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1.
Faculty/staff workshops provide a way of enhancing teaching and learning strategies and pedagogical techniques. We include faculty/staff development workshops designed to create team that taught interdisciplinary courses which address issues of diversity and democracy for first year students. Strategic planning of the workshop and responsiveness to participants' needs and interests engender collegiality, collaboration, and curricular change. Dr. Janet Moore Lindman is an Associate Professor in the History Department and Coordinator of the Women's Studies Program. Dr. Maria Tahamont is a Professor in the Department of Biological Sciences and Coordinator of Rowan Seminar at Rowan University. The authors are co-principal investigators of the New Jersey Campus Diversity Initiative funded by the Bildner Family Foundation.  相似文献   

2.
Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students. Christopher Justice, Ph.D., is an anthropologist and health social scientist, and is an associate of the Centre for Leadership in Learning.e-mail: justice@mcmaster.ca James Rice, Ph.D., is Professor Emeritus in the School of Social Work.e-mail: ricejame@mcmaster.ca Wayne Warry, Ph.D., is Associate Professor, Department of Anthropology. His interests include aboriginal issues, aboriginal health and health systems evaluation, and educational research.e-mail: warrywa@mcmaster.ca Sue Inglis, Ph.D., is Professor in the Department of Kinesiology. Her interests include organizational behaviour and student inquiry.e-mail: ingliss@mcmaster.ca Stefania Miller, Ph.D., is Associate Professor, Department of Political Science. Her interests include international human rights and democratization in post-communist systems.e-mail: millers@mcmaster.ca Sheila Sammon, M.A., is Associate Professor, School of Social Work. Her interests include social work education and the integration of theory and practice.e-mail: sammon@mcmaster.ca  相似文献   

3.
This article offers an evaluation of the implementation of the American Sociological Association's Integrating Data Analysis Project in a large introductory sociology course. This project was designed following an examination of the curricula of 13 disciplines that revealed that sociology failed to integrate empirical, quantitative literacy components throughout the undergraduate curriculum. Thus, efforts to introduce students to data analysis early and often were established as a best practice in the discipline. Results revealed that the students found the modules helped them understand the empirical nature of sociology. The students expressed an interest in participating in future research projects in sociology and/or other disciplines. They were not overly anxious about the quantitative literacy components of the course. Including on-line data analysis strategies using publicly available data and complimentary software represent cost and time-effective methods of introducing quantitative literacy into the social science classroom. Many social and behavioral sciences other than sociology have also discovered that their students lack a clear understanding of the relationship between empirical research and substantive topics within the discipline. Consequently, the lessons learned from the efforts of the ASA could be applied across many disciplines to form a more cohesive curriculum for many disciplines.The author holds an M.A. and Ph.D. in sociology from the University of North Texas and a B.A. from Stephen F. Austin State University. She is currently an Associate Professor of sociology in the Department of Sociology and Anthropology at the University of Central Florida. Her teaching and research interests include the scholarship of teaching and learning, the sociology of social inequalities (aging, race and ethnicity, gender, and social class), medical sociology, and family violence.  相似文献   

4.
The purpose of this article is to explore the key features of flexible learning environments (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies and techniques for becoming a successful learner and facilitator in FLEs are presented.Initial ideas for this paper were generated after viewing a presentation created by Marie Jasinski, MindMedia, Douglas Mawson Institute, Adelaide, Australia ().Janette Hill is an Associate Professor in the Department of Educational Psychology and Instructional Technology at The University of Georgia, Athens. She received her Ph.D. from The Florida State University in Instructional Systems. Dr. Hill's research focuses on online learning with adults, specifically exploring issues related to building community and connections with others in virtual environments. Dr. Hill can be reached at janette@uga.edu.  相似文献   

