Browsing by Subject "College teaching"

Now showing 1 - 6 of 6
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    10x10=100: Best Practices and Lessons Learned from a Decade of Teaching Online Courses
    (2015-11-21) Hook, Sara Anne
    Drawn from the literature and the Quality Matters rubric as well as the presenter’s own experiences of 10 years of teaching online and in developing 10 courses on a wide variety of subjects, this presentation will offer a generous number of practical approaches and strategies that can be taken to enhance instructor-to-student and student-to-student interaction, encourage active learning and accountability, incorporate peer review and self-reflection, assess student learning outcomes and utilize technology most effectively.
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    Characteristics of Effective Teaching in Higher Education: Between Definitional Despair and Certainty
    (Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[BREAK][LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2004) Chism, Nancy Van Note
    Conflicting claims about the definition of teaching effectiveness in higher education abound. While some argue that the characteristics of effective teaching are well known and supported by a large body of research, others argue that teaching cannot be readily defined, and attempts to do so are doomed. The author reviews the ways in which the topic of college teaching effectiveness has been explored, detailing findings and discussion ways in which this literature can inform decision making in higher education.
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    Evaluating Approaches to Faculty Development in the Use of Learning Technologies
    (2004) Chism, Nancy Van Note
    As campus developers attempt to engage faculty members in the use of learning technologies, they often use change strategies that rest on unexamined assumptions about their appropriateness. These different approaches can be successful under specific conditions and with specific faculty, yet in order to maximize the effectiveness of development work in the arena of instructional technology, developers will benefit from exploring how their approaches fit with what is known about faculty change in teaching.
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    Exploring BSW educators' experiences of working with under-prepared students
    (2015-04-20) Richardson, Robert F., II; Lay, Kathy; Adamek, Margaret E.; Vernon, Robert; McGuire, Lisa E.; Merrill, Henry S.
    Little is known about the perspectives of social work educators who work with under-prepared students in baccalaureate social work (BSW) programs. Educators across fields believe that students are increasingly under-prepared to be successful in higher education, and social work programs face greater numbers of under-prepared students seeking BSW degrees. Although an increasing amount of research offers strategies for matriculating, retaining, and teaching under-prepared students, these strategies are often presented without the contextual experiences faced by the educators who work with under-prepared students on a day-to-day basis. The following research seeks to begin to fill that gap. The researcher interviewed 11 participants and used Interpretive Phenomenological Analysis (IPA) to uncover the essential experiential elements of working with under-prepared BSW students and to reveal the meaning that social work educators create within these experiences. Analysis resulted in four overlapping themes including understanding under-preparation as social injustice, questioning what it means to be a social work educator, recalling compelling moments, and demonstrating care in and out of the classroom. These results suggest that social work programs and educators can more explicitly recognize how working with under-prepared students mirrors traditional social work practice, and discuss how this mirrored process might affect both educators and students. Based on these results, the meaning of advancing social justice for under-prepared students, the conflicting roles that educators often adopt with under-prepared students, and the influence of external forces on educators' work all deserve further research.
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    The Impact of Participation and Attendance on Undergraduate Student Performance in Face-to-Face and Online Courses
    (2015-11-21) Zhu, Liugen; Defazio, Joseph; Huang, Edgar; Hook, Sara Anne
    This presentation reports the results of a comprehensive study of policies on attendance and participation in face-to-face and online courses, with policies that range from strict to flexible, and correlate these policies with final course grades. The intent was to demonstrate the impact that these policies have on student motivation and student success. Participants will self-identify which category their attendance/participation policies falls into and reflect on how revising these policies can influence their own courses.
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    Teaching data literacy skills in a lab environment
    (2014-06-04) Coates, Heather L.
    Equipping researchers with the skills to effectively utilize data in the global data ecosystem requires proficiency with data literacies and electronic resource management. This is a valuable opportunity for libraries to leverage existing expertise and infrastructure to address a significant gap data literacy education. This session will describe a workshop for developing core skills in data literacy. In light of the significant gap between common practice and effective strategies emerging from specific research communities, we incorporated elements of a lab format to build proficiency with specific strategies. The lab format is traditionally used for training procedural skills in a controlled setting, which is also appropriate for teaching many daily data management practices. The focus of the curriculum is to teach data management strategies that support data quality, transparency, and re-use. Given the variety of data formats and types used in health and social sciences research, we adopted a skills-based approach that transcends particular domains or methodologies. Attendees applied selected strategies using a combination of their own research projects and a carefully defined case study to build proficiency.