Browsing by Subject "teaching"

Now showing 1 - 10 of 18
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    And Ethics for All: Integrating Values and Ethics for a Diverse Undergraduate Curriculum
    (2013-04) Hook, Sara Anne; Lykins, Beth
    This presentation will move from a macro level of considering values and ethics across the undergraduate curriculum to a more targeted discussion of how professional ethics are covered in individual courses, finally culminating in a discussion of how ethics can be applied in a cross-disciplinary manner. The presenters will showcase the course content and homework assignments that they use to teach values and ethics in their individual courses as well as their team-taught course and provide suggestions for how to assess whether their courses have impacted student learning or shaped student beliefs about values and ethics.
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    Bring Back the Joy: Creative Teaching, Learning, and Librarianship
    (2010-12) Lamb, Annette; Johnson, Larry
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    A Constant Balancing Act: Delivering Sustainable University Instructional Physical Activity Programs
    (Human Kinetics, 2020-11) Brock, Sheri J.; Beaudoin, Christina; Urtel, Mark G.; Hicks, Lisa L.; Russell, Jared A.; Kinesiology, School of Health and Human Sciences
    The goal of university instructional physical activity programs (IPAPs) is to provide quality instruction through best practices to encourage college students to lead healthy and physically active lifestyles. As IPAPs have continued to decline due to enrollment and budgetary concerns, the importance of quality and sustainability has become particularly paramount. Furthermore, it is imperative to the existence of IPAPs that we strive to learn and share with each other in order to independently survive, but more essentially to flourish collectively, as we are better together. In our varied experience, while some IPAPs face unique challenges, many obstacles are common, regardless of institution size and composition. This paper will offer the perspectives of four strikingly different colleges and universities in their quest to navigate challenges in delivery, maintain and support quality instruction, and advocate for IPAPs.
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    Educational Assumptions: Deadening and Enlivening
    (Elsevier, 2018-07) Gunderman, Richard B.; Radiology and Imaging Sciences, School of Medicine
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    Experiencing Narrative Pedagogy: Conversations with Nurse Educators
    (2013-04-01) Stoltzfus, Ruth A.; Swenson, Melinda M.; Sims, Sharon L.; Ironside, Pamela M.; Smith, Joshua
    The increasingly complex nature of health care requires nursing graduates, upon completion of their formal education, to be fully capable of providing safe and competent patient care. Accrediting bodies for schools of nursing have challenged nursing education to develop and implement innovative, research-based pedagogies that engage students in learning. Narrative Pedagogy is an innovative approach to teaching and learning developed by Nancy Diekelmann after many years of researching nursing education using Heideggerian hermeneutic phenomenology. As a new paradigm for teachers and students gathering in learning, Narrative Pedagogy is understood to be both a strategy and a philosophy of teaching. Narrative Pedagogy as a strategy provides an approach using the interpretation of clinical stories to better understand the experience of the patient, the nurse, and the family. Narrative Pedagogy as a philosophy of teaching offers Diekelmann’s Concernful Practices as a way of comportment for teachers and students as they gather in learning and teachers as they incline toward teaching narratively. This hermeneutic phenomenological study examined the experience of Nurse Educators with Narrative Pedagogy. Findings include overarching Pattern: Narrative Pedagogy as Bridge. Two themes are: 1) Students and teachers gathering in learning, and 2) Inclining toward teaching with Narrative Pedagogy. Positive teaching experiences and positive learning experiences with Narrative Pedagogy will advance the science of nursing education by adding to the body of knowledge of alternative pedagogies.
