ethanporcaro/eric-fulltext-meta huggingface dataset:
Synchronous E-Learning: Reflections and Design Considerations
Author: Tabak, Filiz
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Design,Teaching Methods,Videoconferencing,Educational Technology,Management Development,Business Administration Education,Leadership,Course Objectives,Case Studies,Discussion,Course Descriptions,College Students,Teacher Collaboration,College Faculty

This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In particular, the paper asserts that instructors should take into account relative advantage, compatibility, complexity, and risk attributes of new technologies before incorporating them to their courses. Further, it is important to evaluate organizational support availability such as financial resources and managerial support. In realizing team work for course projects that require group interactions, synchronous online conferencing can be very valuable, and even preferable, for students since it overcomes limitations of space, time, and distance. Future research should explore benefits, challenges, and outcomes of synchronous online discussions. Comparisons to implementation and design considerations of &quot;asynchronous&quot; virtual learning environments such as discussion board forums could be beneficial as asynchronous virtual discussions seem to be more commonly used in supplementing traditional course designs.
Support for New Faculty Members: What Do They Perceive They Need?
Author: Boman, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Beginning Teachers,Needs Assessment,Faculty Development,Interprofessional Relationship,Expectation,Teacher Collaboration

In this article we report the outcomes of a needs assessment administered to new faculty members who were hired within the last four years at Mount Royal University. Our purpose in conducting this needs assessment was to gather information to guide the redevelopment of the institution's support program for new faculty in light of a changing institutional context (i.e., the transition from a college to a university). Faculty members were asked what kinds of support and resources they perceived themselves as needing during the first year of their full-time appointment and what gaps were present in their professional development. We review the key themes in faculty members' self-identified needs and summarize the principles behind a new faculty development program that was informed by the results of this research.
The Academic, Social, and Migratory Experiences of International Graduate Students Enrolled at the Université De Montréal: A Study of Persistence
Author: Mainich, Sarah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Academic Persistence,Mixed Methods Research,Semi Structured Interviews,Regression (Statistics),Cultural Differences,Cultural Influences,Financial Problems,Academic Ability,Social Adjustment,Social Problems

From its earliest times, higher education transcended geographic boundaries so nowadays international students are a significant element of the social and cultural landscape of higher education, but international graduate students form a diverse group with different motivations for study and have become a sizeable segment of the student body in the Canadian higher educational system. However, this specific student population has not been completely understood and their diverse experiences have not been explained. This research paper deals with the issue of persistence among international graduate students enrolled at the Université de Montréal. Because the number of international graduate students has increased, strategic, social, and economic goals must be discussed. Hence, the purpose of this research is to develop a strong understanding of the factors influencing persistence and student success.
&quot;Teaching Experience Preferred?&quot; Preparing Graduate Students for Teaching Opportunities beyond North America
Author: Sheffield, Suzanne Le-May
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Experience,Educational Philosophy,Job Applicants,College Faculty,Employment Interviews,Teaching Methods,Tenure,Teacher Selection,Foreign Countries,Employment,Statistical Analysis

Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected to be able to reflect and articulate intelligently about their teaching philosophy in a job interview and/or to demonstrate their teaching. In Canada and the United States, research has shown that hiring committees are looking for candidates that not only have teaching experience, but who can also talk about and demonstrate their teaching (Meizlish &amp; Kaplan, 2008; Schonwetter, Taylor, &amp; Ellis, 2006). However, what types of teaching documentation are required of applicants when they are applying for entry-level academic positions outside of North America? Especially as developing countries are increasingly seeking Canadian faculty for their experience in student-centered pedagogical approaches (Tamburri, 2011). In addition, North American graduates are searching global markets for further career opportunities. An investigation was launched to examine permanent, tenure-track academic positions on six job sites during a four-month period to compare requests for teaching-related materials and teaching experience in job ads beyond North America. This study found that the international job market is comparable to the North American one with respect to teaching expectations and documentation. These findings underscore the importance of graduate student teaching development for those graduates seeking academic employment outside of North America.
Thinking outside Discipline Boundaries to Integrate Indian Education for All across the Curriculum
Author: Carjuzaa, Jioanna
Date: 2013-00-00
Type: Journal Articles
Subjects: American Indians,American Indian Culture,American Indian Education,State Legislation,Faculty Development,Land Grant Universities,Workshops,Integrated Curriculum,Cultural Awareness

