scholarly journals Longitudinal Impact of Faculty Participation in a Course Design Institute (CDI) Faculty Motivation and Perception of Expectancy, Value, and Cost

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Cara Meixner ◽  
Melissa Altman ◽  
Megan Rodgers Good ◽  
Elizabeth Ben Ward ◽  
Melissa Altman ◽  
...  
Keyword(s):  
Learning Community ◽  
Course Design ◽  
Cost Model ◽  
Faculty Attitudes ◽  
Limiting Factors ◽  
Longitudinal Impact ◽  
Faculty Motivation ◽  
Expectancy Value ◽  
Attitudes Toward Teaching ◽  
Long Term Impact

Course design institutes (CDIs), which systematically guide faculty through the (re)design of courses, often transpire in an intensive residency or learning community format. Little is known, to date, of the long-term impact of such initiatives, particularly in the context of faculty motivation. This longitudinal study explores changes in faculty attitudes toward teaching, offering insight into the multifaceted gains and limiting factors influencing motivation as conceptualized by the expectancy-value-cost model (Barron & Hulleman, 2015). Findings reveal that CDI engagement bolsters the value placed on teaching, but arrives at a noteworthy cost to faculty. Implications for CTLs and instructional faculty are explored.

Using Gagné's Events of Instruction to Analyze Online Course Quality

2011 ◽  
pp. 2231-2238 ◽  
Author(s):  
Marc R. Robinson
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Community ◽  
Student Perceptions ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Course Quality ◽  
Events Of Instruction

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

Using great works of literature in an interdisciplinary, political economy framework

2015 ◽  
Vol 23 (3) ◽  
pp. 149-157
Author(s):  
Andrew Mearman ◽  
Steve G. Snow
Keyword(s):  
Political Economy ◽  
Learning Community ◽  
Liberal Arts ◽  
Teaching Practice ◽  
Course Design ◽  
Current Debate ◽  
Content Type ◽  
Theoretical Concepts ◽  
Critical Thought ◽  
Effective Manner

Purpose – The purpose of this paper is to contribute to the effectiveness of teaching in economics. Design/methodology/approach – This paper provides as a case study, the authors’ reflections on a first-year “learning community” at a US liberal arts college, which combined courses on political science and economics to explore issues of political economy, including poverty and social mobility. Findings – The authors argue that, compared with standard delivery, using literature allows increased student access to and, thus, greater engagement with certain theoretical concepts. More specifically, literature can open avenues for critical thought, and challenge pre-existing views, when it illuminates controversial questions without providing obvious answers. It is this open-ended aspect of literature that seems to provide the best opportunity for increased student engagement and critical thinking. Research limitations/implications – The arguments in this paper are based on authors’ reflections and would benefit from other empirical analysis. This method of teaching only offers pedagogical opportunities, and learning gains do not occur automatically. Several features of the course design and assessment, and the interaction between disciplines, made the use of literature more likely to be successful. Practical implications – These authors also reflect more broadly on their use of literature in other courses, and provide some suggestions for specific works that might be used in further teaching and research. Originality/value – This paper contributes to current debate on teaching practice in economics, and will be of use to those seeking to challenge student viewpoints in a subtle yet effective manner.

scholarly journals Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

2021 ◽  
Vol 9 (1) ◽  
pp. 218-240
Author(s):  
Darren S. Hoffmann ◽  
Katherine Kearns ◽  
Karen M. Bovenmyer ◽  
W. F. Preston Cumming ◽  
Leslie E. Drane ◽  
...  
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Learning Outcomes ◽  
Institutional Design ◽  
Course Design ◽  
Collaborative Work ◽  
Hybrid Approach ◽  
College Courses ◽  
Face To Face ◽  
Approach To Teaching

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.

scholarly journals Translating innovation in biomedical research: Design and delivery of a competency-based regulatory science course

