scholarly journals Student Collaboration in Action: A Case Study Exploring the Role of Youth Work Pedagogy Transforming Interprofessional Education in Higher Education

2021 ◽  
Vol 11 (12) ◽  
pp. 761
Author(s):  
Tim Howell
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Interprofessional Education ◽  
Informal Education ◽  
Value Added ◽  
Youth Work ◽  
Youth Workers ◽  
Pedagogical Practice ◽  
Challenges And Opportunities

The College of Health, Psychology, and Social Care at the University of Derby has transformed its Interprofessional Education (IPE) offer from a top-down standalone event into a five-year strategy designed and delivered in genuine collaboration with students. Across the higher education sector, IPE has been a struggle, tokenistic at best, with limited buy-in from students. When academic-led it prevents deep learning; however, by utilising an informal education approach students bring their life, programme, and practice learning together to genuinely break down barriers between professional disciplines. This paper will use an autoethnographic case study to explore the challenges and opportunities of genuine collaboration based on youth work principles in the creation of a ‘value-added curriculum’, not aligned to modules or assessments. It found that buy-in from academics and students comes when students are empowered to take the lead. This is based on youth work pedagogical principles of group work, relationships with shrinking professional distance, critical pedagogy, genuine agency, and an emotional connection made between the professionals and service users. It suggests the potential is considerable as youth workers bring their pedagogical practice to a broader range of spaces within and beyond higher education.

scholarly journals Critical pedagogy in the university: Can a lecture be critical pedagogy?

2018 ◽  
Vol 16 (8) ◽  
pp. 985-999 ◽  
Author(s):  
Lauren B Clark
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Student Satisfaction ◽  
Case Study Research ◽  
Pedagogical Practice ◽  
Higher Education System ◽  
Curriculum And Pedagogy ◽  
Banking Education ◽  
The University

In a higher education system driven by student satisfaction, there has been a recent push towards more student-centred methods of teaching such as collaborative learning and seminar discussions despite an increase in student numbers. In contrast, some academics defend the transformative and educative possibilities of the lecture by challenging its conception as ‘banking education’, asking us to reflect on the purpose of education in a way that calls into question our assumptions about the transmission of information through lecturing. While acknowledging the place of the lecture in higher education, I want to consider whether a lecture can be critical pedagogy by interrupting previous ways of thinking and being. As the teacher lectures he/she models what it means to know, to think and to act, but is this enough to make it critical pedagogy? Looking at conceptualisations of the transformative intellectual and the relationship between curriculum and pedagogy alongside data from case study research, this article will explore what critical pedagogical practice looks like in the university.

Piloting Online Submission and Online Assessment with GradeMark

2014 ◽  
pp. 125-151 ◽  
Author(s):  
Trudy Ambler ◽  
Yvonne Breyer ◽  
Sherman Young
Keyword(s):  
Higher Education ◽  
Implementation Process ◽  
Cultural Transformation ◽  
Student Experiences ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Electronic Assessment ◽  
Online Submission ◽  
Challenges And Opportunities

Online technologies are becoming ubiquitous in higher education and present both challenges and opportunities for those involved in learning and teaching. This chapter reports on the research-enhanced implementation of Electronic Assessment Management (EAM) within one faculty of a university in Sydney, Australia. This research was conducted as a qualitative case study. Questionnaires were used to investigate staff and student experiences of EAM, and the researcher's reflective practice made it possible to capture important details of the implementation process mediated through the researchers as participants. The research found enormous potential in EAM implementation for cultural transformation in learning and teaching. The authors argue that the move to EAM is now a viable option for universities. The combination of a rapidly evolving higher education landscape, evidence from exploring both staff and student experiences of engaging with EAM, and the benefits which the transition offers for the professional development of academics make the use of EAM essential for reasons of both pedagogy and efficiency.

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

2017 ◽  
pp. 593-615
Author(s):  
Stephanie L. Sanders ◽  
Mark P. Orbe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Value Added ◽  
Diversity Education ◽  
Development Programs ◽  
Relational Dialectics Theory ◽  
Study Approach ◽  
Professional Development Programs

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

scholarly journals Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education

2021 ◽  
Vol 11 (9) ◽  
pp. 561
Author(s):  
Sinéad Gormally ◽  
Annette Coburn ◽  
Edward Beggan
Keyword(s):  
Social Change ◽  
Critical Pedagogy ◽  
Informal Education ◽  
Teaching And Learning ◽  
Youth Work ◽  
Youth Work Education ◽  
The Uk ◽  
Teaching Learning ◽  
Work Education ◽  
Emancipatory Practice

