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Author: Xiwei Zhu (Ph.D.) Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Following a 3-study format, this multi-methods dissertation investigates three prominent issues surrounding inclusive approaches to faculty development, instructional approaches, and student learning in the community college. The first study employs text mining techniques to examine how centers for teaching and learning at community colleges articulate their mission statements. The results show that, while these centers' mission statements are positively communicated, they do not place enough emphasis on diversity, equity, and inclusion. Nor do they describe sufficient support for part-time faculty. The second study draws on structural equation modeling applied to survey data to explore the relationship among community college math faculty participation in professional development, teaching practices, and student momentum. The results show that professional development participation is related to adoption of high-impact practices such as contextualization, which connects to improved student outcomes. The third study examines how community college faculty define and engage in inclusive teaching practices based on qualitative interviews. This inquiry reveals faculty commitment to inclusive teaching while highlighting the tensions and conflicts that they negotiate in aligning their sensemaking and actions. Findings underscore the need for supporting faculty development opportunities that facilitate change while actively engaging faculty assumptions and beliefs as vital assets in their development toward teaching inclusively. Overall, this dissertation pinpoints the need for increased attention to diversity, equity, and inclusion in the mission statements of community college centers for teaching and learning. The study also underscores the positive link between professional development on teaching practices and student outcomes, while recognizing the challenges and tensions that arise in defining and implementing inclusive teaching practices. Taken together, this dissertation's results call on institutions to provide resources and support structures that empower faculty to engage with the challenges and rewards of inclusive teaching.
Author: Xiwei Zhu (Ph.D.) Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Following a 3-study format, this multi-methods dissertation investigates three prominent issues surrounding inclusive approaches to faculty development, instructional approaches, and student learning in the community college. The first study employs text mining techniques to examine how centers for teaching and learning at community colleges articulate their mission statements. The results show that, while these centers' mission statements are positively communicated, they do not place enough emphasis on diversity, equity, and inclusion. Nor do they describe sufficient support for part-time faculty. The second study draws on structural equation modeling applied to survey data to explore the relationship among community college math faculty participation in professional development, teaching practices, and student momentum. The results show that professional development participation is related to adoption of high-impact practices such as contextualization, which connects to improved student outcomes. The third study examines how community college faculty define and engage in inclusive teaching practices based on qualitative interviews. This inquiry reveals faculty commitment to inclusive teaching while highlighting the tensions and conflicts that they negotiate in aligning their sensemaking and actions. Findings underscore the need for supporting faculty development opportunities that facilitate change while actively engaging faculty assumptions and beliefs as vital assets in their development toward teaching inclusively. Overall, this dissertation pinpoints the need for increased attention to diversity, equity, and inclusion in the mission statements of community college centers for teaching and learning. The study also underscores the positive link between professional development on teaching practices and student outcomes, while recognizing the challenges and tensions that arise in defining and implementing inclusive teaching practices. Taken together, this dissertation's results call on institutions to provide resources and support structures that empower faculty to engage with the challenges and rewards of inclusive teaching.
Author: Cynthia J. Brame Publisher: Academic Press ISBN: 0128147032 Category : Science Languages : en Pages : 212
Book Description
Science Teaching Essentials: Short Guides to Good Practice serves as a reference manual for science faculty as they set up a new course, consider how to teach the course, figure out how to assess their students fairly and efficiently, and review and revise course materials. This book consists of a series of short chapters that instructors can use as resources to address common teaching problems and adopt evidence-based pedagogies. By providing individual chapters that can be used independently as needed, this book provides faculty with a just-in-time teaching resource they can use to draft a new syllabus. This is a must-have resource for science, health science and engineering faculty, as well as graduate students and post-docs preparing for future faculty careers. Provides easily digested, practical, research-based information on how to teach Allows faculty to efficiently get up-to-speed on a given pedagogy or assessment method Addresses the full range of faculty experiences as they being to teach for the first time or want to reinvent how they teach
Author: Tracie Marcella Addy Publisher: Taylor & Francis ISBN: 100097135X Category : Education Languages : en Pages : 153
Book Description
Inclusive instruction is teaching that recognizes and affirms a student's social identity as an important influence on teaching and learning processes, and that works to create an environment in which students are able to learn from the course, their peers, and the teacher while still being their authentic selves. It works to disrupt traditional notions of who succeeds in the classroom and the systemic inequities inherent in traditional educational practices.—Full-time Academic Professional, Doctorate-granting University, EducationThis book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed. The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The instructors’ voices ring loudly as the authors draw on their responses, building on their experiences and expertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach.Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and low income and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge.The book unfolds as an informal journey that allows the reader to see into other teachers’ practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices.By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming, and adopt practical strategies to address the various inclusion issues that can arise.The book will also appeal to educational developers and staff who support instructors in their inclusive teaching efforts. It should find a place in reflective workshops, book clubs and learning communities exploring this important topic.
