelled to meet the expectations of research-intensive universities in chasing the prestige and resources associated with large grant capture. The responsibilisation of the efforts of researchers, via GCs, erodes academic ownership of the research agenda and weakens the purpose of the university as an independent think tank: the essence of the Humboldtian ideal. The conceit of corporate activism is that in seeking to solve the world’s problems, the university will inevitably create new ones. Instead, as Flexner argued, it is only by preserving the independence and positive ‘irresponsibility’ of researchers that universities can best serve the world.

IMPACT ANALYSIS OF HEC- BASED TRAINING PROGRAMS ON THE PERFORMANCE OF THE UNIVERSITY TEACHERS IN PAKISTAN

2012 ◽  
Vol 01 (06) ◽  
pp. 35-40
Author(s):  
Khalid Hussain Shaikh ◽  
Ikhtiar Ahmed Ghumro ◽  
Asif Ali Shah ◽  
Faiz M. Shaikh ◽  
Tahira Afridi
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Impact Analysis ◽  
Training Programs ◽  
Effective Teacher ◽  
University Teachers ◽  
Instructional Activities ◽  
Teacher Aides ◽  
The Government ◽  
The University

The current research investigates the HEC based training for the University teachers in Pakistan and its impact on the performance on University teachers. The Higher Education Commission (HEC) in Pakistan seeks to improve the quality of teaching by University teachers. The Commission has initiated different forms of training according to the areas of expertise in order to improve skills and impact on the performance of University teachers. HEC based training plays a crucial role in the personal development among the University Teachers in Pakistan. Survey was conducted from 200 University teachers who have recently got training from HEC skill development or professional development training from HEC from all provinces. Structural questionnaire was design for reliability and accuracy the data. Analysis and evaluation was done by using GENSTAT statistical software. Major findings of the study showed that training should be provided according to discipline and more interactive training should be design for the University teachers. It was revealed that HEC based training not only equipped with knowledge but also improving the confidence level of the University teacher. Moreover due to the government policies, rules and regulations, such as introduction of the Tenure Track System, the and hiring the foreign faculty in various all Public sector universities it also has impact on the performance of students in job market. It revealed that teacher training was beneficial for professional development as well as for teaching performance. It also suggested that improved knowledge, skills and attitudes was necessary for the teacher aides to support the teaching program and facilitate learning and communication. It was further revealed that effective teacher aides required competencies in broad areas of human relations, instructional activities, non-instructional activities, and basic skills. The study concluded that basic and advanced level training is necessary for future training programs in Pakistan and 190 respondents responded to the questionnaires, by producing 95.0% response rate. Among which 70 % were male respondents and 30% were female respondents

Measuring digital professional development: analytics for the use of web and social media

2015 ◽  
Vol 7 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Jason Rhode ◽  
Stephanie Richter ◽  
Peter Gowen ◽  
Murali Krishnamurthi
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Faculty Development ◽  
Online Resources ◽  
Faculty Professional Development ◽  
Content Type ◽  
Online Resource ◽  
The University ◽  
Development Center ◽  
Faculty Development Centers

Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

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