scholarly journals Accessibility Matters: Universal Design and the Online Professional Practice Doctorate

2021 ◽  
Vol 6 (3) ◽  
pp. 1-6
Author(s):  
Lindsey A. Chapman ◽  
Amanda M. Jackson
Keyword(s):  
Online Learning ◽  
Professional Practice ◽  
Universal Design ◽  
Doctoral Programs ◽  
Student Perspectives ◽  
Pedagogical Practices ◽  
Barriers To Learning ◽  
Online Doctoral Programs ◽  
Practice Doctorate ◽  
Doctoral Programming

Online doctoral programming geared toward working professionals can provide unprecedented flexibility in terms of time and place that affords greater access to a broader student demographic. At the same time, online learning poses its own unique set of challenges and limitations for students with and without disabilities. Universal Design (UD) is a framework built around the idea of proactively identifying and removing barriers to learning in the environment, pedagogical practices, and materials. In this essay, we highlight the necessity and relevance of UD to online doctoral programs and share insights related to its use in our program from faculty and student perspectives.

Transformation of Teaching Pedagogical Practices in Higher Education in the Situation of Covid-19 (Based on the example of transforming academic practices in the Pedagogical Faculty of the Thracian University)

2021 ◽  
Vol 9 (2) ◽  
pp. 17-24
Author(s):  
Rumyana Neminska
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Empirical Study ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Academic Education ◽  
Teaching Models ◽  
Academic Practices ◽  
Learning Management ◽  
Short Time

When COVID-19 pandemic hit Bulgarian education was in the middle of its reform. Health requirements, the long lockdown, have expelled a huge surge of the need not only for a survival but also for the preservation and transformation of education. Education on all levels including higher academic education took quick steps to reorient to online learning. In a short time, university electronic platforms became the daily place for learning. This online reorientation has led to a number of changes in teaching models, online learning management and more. Practically all methodologies and methodologies that the pedagogical students get acquainted with have been rewritten. It is in this direction that the article traces the challenges facing higher education and examines an empirical study of the attitudes of student educators trained in an online environment.

Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mike Rifino ◽  
Kushya Sugarman
Keyword(s):  
College Students ◽  
Online Learning ◽  
Black Feminist Thought ◽  
Pedagogical Practices ◽  
Black Feminist ◽  
Teaching Experiences ◽  
Content Type ◽  
Virtual Classes ◽  
Feminist Perspectives ◽  
Literature Base

Purpose Amid the COVID-19 pandemic, including contact restrictions and the switch to virtual classes, loneliness has become a pressing concern for college students and their learning. This study aims to interrogate current discussions about college student loneliness through the lens of Black feminist love-politics to reimagine online pedagogical practices. Design/methodology/approach Using a broad literature base and anecdotes from personal teaching experiences, the authors contend that Black Feminist perspectives on love, care and solidarity can illuminate the sociopolitical dimensions of loneliness in pedagogically productive ways. Findings The authors explore various pedagogical practices that are inspired by Black feminist approaches that aim to promote solidarity, love and care in either virtual or in-person classrooms. These pedagogical suggestions result from the authors’ teaching experiences amid online learning and current literature in education. Practical implications The authors seek to support educators’ understanding of the most pervasive yet misunderstood emotional experiences of student learning amid the COVID-19 pandemic. This paper explores strategies for addressing feelings of loneliness within online learning-related contexts in higher education. This discussion will be particularly relevant for educators and students from historically marginalized populations. Originality/value This work focuses on the plight of community college students, a demographic that has not garnered enough attention in the educational research concerning this pandemic. In addition, this paper offers an account of loneliness that aligns with the political and ideological crisis of today and places it in conversation with Black feminist thought.

scholarly journals Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ben Rearick ◽  
Erica England ◽  
Jennifer Saulnier Lange ◽  
Corey Johnson
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Objects ◽  
Learning Materials ◽  
Study Results ◽  
Design For Learning ◽  
Before And After ◽  
Accessibility Guidelines

Universal Design for Learning (UDL) is a pedagogical design theory that accounts for variability across and within learners, both in physical classrooms and with online learning materials. Librarians at Washington State University implemented elements reflective of specific UDL checkpoints in a heavily-used LibGuide for a required undergraduate course. Online learning objects create opportunities for meeting UDL’s goals of not only multiple means of representation, but also engagement and action and expression extending beyond the baseline obligation to meet standard accessibility guidelines. We discuss our implementation of UDL elements, changes in LibGuide use before and after the introduction of UDL features, and usability study results, focusing on how students who face learning barriers view UDL. We explain considerations for successfully implementing UDL in online materials and the potential benefits.