5.
斯蒂芬.D.布鲁克菲尔德(Stephen D.Brookfield)教授从批判理论的传统出发来探讨教师的反思。他将反思看作教师不断学习、探究自己教学的方式。当教师开展批判性反思时,他们实际上是对自己作为成人学习者有更清晰的意识;通过反思,教师持续地了解自身,了解他们与同事的关系,了解他们如何对学生施加影响。批判反思型教师不断质疑自己带到教学中的前提假设,尤其是课堂中的权力关系及其相互转换;确保课堂中的权力和权威被负责任地使用从而有助于支持学生的学习,而不是被误用或滥用而使学生感到不公或无益,或者是被胁迫或压制。他提出,每一位教师都可以运用从学生那里收集来的反馈信息、同事的感受、理论学习和对自身经验的反思这四条途径来探查自身的教学假设,寻求教学实践的改善。  相似文献   

6.
This preliminary study examined the effect of a caring-based versus a traditionally-focused physical activity intervention on underserved adolescents’ perceptions of the caring climate, the motivational climate, empathetic concern, enjoyment, and future anticipated participation. Multiethnic youth (N = 353) aged 9 to 17 involved in two National Youth Sports Program (NYSP) sites participated in the study. The Caring Group (n = 90) participated in a program infused with themes of caring while the Traditional Group (n = 263) followed prototypical NYSP training, practices, and procedures. Self report assessments were gathered after 5 weeks in either setting. After accounting for demographic differences findings revealed that the Caring Group perceived significantly higher levels of a caring climate, empathetic concern, future expected participation, and lower levels of perceptions of an ego-involving motivational climate. The relevance of these findings with respect to the optimal development of youth is discussed. Dr. Maria Newton is a faculty member in the Department of Exercise and Sport Science at the University of Utah. She is interested in optimizing the impact of physical activity on the psychosocial and social-emotional development of underserved youth. She teaches courses in sport psychology, motivation, and character development. Dr. Doris Watson is an Associate Professor in the Department of Sports Education Leadership at the University of Nevada Las Vegas. Dr. Lori Gano-Overway is an Assistant Professor in the Department of Health and Exercise Science at Bridgewater College. Dr. May Fry is affiliated with Department of Health, Sport and Exercise Sciences, The University of Kansas, Lawrence. Dr. Mi-Sook Kim is an Associate Professor in the Department of Kinesiology at San Francisco State University and Dr. Michelle Magyar is an Assistant Professor in the Department of Kinesiology at CSU-Long Beach. Bio and teaching/research interests available upon request.  相似文献   

7.
This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses. Findings also revealed that educators were concerned about the lack of access for African American students to AP courses. Further, issues of belonging and operational citizenship within the school environment were raised. Recommendations for pedagogical techniques are presented as well as suggestions for future research. Jocelyn D. Taliaferro is an Assistant Professor in the Department of Social Work at North Carolina State University. Dr. Taliaferro earned her BA degree in Psychology with minors in African American Studies and English from University of Delaware and her MSW from Howard University in Washington, D.C. She returned to University of Delaware to earn her PhD in Urban Affairs and Public Policy. Dr. Taliaferro’s teaching and research interests include African American student achievement, social policy, community development, and family support. Jessica T. DeCuir-Gunby is an Assistant Professor of Educational Psychology in the Department of Curriculum & Instruction at North Carolina State University, CB#7801, Raleigh, NC, 27695, USA. Dr. DeCuir-Gunby earned her BS degree with a double major in Psychology and Spanish from Louisiana State University. She earned both her MA and PhD degrees in Educational Psychology at the University of Georgia. Dr. DeCuir-Gunby’s research and theoretical interests include race and racial identity development in education, Critical Race Theory, mixed methods research, and emotions.  相似文献   