The Montana Indian Education for All (IEFA) Act is an unprecedented reform effort 40 years in the making. In this paper we summarize the IEFA professional development opportunities provided to faculty at a land grant university in the western United States while highlighting a faculty member's personal efforts to integrate IEFA in a culturally responsive manner. We explain how, instead of limiting the transmission of ideas, expanding discipline boundaries has opened a flood-gate to new information and other &quot;ways of knowing&quot; for the faculty member and her students.
Visualizing Boundaries and Embodying Conflicts: Lessons Learned from a Theatrical Professional Development Program
Author: Mundy, Amrit
Date: 2013-00-00
Type: Journal Articles
Subjects: Conflict,Staff Development,Theater Arts,Essays,Story Telling,Workshops,Feedback (Response),Personal Narratives,Organizational Development,Audience Analysis,Work Environment,Participant Satisfaction,College Programs,Conflict Resolution,Foreign Countries

In the 2011-2012 academic year, the Organizational Development and Learning unit and the Centre for Teaching, Learning and Technology at the University of British Columbia co-developed an interactive theatre project, Conflict Theatre, to engage in discussion around conflict with our audience and to allow us to explore, engage with, and build resilience around workplace conflict in a University staff development context. The objectives of this essay are to narrate our thinking and experiences in developing and performing the interactive theatre sketches, and to share personal reflections from a range of Conflict Theatre participants.
Modified World Café Discussion Model for Conference and Course Settings
Author: Cassidy, Alice
Date: 2013-00-00
Type: Journal Articles
Subjects: Focus Groups,Group Discussion,Conferences (Gatherings),Teaching Methods,Science Education,Science Instruction,Content Area Writing,Models,Classroom Techniques,Facilitators (Individuals),Scientific Literacy,Foreign Countries

A group facilitation technique called World Café usually involves dividing a large number of people into smaller groups at tables, exploring a variety of topics around a key focus, and collecting ideas from the discussions to debrief later as a large group. We used a modified version of World Café during the new Cracker Barrel session format at the 2012 STLHE conference. Inviting conference participants to explore science through writing, we met our goal of interactivity and collected ideas from 33 people in spite of the challenges of time (a 15-minute session repeated three times for different groups) and space (11 participants around one table each time). The success of involving conference participants actively in this new conference format shows its value as a conference technique and also led us to consider its utility in the classroom or other settings.
UDL--From Disabilities Office to Mainstream Class: How the Tools of a Minority Address the Aspirations of the Student Body at Large
Author: Fovet, Frederic
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Disabilities,Accessibility (for Disabled),Access to Education,Special Needs Students,Educational Strategies,Context Effect,Qualitative Research,Program Implementation,Delivery Systems,Faculty Development,Teacher Workshops,Semi Structured Interviews,Stakeholders,Educational Resources,Inclusion,Sustainability,Program Effectiveness,Teacher Attitudes,Administrator Attitudes,Employee Attitudes

Confronted by the increasingly changing and varied nature of disabilities in higher education (Bowe, 2000; McGuire &amp; Scott, 2002), disability service providers across North America are progressively moving away from targeted remedial assistance focusing on the disabilities of students to a less frontline role involving the sensitization of faculty around strategies that seek to widen access and develop awareness (Sopko, 2008). Universal Design is hence often the model of choice (Rose, Harbour, Johnston, Daley, &amp; Abarbanell, 2006). It incorporates extensive use of technology and seeks the implementation of winning conditions in the classroom space that reduce or eliminate the need for later remedial work with students (Burgstahler, 2006). The hypothesis of this paper is that Universal Design, though conceived as a tool for a specific clientele, may quickly transpire to be the model best suited to serve the needs of the student body at large by meeting the wider educational aspirations of the 21st century. Not only do its strategies and goals allow wider access to students with disabilities, but they allow the integration of the &quot;millennium learners,&quot; encourage higher student retention, guarantee higher rates of graduation and establish greater equity and respect for diversity.
The Transformative Potential of Creative Assignments in Higher Education
Author: Duenkel, Nicky
Date: 2013-00-00
Type: Journal Articles
Subjects: Transformative Learning,Creative Activities,Student Surveys,College Faculty,Teacher Attitudes,Assignments,Undergraduate Students,Course Descriptions,Student Empowerment,Teaching Methods,World Views