2019 ◽  
Vol 4 (1) ◽  
pp. 8-15
Author(s):  
Alexandra J. Greenberg-Worisek ◽  
Katherine E. Cornelius ◽  
Luz Cumba Garcia ◽  
Felicity T. Enders ◽  
Nilay D. Shah ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Course Design ◽  
Course Evaluation ◽  
Regulatory Science ◽  
Course Evaluations ◽  
Future Research ◽  
Biomedical Innovation ◽  
Qualitative Feedback ◽  
Competency Based ◽  
Long Term Impact

AbstractAs the pace of biomedical innovation rapidly evolves, there is a need to train researchers to understand regulatory science challenges associated with clinical translation. We describe a pilot course aimed at addressing this need delivered jointly through the Mayo Clinic Center for Clinical and Translational Science and the Yale-Mayo Center for Excellence in Regulatory Science and Innovation. Course design was informed by the Association for Clinical and Translational Science’s Regulatory Science Working Group’s competencies. The course used didactic, case-, and problem-based learning sessions to expose students to regulatory science concepts. Course evaluation focused on student satisfaction and learning. A total of 25 students enrolled in the first two course deliveries. Students represented several disciplines and career stages, from predoctoral to faculty. Students reported learning “an incredible amount” (7/19, 36.8%) or “a lot” (9/19, 47.4%); this was reflected in individual coursework and their course evaluations. Qualitative feedback indicated that assignments that challenged them to apply the content to their own research were appreciated. The heterogeneity of students enrolled, coupled with assessments and course evaluations, supports the statement that there is a growing need and desire for regulatory science-focused curricula. Future research will determine the long-term impact.

Lessons From a Community Driven Experiential Public Health Course

2021 ◽  
pp. 237337992110563
Author(s):  
Debbie L. Humphries ◽  
Christina Bastida ◽  
Mahaya C. Walker
Keyword(s):  
Public Health ◽  
Learning Community ◽  
Learning Experience ◽  
Community Based Participatory Research ◽  
Lessons Learned ◽  
Knowledge Generation ◽  
Community Partner ◽  
Impact Pathways ◽  
Public Health Training ◽  
Long Term Impact

Applied practice opportunities are essential in both undergraduate and graduate public health programs, and are emphasized in the 2016 changes to the Council on Education for Public Health (CEPH) accreditation requirements. To generate and implement solutions to challenges our communities face, there is an increased need for public health training that includes both rigorous coursework and experiential learning opportunities. We share here a framework and scaffolding from a class that has provided a supportive structure for public health students to conduct applied practice activities in response to expressed needs of community organizations. Guiding Principles: The practicum is grounded in theories of practice-based learning, community based participatory research, and community engaged research with a vision of preparing students to participate in community knowledge generation partnerships to more effectively address health disparities. Lessons learned: Advance planning creates a foundation for success. Community partner and student interests are aligned; teams share the common goal of promoting sustainable long-term impact through their projects. Students are prepared for success through the development of instrumental tools (e.g., logic models, program impact pathways, and work plans) that guide project development and implementation. Students learn to adapt to evolving partner needs. Students have a unique learning experience that is practice-based. Future work to understand key functions of different course elements will add quantitative metrics to the existing qualitative metrics in the preceptor evaluation, work with other practicum instructors to develop common best practices and will include a qualitative analysis of student reflections.

Cost Estimation Model for Polyacrylonitrile-Based Carbon Fiber Manufacturing Process

2016 ◽  
Vol 139 (4) ◽  
Author(s):  
Amaninder Singh Gill ◽  
Darian Visotsky ◽  
Laine Mears ◽  
Joshua D. Summers
Keyword(s):  
Carbon Fiber ◽  
Cost Estimation ◽  
Large Scale ◽  
Cost Model ◽  
Cost Effective ◽  
Limiting Factors ◽  
Manufacturing Cost ◽  
Estimation Model ◽  
Cost Estimation Model ◽  
Fiber Manufacturing