8.
Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics  相似文献   

9.
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.  相似文献   

10.
We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment  相似文献   

11.
Student interviews: A vital role in the scholarship of teaching   总被引：1，自引：0，他引：1  
Participation in a national study, sponsored by the American Association of Higher Education, on the use of Peer Review of Teaching Effectiveness, allowed us to engage in several nontraditional methods of peer collaboration. The method having the greatest value for us involved a faculty peer interviewing the students in another faculty member's classes. Through these student interviews, we obtained in-sights into how to enhance the learning environment created inside and outside the classroom. In this article, we present a summary of how we conducted student interviews, why such interactions with students are worthwhile, and what the implications of these interviews are.Jere W. Morehead received his Juris Doctorate from the University of Georgia in 1980. After serving as an Assistant United States Attorney for six years, Professor Morehead returned to the University of Georgia's Terry College of Business as a faculty member. Professor Morehead has been an active member in the Academy of Legal Services in Business. Currently, he serves as Senior Articles Editor of theAmerican Business Law Journal. Throughout his academic career, Professor Morehead has been recognized for his excellence in teaching. He is a coauthor ofThe Legal and Regulatory Environment of Business, the leading textbook in his field, and he has received a University teaching award. During the past two years, he has been an active participant in the AAHE's national project on the peer review of teaching. Peter J. Shedd earned both an undergraduate B.B.A. and a Juris Doctorate from the University of Georgia. After graduating from law school, he clerked for Anthony Alaimo, who was then the Chief Judge of the United States District Court for the Southern District of Georgia. In 1978, Professor Shedd returned to the University of Georgia as a faculty member where he is currently a Professor of Legal Studies in the Terry College of Business. In recognition for outstanding teaching, he was one of the recipients of the Meigs Award last year and was named the Georgia Professor of the Year in 1993 by the Council for the Advancement and Support of Education. Professor Shedd has served as the Associate Dean of the College of Business, as Executive Assistant to the University President, and been active in numerous University committees. In 1994, Professor Shedd was elected to the Executive Committee of the Academy of Legal Studies in Business. A certified mediator and arbitrator, Professor Shedd is a member of the State Bar of Georgia and the American Arbitration Association.  相似文献   

12.
成人学习英语的特殊性与成人英语语言交际能力的培养   总被引：3，自引：0，他引：3  
不可否认,英语已经是世界上使用最普遍的一种语言。在我国,除了在校学生,各行各业的许多成年人为了让自己生活和工作的更好,也开始学习英语。文章作者在充分分析成人英语学习者的特殊性及他们所要达到的最终目的之后,从自己的教学实践出发,总结出一种较为有效的“三段教学法”供同行们探讨,并期待广大英语教育工作者在成人英语教育这一领域能做出更大成绩。  相似文献   

13.
The paper describes a prototype of a college level adult-centered environmental education program. The target population is comprised of citizens who serve as volunteers in local planning boards, conservation commissions and environmental organizations. The educational model embodies the concept of the double flow. Citizens with extensive community experience are enrolled in university courses while graduate students are brought into community organizations as interns. Program effectiveness is evaluated with regard to course content, mixing of citizens with regular university students, and motivational factors related to the issuance of academic credit.Dr. Sheldon Krimsky is currently Associate Director in the Program in Urban Social and Environmental Policy at Tufts University, Medford, Massachusetts 02155. Dr. Judith deNeufville, who worked on the project while an Assistant Professor in the Political Science Department at Tufts University, is currently an Assistant Professor in the Department of City and Regional Planning, University of California, Berkley 94720.The environmental education project was funded through grant No. G00-75-02105 from the Special Community Services and Continuing Education Project of the U.S. Department of Health, Education and Welfare Office, and implemented jointly by Tufts University's Graduate Program in Urban Social and Environmental Policy and the Lincoln Filene Center for Citizenship and Public Affiars.  相似文献   

14.
We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences.  相似文献   

15.
International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers. Deborah J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes to play tennis, travel and take her dog for long walks. Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers on community-based multicultural science education. For the past 10 years she has been leading action research projects centered in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing models of teaching and learning in immigrant communities. Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and provides professional development in science education, cross-cultural and urban education, and instructional strategies for diverse learners.  相似文献   