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    An Integrated Strategy: Preparing Future Biomedical Science Faculty for Teaching-Related Roles
    (2023-04-28) Easterling, Lauren; Byram, Jessica; Seiden, Emily
    In our biomedical science research PhD programs and postdoctoral training experiences, opportunities for these future faculty to learn about and gain experience related to teaching and learning in university settings is extremely limited. Our PhD students’ graduate appointments are limited to research assistantships, and our postdoctoral scholars are employed in research-focused roles. These factors limit their time and opportunities to participate in experiences related to how people learn and effective teaching strategies. The problem we attempted to solve was how to create and maximize teaching-related experiences in an environment where these opportunities are minimal. We created a multi-layered approach to providing graduate students and postdocs with opportunities to learn about and practice core skills related to teaching students through Division-developed programs, partnerships with existing programs and services, and fostering student/trainee-led programs. Division-developed programs and services that have been developed intentionally for the purpose of preparing trainees for teaching-related faculty roles include: - Designing and implementing an annual 1-2 week-long institute related to essentials of teaching and learning - A learning community with a journal club, networking opportunities, and workshops - Facilitating a process to find and screen potential volunteer teaching opportunities for students and postdocs - Providing specific, tailored, one-on-one and small group guidance and mentoring upon request These programs and services are co-curricular, non-academic experiences in which any PhD student or postdoctoral scholar at IU School of Medicine may participate and have been designed complement and not conflict with the primary biomedical science research training experiences of these trainees. We will also share how these Division-developed programs and services fit into existing School of Medicine and IUPUI programs, including the Academy of Teaching Scholars, CIRTL@IUPUI programming, IUPUI CTL programs and services, and IUPUI’s Preparing Future Faculty and Professionals program. The relationship between Division and school/campus/university-level program will also be discussed during our presentation in terms of the strategic importance of each to the other. Additionally, in partnership with the Department of Anatomy, Cell Biology and the IUPUI School of Education, the Division has developed a doctoral minor for graduate students in the life sciences that is an optional, curricular experience for graduate students who wish to include preparation and experience related to life science teaching and learning into their experience at IU School of Medicine. We will discuss how this doctoral minor complements the Division’s co-curricular programming and how the minor fits into a greater strategic framework for preparing future faculty in the biomedical sciences for teaching-related faculty roles. Finally, as part of a student-initiated and led initiative called Teaching, Learning, and Professor Support for Graduate Teaching Assistants (TLPS-GTA), we will discuss how a student-led, peer-to-peer program that overlaps in content with Division-level programming fits into our overall strategic framework. We will discuss how providing graduate student instructors with just-in-time knowledge and skills to current graduate teaching assistants complements the Division’s greater strategy for preparing future biomedical science faculty for teaching related roles while fulfilling a distinct part of our overall strategy for graduate student and postdoctoral scholar focused educational development.
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    Not only teachers: What do health administration faculty members do?
    (2016) Harle, Christopher A.; Mullen, Cody; Vest, Joshua R.; Menachemi, Nir; Health Policy and Management, School of Public Health
    Researchers have long been interested in how university faculty allocate their time between professional tasks. This study uses multiple years of Health Administration (HA) faculty survey data to examine how work activity has changed over time, and how work activity relates to faculty rank and the type of school in which a faculty member is employed. We report on faculty time allocation to research, teaching, and administration by survey year, faculty rank, and type of school. We also examine factors related to faculty's status as a principal investigator, teaching load, and research funding. On average, HA faculty spent 43% of their time teaching, 31% doing research, 20% in administrative activities, and 5% in other activities. Full professors spent significantly less time teaching, had lighter teaching loads, and spent more time on administration than other faculty. Faculty in schools of health professions, business, and other schools spent more time in teaching and had lower research funding expectations than faculty in schools of public health and medicine. These findings may help faculty identify jobs that best align with their interests and benchmark their work against industry norms. These findings may also help administrators in HA programs set appropriate expectations for their faculty.
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    Preparing EFL teachers to teach writing in Poland: The case of an English department
    (Multilingual Matters, 2024) Ene, Estela; Hryniuk, Katarina
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    Reading the Game: Exploring Narratives in Video Games as Literary Texts
    (2018-12) Turley, Andrew C.; Musgrave, Megan; Buchenot, Andre; Marvin, Thomas
    Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.