A polyacrylonitrile (PAN)-based carbon fiber (CF) manufacturing cost estimation model driven by mass is presented in this study. One of the biggest limiting factors in the large-scale use of carbon fiber (CF) in manufacturing is its high cost. The costs involved in manufacturing the carbon fiber have been formalized into a cost model in order to facilitate the understanding of these factors. This can play a key role in manufacturing CF in a cost-effective method. This cost model accounts for the fixed and variable costs involved in all the stages of manufacturing, in addition to accounting for price elasticity.

scholarly journals Distributed Construction through Participatory Design

2011 ◽  
pp. 1181-1185 ◽  
Author(s):  
Panayiotis Zaphiris ◽  
Andrew Laghos ◽  
Giorgos Zacharia
Keyword(s):  
Learning Community ◽  
Design Process ◽  
Participatory Design ◽  
Design Methodology ◽  
Course Design ◽  
Discussion Board ◽  
Future Research ◽  
Student Community ◽  
Design Activities ◽  
Pedagogical Theory

This article presents an empirical study of an online learning community that collaborates with the course design team under the Participatory Design methodology. The different phases of this methodology were implemented using a four-stage participatory design process (Zaphiris & Zacharia, 2001): 1) building bridges with the intended users, 2) mapping user needs and suggestions to the system, 3) developing a prototype, and 4) integrating feedback and continuing the iteration. We took advantage of the online and distributed nature of the student community to asynchronously design, implement, and study the course. We carried out the participatory design methodology by following the Distributed Constructionism pedagogical theory. During the different phases of the design process, we measured the student participation and the changes in their behavior when new design elements were introduced. We conclude that the most important element of this course was our discussion board, which helped us to promote student collaboration and the identification of the key community users who can participate productively in Participation Design activities. There are three main sections to this article. After defining the key terminology, our Participatory Design approach is presented and its linkage to the Distributed Constructionism pedagogical theory specified. The article ends with ideas for future research and a set of conclusions.

scholarly journals Distributed Construction through Participatory Design

2005 ◽  
pp. 902-906
Author(s):  
Panayiotis Zaphiris ◽  
Andrew Laghos ◽  
Giorgos Zacharia
Keyword(s):  
Online Learning ◽  
Empirical Study ◽  
Learning Community ◽  
Design Process ◽  
Participatory Design ◽  
Design Methodology ◽  
Course Design ◽  
Design Team ◽  
Online Learning Community

This article presents an empirical study of an online learning community that collaborates with the course design team under the Participatory Design methodology. The different phases of this methodology were implemented using a four-stage participatory design process (Zaphiris & Zacharia, 2001).

scholarly journals Cost Estimation Model for PAN Based Carbon Fiber Manufacturing Process

2016 ◽  
Author(s):  
Amaninder Singh Gill ◽  
Darian Visotsky ◽  
Laine Mears ◽  
Joshua D. Summers
Keyword(s):  
Carbon Fiber ◽  
Cost Estimation ◽  
Large Scale ◽  
Cost Model ◽  
Cost Effective ◽  
Limiting Factors ◽  
Manufacturing Cost ◽  
Estimation Model ◽  
Cost Estimation Model ◽  
Fiber Manufacturing

A polyacrilonitrile (PAN) based carbon fiber manufacturing cost estimation model driven by weight is presented in this study. One of the biggest limiting factors in the large scale use of carbon fiber (CF) in manufacturing is its high cost. The costs involved in manufacturing the carbon fiber have been formalized into a cost model in order to facilitate the understanding of these factors. This can play a key role in manufacturing CF in a cost effective method. This cost model accounts for the fixed and variable costs involved in all stages of manufacturing, in addition to accounting for price elasticity.

scholarly journals Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

2021 ◽  
Vol 9 (1) ◽  
pp. 218-240
Author(s):  
Darren S. Hoffmann ◽  
Katherine Kearns ◽  
Karen M. Bovenmyer ◽  
W. F. Preston Cumming ◽  
Leslie E. Drane ◽  
...  
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Learning Outcomes ◽  
Institutional Design ◽  
Course Design ◽  
Collaborative Work ◽  
Hybrid Approach ◽  
College Courses ◽  
Face To Face ◽  
Approach To Teaching

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.

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