Media Usage Survey: How Engineering Instructors and Students Use Media

Web 2.0 has ubiquitously penetrated academia. The dissemination of online information services in higher education has led to substantial changes in faculty teaching methods as well as the learning and study behavior of students. For example, the use of online services, such as Google and Wikipedia, has become mandatory not only during teaching and learning activities but also during leisure time for students and faculty. At the same time, traditional information media such as textbooks and printed handouts still form the basic pillars of teaching and learning. This article explains the preliminary results of a survey about media usage in teaching and learning conducted with Western University faculty and students, highlighting trends for the usage of new and traditional media in higher education. Furthermore, the article intends to participate in the ongoing discussion of practices and policies that purport to advance Web 2.0 has ubiquitously penetrated academia. The dissemination of online information services in higher education has led to substantial changes in faculty teaching methods as well as the learning and study behavior of students. For example, the use of online services, such as Google and Wikipedia, has become mandatory not only during teaching and learning activities but also during leisure time for students and faculty. At the same time, traditional information media such as textbooks and printed handouts still form the basic pillars of teaching and learning. This article explains the preliminary results of a survey about media usage in teaching and learning conducted with Western University faculty and students, highlighting trends for the usage of new and traditional media in higher education. Furthermore, the article intends to participate in the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning.

Implementing Integrated Multicultural Instructional Design In Management Education

This purpose of this paper is to summarize the principles of integrated multicultural instructional design (IMID; Higbee, Goff, & Schultz, in press; Higbee, Schultz, & Goff, 2010) and present specific strategies for incorporating IMID in management education. The primary goal of IMID is to promote the integration of multicultural content and diverse teaching and learning strategies in postsecondary curricula, programs, courses, and academic support services. Results of a pilot project will be presented that include student evaluations of faculty teaching methods; inclusion of multicultural course content; strategies for the assessment of learning; and commitment to diversity, multiculturalism, and social justice when IMID is embedded in the curriculum. This paper also includes a discussion of andragogy related to multicultural strategies and the creation of inclusive learning environments in collegiate management education.