This paper encourages shifts in praxis to promote the thoughtful inclusion of creativity into higher education assignments in order to broaden and deepen student experience, and offer greater integration between required assignments and the complexity of students' lives. Obstacles to integrating creativity into academia are also briefly explored. An example of what is meant by a creative assignment, from a second-year undergraduate Community Studies course, is offered, illustrating the transformative learning potential that can be stimulated through this application. Faculty observations and quotes from student surveys serve as additional evidence of students' enthusiasm, growth, and personal empowerment achieved through this type of assignment.
Teaching World Literature for the 21st Century: Online Resources and Interactive Approaches
Author: Bernstein, Lisa
Date: 2013-00-00
Type: Journal Articles
Subjects: World Literature,Teaching Methods,Multimedia Materials,Electronic Publishing,English,Writing Instruction,Cultural Awareness,Educational Resources,Authors,Cultural Pluralism,Barriers,Second Languages,Knowledge Level,Translation,Information Technology,Web Sites,Maps,Primary Sources,Social Networks,Web 2.0 Technologies,Learning Processes,Cooperative Learning,Definitions

This paper introduces a pedagogical approach and strategies for using online resources and interactive media to teach in English about writers and writing from around the world without colonizing or excluding other languages and cultures. First, I explain the context and challenges of teaching world literature: the importance of including diverse works and authors; competing definitions and information overload; barriers to international availability and accessibility of non-dominant works and of non-English languages; and students' limited historical and cross-cultural knowledge. I then show how faculty can incorporate open-source Internet and interactive multimedia resources into world literature courses in ways that allow alternative and outsider voices to challenge and expand national, ethnic, linguistic, socio-political, and disciplinary boundaries. Faculty can use web resources such as blogs and wikis; online self-publishing and translation sites; maps, timelines, primary documents, and other sources of historical and socio-political context; and social media platforms to create a more inclusive notion of world literature, as well as a learning process that is dynamic, collaborative, and relevant to students' daily lives.
Transcending Boundaries in Legal Education: A Vehicle for Teaching Students to Think Critically
Author: Jukier, Rosalie
Date: 2013-00-00
Type: Journal Articles
Subjects: Legal Education (Professions),Classification,Teaching Methods,Creativity,Critical Thinking,Holistic Approach,Curriculum,Foreign Countries,Program Descriptions

Legal education has traditionally been defined by many boundaries. Characterized by taxonomic structures and doctrinal categories, legal education is, for the most part, still seen as inextricably linked to a particular political geography and state normativity. The purpose of this paper is to demonstrate the pedagogical benefits of shattering established boundaries in legal education. It will assess how teaching from multiple perspectives in an integrated curriculum inculcates critical thinking skills in students, better enabling them to question assumptions, uncover hidden assumptions, and graduate as independent and innovative legal thinkers. Focusing on the &quot;transsystemic&quot; McGill Law Program, this paper will discuss the rewards of engaging students in an intellectually pluralistic and tradition-neutral legal curriculum, one that eschews silos and borders and focuses on creating agile and creative minds in future jurists who will be able to confront contemporary legal issues holistically and with a critical perspective.
Enquiry, Engagement, and eLearning: Three Perspectives on a Student-Centred, Online, Enquiry-Based Course
Author: Murray, Jacqueline
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Student Centered Curriculum,Online Courses,Seminars,College Freshmen,Foreign Countries,Educational Technology,Teaching Methods,Learning Experience,Distance Education,Undergraduate Students,Student Attitudes,College Faculty,Teacher Attitudes,History Instruction,Specialists,Computer Mediated Communication,Course Descriptions,Learning Processes

