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.

scholarly journals 29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

2011 ◽  
Vol 3 ◽  
pp. 177
Author(s):  
Natasha Patrito Hannon ◽  
Svitlana Taraban-Gordon
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Effective Teaching ◽  
Student Learning ◽  
Graduate Student ◽  
Teaching And Learning ◽  
Educational Development ◽  
Faculty Members ◽  
Development Programs ◽  
Scholarship Of Teaching

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.

scholarly journals Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice

2019 ◽  
Vol 12 ◽  
pp. 155-165
Author(s):  
Michelle Yeo ◽  
Jennifer Boman ◽  
Julie Mooney ◽  
Andrea Phillipson ◽  
Luciano Da Rosa dos Santos ◽  
...  
Keyword(s):  
Higher Education ◽  
Appreciative Inquiry ◽  
Teaching And Learning ◽  
Educational Development ◽  
Institutions Of Higher Education ◽  
Phase Approach ◽  
Three Phase

This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work.   Dans cet article, nous décrivons l’élaboration d’une approche en trois phases que notre équipe de concepteurs pédagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. À partir de la recherche sur l’importance de la flexibilité et l’itération (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appréciative (Srivastva et Cooperrider, 1990), nous replaçons notre recherche dans le contexte d’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaître les micro-, macro- et méso-niveaux d’influence dans les établissements d’enseignement supérieur (Poole et Simmons, 2013). Nous décrivons notre modèle 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se déroule. En conclusion, nous indiquons quelles sont les suites que nous donnons à ce travail.

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.

Middle leading small-scale school projects

2019 ◽  
Vol 33 (7) ◽  
pp. 1733-1745
Author(s):  
Peter Grootenboer ◽  
Kevin Larkin
Keyword(s):  
School Leadership ◽  
Teaching And Learning ◽  
Educational Development ◽  
Single Case ◽  
Small Scale ◽  
Evidence Based ◽  
Case Study Methodology ◽  
Content Type ◽  
School Based ◽  
Middle Leaders

Purpose The authors argue that middle leaders are the key educators in school-based educational development. Schools often secure small-scale funding to engage in government or systemic initiatives, and these projects require a leadership “close to the classroom” if they are to realise sustainable educational gains. This leadership often comes from the middle leaders – those who practice their leading in and around classrooms. The paper aims to discuss this issue. Design/methodology/approach A single case study methodology is used to investigate two middle leaders, leading a small-scale project. Their leading practices are examined using the “theory of practice architectures”, to identify how these practices were enacted within their educational context. Findings While principals play a crucial role in enacting change, it is the middle leaders who are closer to the classroom than most principals, and whose practices more directly impact teaching and learning as they are best placed to ensure that meagre resources are well used to improve student learning. They do this by ensuring that development is collegial and a response to evidence-based needs. Practical implications First, middle leaders need support in facilitating educational development. Second, their leading practice is crucial for sustainable school-based development. Third, site-based educational development occurs most effectively when it is evidence-based. Finally, this form of educational development requires high-level collegiality. Originality/value This paper is original in two key ways: first, it addresses the under-researched practices of middle leaders; and, second it employs the practice theory to understand school leadership and development.

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 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.

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