Higher Education Pedagogy Revisited

This chapter is an update that examines the effect of using “deliberation” as a tool for teaching at the college level. The students in this study considered the economic benefits and expenses of a box store. Deliberation provides a unique insight into what might be a better understanding of what students are thinking. The literature review contains various forms of deliberation including the process of deliberation in education; the outcomes of deliberative polling events; deliberation with technology; and whether working has an impact on students who deliberate. The use of pre- and posttest surveys shows that students who engaged in a deliberative dialogue were more likely to increase their civic learning and to change their opinions about the issues discussed. The findings demonstrate that deliberation pedagogy influences students' beliefs at both the individual and aggregate level.

In the Eye of the Beholder: Using Photography to Teach Gerontology

Due to the widespread access to smart phones and similar technology, photography and photographic images have become an ever-present part of contemporary social life. Photographic methods are also growing in their use in higher education pedagogy. As a specific application, photography can be a powerful tool to educate students about aging processes and issues that impact older adults. This poster will explore the use of photographic methods and tools to teach and integrate aging-related concepts into gerontology and social work courses, at both undergraduate and graduate levels. Specifically, the use of digital storytelling, photo mapping, photo voice, and photo therapy will be highlighted. Descriptions of and consideration for assignments along with example student projects will be displayed and discussed as will other potential projects and uses of photographic methods. Attention will be paid to how photographic methods can help students explore the diversity and intersection of individual characteristics and experiences with the aging process and how intersectional identities can influence, and be influenced by, aging and external factors and processes.

Towards a culture of open scholarship: The role of pedagogical communities

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting A Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.

MegaSoTL: Supporting pedagogical research across multiple institutions

MegaSoTL projects are SoTL projects that generate evidence of learning from multiple institutions. While being increasingly practiced, MegaSoTL projects and their potential contribution to improve higher education pedagogy remain understudied in higher education literature. In this paper, we introduce Transparency in Learning and Teaching in Higher Education (TILT) and ManyClasses, as two MegaSoTL case studies and we describe their research goals, processes and administration. We then discuss the potentials and challenges of MegaSoTL projects for educational developers to promote the scholarship of teaching and learning at micro and mega levels. The paper concludes with recommendations to develop a collaborative infrastructure for supporting MegaSoTL projects.

Teaching Ηigher Εducation Pedagogy in a Department of Εducation: Αn Assessment Based on Students’ Views and Opinions

In this article we present the results of a pilot implementation of a course in Higher Education Pedagogy in a Department of Education in Greece. Our goal is to investigate whether a similar course may be introduced into the undergraduate curriculum of a Department of Education. The course was taught according to remote flipped classroom approach, whereas the assessment is based on the views and opinions of the students who attended the course during the academic year 2020-2021, i.e., during the COVID-19 pandemic period. According to the findings of the research, the course achieved a particularly high evaluation degree regarding the interest it attracted, the usefulness and its relevance to the other courses of the curriculum of a Department of Education, while its introduction in a curriculum of this type produces additional benefits, both for the development of the students and for the field of HEP.

Covid-19 (in) a Class of Its Own: Student and Teacher Musings Regarding Their Learnings and Well-Being when Moving a Large Blended First Year Class Virtually Overnight

Covid-19 is (in) a class of its own in its influence on human lives and livelihoods globally, precipitating steep learning and psychological well-being curves for university teachers and students. This has impacted dramatically on the conditions under which higher education has had to function in regard to research and what is now referred to as ‘emergency online education’. As staff face unprecedented challenges, so too do students. Given that the consequences of these times are likely to be felt well into the future, it is important to capture what is happening now. We therefore present this perspective piece comprising 13 musings co-authored by students and educators regarding our experiences of two lockdowns within Aotearoa New Zealand in 2020 representative of the disrupted university in its adjustment to learning and teaching. In contributing to calls to develop a post-pandemic pedagogy for higher education, and better support staff and student well-being, we draw on methods that would multiply questions and invoke possibilities, as an impetus for reimagining higher education. Making use of a cogenerative dialoguing process, these musings enable multiple voices to be heard and considered. A non-representational lens enables us to explore the what and how of Covid-19 creating disruption and uncertainty for students’ and educators, influencing their psychological well-being and higher education pedagogy and practices, and becoming a contextually relevant taonga (treasure) of experiences that might inform future educational activities.