An Adaptive Model for a Rigorous Professional Practice Doctorate

2016 ◽  
pp. 478-493
Author(s):  
Robert Crow ◽  
Kofi Lomotey ◽  
Kathleen Topolka-Jorissen
Keyword(s):  
Professional Practice ◽  
Doctoral Education ◽  
Science Methods ◽  
Adaptive Model ◽  
Improvement Science ◽  
Four Dimensions ◽  
Know How ◽  
Practice Doctorate ◽  
Doctoral Candidates ◽  
Alternative Capstone

As part of the current re-envisioning movement in professional practice doctoral education, the culminating activity and subsequent product have received heightened scrutiny. This chapter responds to the mandate that, in order to differentiate herself from her sister, the research-based PhD dissertation, the EdD's capstone exercise and culminating product arise through a practice-based, pedagogically appropriate application reflecting the philosophy and principles established for a problem-based dissertation in practice. Inexorably bound to context, and therefore unique in purpose, practice-driven models reflect a range of purposes and formats. This chapter presents a model that engages improvement science methods, the four dimensions characterizing a problem-based thesis, and the lens of contemporary thinking on the professional practice degree. The disquisition is an alternative capstone framework that affords doctoral candidates the opportunity to develop the qualitatively distinct ‘empirically-grounded know-how' of practitioner-scholar thinking.

Summer Mentoring Experiences for Students in Online Doctoral Programs

2021 ◽  
pp. 109-131
Author(s):  
Julie Smit ◽  
Elizabeth Jones ◽  
Michael Ladick ◽  
Mellinee Lesley
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Sense Of Belonging ◽  
Doctoral Programs ◽  
Sense Of Self ◽  
Doctoral Program ◽  
University Faculty ◽  
Student Centered ◽  
Self Worth ◽  
Online Doctoral Programs

University faculty created the Llano Estacado Writers' Alliance (LEWA) in response to improving the quality and rigor of online doctoral programs. The goal for LEWA was to promote meaningful academic writing and transform doctoral students' identities as agentic academic writers. After LEWA's inception, the authors incorporated the perspectives of their alumni and advanced doctoral students to help address students' needs. This chapter documents the four-year journey of forming LEWA and developing new approaches to mentoring online doctoral students. Specifically, the authors recount the evolution from the faculty-led, week-long summer intensives that addressed students' anxieties and uncertainties about the doctoral program to the writing intensives that were more student centered, responsive, and primarily focused on the mores of academic writing. Results demonstrated the benefits of professor-led and peer-led networks in developing students' sense of belonging, sense of accountability to their peers, and a sense of self-worth as capable academic writers.

An Adaptive Model for a Rigorous Professional Practice Doctorate

2016 ◽  
pp. 205-220
Author(s):  
Robert Crow ◽  
Kofi Lomotey ◽  
Kathleen Topolka-Jorissen
Keyword(s):  
Professional Practice ◽  
Doctoral Education ◽  
Science Methods ◽  
Adaptive Model ◽  
Improvement Science ◽  
Four Dimensions ◽  
Know How ◽  
Practice Doctorate ◽  
Doctoral Candidates ◽  
Alternative Capstone

As part of the current re-envisioning movement in professional practice doctoral education, the culminating activity and subsequent product have received heightened scrutiny. This chapter responds to the mandate that, in order to differentiate herself from her sister, the research-based PhD dissertation, the EdD's capstone exercise and culminating product arise through a practice-based, pedagogically appropriate application reflecting the philosophy and principles established for a problem-based dissertation in practice. Inexorably bound to context, and therefore unique in purpose, practice-driven models reflect a range of purposes and formats. This chapter presents a model that engages improvement science methods, the four dimensions characterizing a problem-based thesis, and the lens of contemporary thinking on the professional practice degree. The disquisition is an alternative capstone framework that affords doctoral candidates the opportunity to develop the qualitatively distinct ‘empirically-grounded know-how' of practitioner-scholar thinking.

scholarly journals Graduate Qualitative Methods Training in Political Science: A Disciplinary Crisis

2019 ◽  
Vol 53 (2) ◽  
pp. 258-264
Author(s):  
Cassandra V. Emmons ◽  
Andrew M. Moravcsik
Keyword(s):  
Qualitative Research ◽  
Qualitative Methods ◽  
Political Science ◽  
Curriculum Design ◽  
Doctoral Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Pedagogical Practices ◽  
Training Analysis ◽  
And Training

ABSTRACTMost political scientists conduct and publish qualitative research, but what training in qualitative methods do political science doctoral programs offer? Do scholarly views converge on the proper content of such training? Analysis of methods curricula and syllabi from 25 leading US political science doctoral programs reveals a troubling gap: only 60% of top departments offer any dedicated graduate training in qualitative methods. Departments can remedy this disjuncture between scholarship and training by enhancing their basic qualitative methods curricula. Our research shows that scholars agree broadly on the content of such training, effective pedagogical practices, major alternatives for curriculum design, and a menu of focused topics. Graduate programs that aspire to train professionally competent qualitative and multi-method researchers now can orient their reform efforts on shared disciplinary standards for qualitative methods training.

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