Advanced Scholarship of Teaching and Learning in Agricultural Technology Among Technical Vocational Education and Training College Students

2021 ◽  
pp. 91-114
Author(s):  
Mmapake Florence Masha ◽  
Mdumo S. J. Mboweni ◽  
Thokozani Isaac Mtshali
Keyword(s):  
Teaching And Learning ◽  
Agricultural Sector ◽  
Phenomenological Approach ◽  
Agricultural Technology ◽  
Vocational Education And Training ◽  
Scholarship Of Teaching ◽  
Student Centered ◽  
Developmental Skills ◽  
Technology Students ◽  
World Cafe

This study sought to document students' experiences on the use of advanced scholarship of teaching and learning (instructional methods) in agricultural technology. Agricultural technology aims to aid TVET students with sustainable developmental skills for agricultural sector. This includes gearing them towards productivity along the agriculture value chains and improve the economic growth. Hence, the study purposively sampled 50 agricultural technology students and each group contained 10 members. Furthermore, this study used slow scholarship and world café as a theoretical framework. Through a phenomenological approach, students revealed how the slow scholarship and world café methods have developed their ability to learn agricultural concepts and acquiring essential life skills. Thus, it was recommended that agriculture technology lecturers in TVET colleges should be trained more frequently on student centered approaches in order to align with the goals of agricultural technology curriculum.

The CLARION Competition and the Scholarship of Teaching and Learning

2012 ◽  
Vol 15 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Lynette R. Goldberg ◽  
Jennifer Scott Koontz ◽  
David Downs
Keyword(s):  
Effective Teaching ◽  
Student Learning ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Student Centered ◽  
Qualitative And Quantitative ◽  
Public Recognition ◽  
Case Based ◽  
Relationship Improvement

Advocates of the Scholarship of Teaching and Learning (SoTL) argue that teaching and learning must be student-centered, experiential, collaborative, and interprofessional. Researchers must collect data on the outcomes of such learning systematically and disseminate it. This careful approach to documenting student learning and effective teaching facilitates public recognition of the scholarship involved in teaching and learning. Faculty and students can participate in the national, interprofessional, case-based CLinician/Administrator Relationship Improvement OrganizatioN (CLARION) competition in order to implement SoTL. In this paper, we describe the CLARION experience, present examples of the qualitative and quantitative data researchers can compile to document student learning, and show how participation in such an experience can result in additional collaborative and interprofessional activities for students and faculty.

scholarly journals Taking Social Entrepreneurship Education to the Next Level – A Teaching and Learning Project at Renaissance College (University of New Brunswick)

2018 ◽  
Vol 11 ◽  
Author(s):  
Thomas Mengel ◽  
Maha Mohamed Tantawy
Keyword(s):  
New Brunswick ◽  
Social Entrepreneurship ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Scholarship Of Teaching ◽  
Student Centered ◽  
Additional Information ◽  
Course Redesign

In this paper we present the results of a scholarship of teaching and learning research project we conducted in 2016/17 at Renaissance College, University of New Brunswick. Our case study describes the challenges and successes of the student-centered re-design of a course about social entrepreneurship, a mandatory component of an undergraduate interdisciplinary leadership program. In particular, the project aimed at improvingStudents' engagement, andStudents' satisfactionparticularly for students who start the course at a lower engagement level.We first systematically evaluated pre-existing data on earlier runs of the course. Then we conducted interviews and a focus group with graduates in 2016 which provided additional information. The analysis of this dataset informed our comprehensive and systematic evidence-based redesign of the course for the offering in the winter of 2017. Finally, we used targeted surveys in March 2017 that provided data on the results of the course redesign and on student learning.In summary, the data suggested that the redesign of this course has significantly improved students’ learning experience, the clarity of course requirements, and students’ self-directed learning. This paper may be helpful also for scholarship of teaching and learning projects in other fields of study aiming at adult learner oriented and evidence-based course redesign.

scholarly journals The Role Of Collaborative Scholarship In The Mentorship Of Doctoral Students

2009 ◽  
Vol 6 (8) ◽  
Author(s):  
Genevieve Pinto Zipp ◽  
Terrance Cahill ◽  
MaryAnn Clark
Keyword(s):  
Doctoral Students ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Scholarship Of Teaching ◽  
Student Centered ◽  
Faculty Scholarship ◽  
Teaching And Learning Environment ◽  
Dynamic Interplay

The work of a professor is the “scholarship of teaching” (Boyer, 1990).  The strength of the teaching and learning environment is fostered by a dynamic interplay between the mentor (scholar) and the mentee (student).  Boyer (1990) suggests that in order to be a scholar, one must have “a recognition that knowledge is acquired through research, through synthesis, through practice, and through teaching.” However, as the academy has placed increased emphasis on research productivity as a concrete measure of scholarship, faculty may lose sight of what it means to view teaching as a scholarship. For example, if mentorship collaborations (student/faculty, faculty/faculty) are not viewed as scholarship activities, faculty may limit the amount or depth of student mentorship or peer collaborations to pursue their own research endeavors and thereby compromise the scholarship of teaching. Research is needed to gain an understanding of how faculties view collaborative research in relation to the scholarship of teaching.  The purpose of this paper is to first briefly describe the student-centered mentorship model for doctoral students proposed by Zipp and Olson (2008); second, to address the question, “Should the outcomes associated with this model be recognized as faculty scholarship?”; and third, to present pilot data of faculty perceptions on the role of collaborative scholarship in the mentorship of doctoral students.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

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