16.
Recognizing that the focus of studies on retention has been at the undergraduate level, a hypothesis is presented that to accomplish their objectives of providing scholars for the future, doctoral degree granting universities must focus attention on the factors affecting persistence of doctoral students. Further, due to the changing nature of the doctoral student population, doctoral students must now be defined as adults. Bringing together the themes of retention, persistence, and adult education, this review of the literature presents areas for further research and study.The author wishes to express his thanks to Dr. Nancy Gadbow, Assistant Professor of Adult Education, Syracuse University and Theodore Rector, Associate Dean, School of Education and Human Development, SUNY-Binghamton for their assistance in the preparation of this work.  相似文献   

17.
ABSTRACT

In the study of gerontology, fieldwork with older adults is often used to enhance students’ understanding of the aging process. While assignments based on interactions with older adults are a common practice in teaching students enrolled in gerontology studies, we know less about the impact of such activities on students from other disciplines. This paper summarizes students’ experiences with an assignment offered to a diverse cohort of undergraduate students who took a course in social gerontology. To complete this assignment, students had to interview an older adult, summarize the life story of the participant, apply a theoretical perspective to the older adult’s life story, and reflect on the process. Analyzing data derived from 72 assignments and 10 semi-structured interviews with students who were enrolled in the course, this paper examines students’ experiences with this assignment. Specifically, we identify what aspects of the assignment students found beneficial, what aspects they found challenging, and in what ways this assignment helped students to enhance their understanding of aging. Our findings suggest that students found it challenging to recruit an older adult for an interview and struggled with the semi-structured nature of the interview process. All students found the actual interview process to be extremely rewarding and beneficial for their learning. In discussion, we provide some recommendations on how to offer this type of assignment to a diverse group of students enrolling in the courses on social gerontology.  相似文献   

18.
This article presents the results of a study investigating the experiences of undergraduatesacting as peer leaders in an extensive peer-led team learning program in introductory undergraduate sciences and engineering courses. In an effort to understand the facilitator experience in the program better and to report initial findings on the benefits derived through a peer-facilitation experience, the study identified multiple areas in which peer facilitators reported experiences ofgrowth and the ways in which they understood and responded to this growth. Marina Micari, Ph.D., University of Minnesota, is Associate Researcher, Gateway Science Workshop Program, Northwestern University. Her interests include adult continuing education and cross-cultural communication. Bernhard Streitwieser, Ph.D. Columbia University, is Associate Director, Searle Center for Teaching Excellence, Northwestern University, and Lecturer, German Department, Northwestern University. His interests include comparative education and contemporary German society; European Education and systemic reform. Gregory Light, Ph.D., University of London, is Director, Searle Center for Teaching Excellence, Northwestern University. His interests include the theory and practice of learning and teaching in higher and professional education.  相似文献   

19.
While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education, the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances the concept of readiness, and explores its implications for those who wish to promote change in the department. Virginia S. Lee  is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning, and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment, and the scholarship of teaching and learning. Michael R. Hyman  is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University. He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol University. His major research interest is the biodegradation of environmental pollutants. Geraldine Luginbuhl  is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest in undergraduate education and, recently, inquiry-guided learning.  相似文献   

20.
Student learning is the strongest criterion for evaluating effective teaching. This article looks at three practices which partner students, teachers, and faculty peers in understanding the quality of teaching and learning through student course portfolios and teacher course portfolios, majors portfolios and teaching portfolios, and collaborative classroom assessment. Two outcomes of using a learning paradigm are building community and representing successes in higher education through documentation of effective teaching and learning.Barbara L. Cambridge, Professor of English and Associate Dean of the Faculties at Indiana University-Purdue University Indianapolis, serves on the IUPUI Program Review and Assessment Committee and recently chaired the Task Force on Accountability and Assessment for Indiana University's Strategic Directions Longrange Planning. She has made presentations and written on portfolio assessment, assessment and evaluation of faculty work, and issues in undergraduate education. Editor of theJournal of Teaching Writing, she is past President of the National Council of Writing Program Administrators.  相似文献   

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