Author: Heather Marie Rissler Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
A potential strategy for mitigating opportunity gaps in higher education is to increase the implementation of inclusive teaching practices (ITPs) by faculty. Inclusive teaching includes a combination instructional strategies, curricular choices, and mindsets that promote equitable learning outcomes for students. of This action research study examines the student and faculty perceptions of ITPs at Midwest Community College (MCC), focusing on instructional strategies and curricular choices. Students were surveyed to understand their perceptions of ITPs. Faculty were surveyed to understand both their perceptions of ITPs and potential barriers for implementation. Qualitative analysis of semi-structured interviews with faculty highlighted barriers faced in implementing ITPs and identified strategies for increasing the use of ITPs in the classroom. Results suggest that students do respond positively to ITPs and that faculty desire to implement ITPs but face a number of barriers including time and examples of inclusive teaching in practice. Furthermore, faculty are on a spectrum of readiness to implement ITPs. The proposed action plan includes development of an Equity-Oriented Teaching Team that aims to support faculty in enhancing their use of ITPs. Analyzing the landscape of ITPs through an activity system framework helped identify contradictions that must be addressed in order to move towards more equitable learning outcomes in the college classroom.
Author: Susan Sipple Publisher: Taylor & Francis ISBN: 1000979849 Category : Education Languages : en Pages : 155
Book Description
This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success.When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.
Author: Alison Cook-Sather Publisher: ISBN: 9781951414016 Category : College teaching Languages : en Pages : 313
Book Description
Pedagogical Partnerships and its accompanying resources provide step-by-step guidance to support the conceptualization, development, launch, and sustainability of pedagogical partnership programs in the classroom and curriculum. This definitive guide is written for faculty, students, and academic developers who are looking to use pedagogical partnerships to increase engaged learning, create more equitable and inclusive educational experiences, and reframe the traditionally hierarchical structure of teacher-student relationships. Filled with practical advice, Pedagogical Partnerships provides extensive materials so that readers don't have to reinvent the wheel, but rather can adapt time-tested and research-informed strategies and techniques to their own unique contexts and goals.
Author: Community College of Vermont Publisher: Amer. Assn. of Community Col ISBN: 0871173646 Category : Education Languages : en Pages : 131
Book Description
"Throughout this guide you will find specific strategies for teaching--the kind of practical advice that circulates among veteran teachers whenever they gather together ..."--Page i
Author: James E. Groccia Publisher: John Wiley & Sons ISBN: 111828285X Category : Education Languages : en Pages : 363
Book Description
An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Professional development for geographically dispersed faculty Implementing a learning consortium for communication and change Faculty engagement in program-level outcomes assessment What educational developers need to know about faculty-artists Exploring the spiritual roots of midcareer faculty Raising funds from faculty for faculty development centers Mentoring in higher education Tough-love consulting in order to effect change Research on the impact of educational development Examining effective faculty practice Insights on millennial students Contemplative pedagogy of teaching and learning centers Faculty and student perspectives on course evaluation terminology Questions about student ratings Small-group individual diagnosis to improve online instruction Supporting international faculty Complex ecologies of diversity, identity, teaching, and learning Organizational strategies for fostering faculty racial inclusion The truth about students' capacity for multitasking Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel Designing active learning with flexible technology
Author: Margery B. Ginsberg Publisher: John Wiley & Sons ISBN: 1119104130 Category : Education Languages : en Pages : 464
Book Description
When the first edition of Diversity and Motivation was published in 1995, it became a premier resource for faculty and administrators seeking effective and practical strategies that foster motivation among culturally diverse student groups. This revised and updated second edition of Diversity and Motivation offers a comprehensive understanding of teaching methods that promote respect, relevance, engagement, and academic success. Margery B. Ginsberg and Raymond J. Wlodkowski base their insights and concrete suggestions on their experiences and research as college faculty. The book defines norms, illustrates practices, and provides tools to develop four foundational conditions for intrinsically motivated learning: establishing inclusion, developing a positive attitude, enhancing meaning, and engendering competence. The authors provide perspectives on the social justice implications of each condition. Diversity and Motivation includes resources to help educators create a supportive community of learners, facilitate equitable discussions in linguistically diverse classrooms, design engaging lessons, and assess students fairly. The ideas in this book apply across disciplines and include teaching practices that can be easily adapted to a range of postsecondary settings. In addition, the authors include a cohesive approach to syllabus construction, lesson design, and faculty development. This new edition also contains a framework for motivating students outside traditional classroom settings.
Author: Xiwei Zhu (Ph.D.)
Author: Xiwei Zhu (Ph.D.)
Author: Cynthia J. Brame
Author: Tracie Marcella Addy
Author: Heather Marie Rissler
Author: Susan Sipple
Author: Alison Cook-Sather
Author: Community College of Vermont
Author: Terry O'Banion
Author: James E. Groccia
Author: Margery B. Ginsberg