Community and youth work (CYW) practice has been articulated as striving towards a more socially just and equal society and is theorised as a catalyst for social change that seeks to overcome power differentials. Yet, despite these claims, there is limited empirical evidence to inform knowledge about the extent to which ‘equality work’ is featured and practiced in CYW programmes in higher education. This article draws on perspectives from current and former CYW students in the UK which routinely claim critical pedagogy as the bedrock of professionally approved degree programmes. Utilising a survey approach, our aim was to examine the experiences of students to find out if teaching, learning and assessment practices in professionally approved CYW programmes can be argued as helping students to articulate practice as emancipatory. The findings indicate that there was coherence and a strong understanding of core theories that confirmed CYW programmes as helping students to articulate emancipatory practice. In relation to teaching and learning, programmes were not as aligned with critical pedagogy, inclining more towards traditional and formal methods than alternative or informal methods. Finally, an imbalance between the persistent use of standardised assessment methods over more flexible and creative assessments suggested a reluctance to seek, or develop, more emancipatory sustainable assessment alternatives. The article concludes by arguing that informal education and, specifically, CYW programmes are well-placed to drive institutional and social change forward.

scholarly journals The Role of Students in the Governance of Public Higher Education: a Case Study of Malta

2019 ◽  
Vol 11 (3) ◽  
pp. 1-20
Author(s):  
Colin Borg
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Student Participation ◽  
Value Added ◽  
Optimum Level ◽  
Public Higher Education ◽  
The Subject

Abstract Objective: The aim of this paper is to analyse the extent of student involvement in higher education governance by considering Malta as a case study. When analysing participation within institutions, two main players are involved: students and staff. Methodology: The author uses a hybrid of methodological tools to analyse the subject matter. A review of the existing literature is compounded with document analysis and the collection of unpublished institutional data. Findings: Student participation in the governance of higher education institutions (HEIs) is becoming a pressing reality. Students, who are the institutional clients, are a crucial key player in the manner in which HEIs are governed and managed. Therefore, HEIs have an interest in ensuring effective student participation. Various mechanisms are available and student participation is not always at an optimum level. Value Added: This paper analyse in detail two main mechanisms of student participation: elections and academic feedback. A qualitative analysis is provided in order to measure the extent of participation. Elections are an important tool to elect student representatives while study-unit and course feedback provide valuable information to improve teaching and learning. Recommendations: Further research is required in order to determine the quality of student participation in academic boards and committees. Therefore, the quantitative analysis is to be embraced with qualitative data. Furthermore, HEIs are to study ways in which they can create more participatory tools within their complex governing arrangements. The issue of involving more established student societies, which are not intrinsically part of the governing structures, is also essential.

scholarly journals Transforming Youth Ministry Higher Education in Kenya: A Practical Theological Approach

2019 ◽  
pp. 1-10q
Author(s):  
Nathan H. Chiroma ◽  
Kevin Muriithi
Keyword(s):  
Higher Education ◽  
Youth Ministry ◽  
Relevant Literature ◽  
Educational Institutions ◽  
Youth Work ◽  
Youth Workers ◽  
Full Time ◽  
Christian University ◽  
Practical Theological ◽  
Youth Ministry Education

Youth ministry in Kenya is evolving. In the Presbyterian churches in Kenya for instance, new positions for full time youth workers show the increasing emphasis on youth work. However, youth workers in many of the Kenyan churches have not been trained in youth work. If trained, the curriculum of the institutions of training reveals a lacuna in a practical theological approach to youth work. This article argues that effective youth work lies at the nexus of theory, reflection and praxis, hence higher educational institutions and seminaries, in particular, must reconsider youth ministry education curriculum to meet the current state and need of youth in Africa. Using a desk study, this paper reviewed relevant literature regarding youth ministry in Higher education. Although Africa is seen as a young continent, yet many educational institutions lack curriculum that is contextualized for youth ministry. The practical theological approach of Richard Osmer is utilized in this paper by looking at what is happening, that is, the lacuna in youth work curriculum; the literature reveals that even though some form of training is happening, there is a need to further standardize the curriculum to include key courses that are crucial in youth ministry; the interpretive paradigm of “why” considers western approaches in classical theology that entrench youth marginalization in Africa; the study find out that most of the literature in youth ministry are written from a western perspective with only few African authors, the normative question, that is, “what ought to happen” considers a biblical-theology of youth work from various literature and some South African institutions and the pragmatic question, that is, “the how”, proposes Pan Africa Christian University as a model Kenyan institution that is transforming youth ministry education in Kenya through the various programs they offer in youth ministry.

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