In the 2011 Winter semester, the University of Guelph engaged in a pedagogical experiment: an online first-year seminar. This article is a conversation about the learning journey that surrounds this seminar, as experienced by three participants: Jacqueline Murray (JM), Professor of History and Director of the FirstYear Seminar Program (FYS); Natalie Giesbrecht (NG), Manager, Distance Education and a Distance Learning Specialist; and Samuel Mosonyi (SM), an undergraduate student who was enrolled in the course. We reflect upon the online seminar and discuss the technology and pedagogy, student learning experience, and process of online interaction. We conclude that this seminar, an innovation in both enquiry-based learning and first-year seminars, is arguably comparable with classroom-based offerings.
The Intersection of Mathematics and Language in the Post-Secondary Environment: Implications for English Language Learners
Author: Choi, Jean
Date: 2013-00-00
Type: Journal Articles
Subjects: English Language Learners,Educational Policy,Mathematics Instruction,Form Classes (Languages),Sentence Structure,Educational Practices,Vocabulary Development,Language Usage,Language Role,Mathematics Tests,College Students,Test Items,Disadvantaged,Foreign Countries,Questionnaires

Given the increasing number of English Language Learners (ELLs) in post-secondary environments (Roessingh &amp; Douglas, 2012), educational practices such as availability of language support for mathematics should be assessed to ensure that all students' needs are met. To explore the effects of language on mathematics in ELLs, mathematical test items were presented in four language contexts: vocabulary knowledge, negation, preposition use, and atypical sentence structure. Sixty students enrolled in mathematics courses volunteered to complete the mathematics task. Results suggest that math items falling into each of the four language contexts disadvantage ELLs, highlighting that the needs of ELLs should be considered at all levels, from classroom practices to educational policy.
Putting Transformative Learning Theory into Practice
Author: Christie, Michael
Date: 2015-04-00
Type: Journal Articles
Subjects: Transformative Learning,Theory Practice Relationship,Females,Doctoral Degrees,Engineering Education,Foreign Students,Adult Education,Higher Education,Foreign Countries,Criticism,Social Structure,Learning Experience,Case Studies,Interviews,Values,Surveys,Faculty Development,Teacher Education,Learning Theories,Action Research,Consciousness Raising,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Workshops

This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one's values and the assumptions that underpin them. It exemplifies how Mezirow's theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning (Mezirow, 1991) can be practiced, to good effect, in university staff development and teacher education courses.
Self-Advocacy and Its Impacts for Adults with Developmental Disabilities
Author: Ryan, Thomas G.
Date: 2015-04-00
Type: Journal Articles
Subjects: Self Advocacy,Adults,Developmental Disabilities,Literature Reviews,Transformative Learning,Self Concept,Foreign Countries,Self Determination,Social Influences,Causal Models,Leadership Training,Family (Sociological Unit),Social Support Groups,Community

The following review of literature illuminates self-advocacy from a North American transformational learning perspective via meaningful impacts, which arise for adults with developmental disabilities, as well as various communities and their members. For adults with developmental disabilities, increased leadership capabilities and the evolution of new self-concepts continue to be powerful examples of the impact of self-advocacy. For communities, a more prominent voice and personable research within the academic community, increased awareness for some boards and committee members, and the acknowledgement and support of local or online community members are broad examples of the impacts self-advocacy has on us.
Connecting in Rhizomic Spaces: Peer-Assisted Learning (PAL) and E-Learning in Teacher Education
Author: Bone, Jane
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Electronic Learning,Peer Teaching,Cooperative Learning,Early Childhood Education,Web 2.0 Technologies,Blended Learning,Teaching Methods,Research Projects,Universities,Qualitative Research,Statistical Analysis,Interviews,Focus Groups

A PAL (Peer-Assisted Learning) project supported research that focused on e-learning and Web 2.0 technologies as part of a pedagogical approach in the context of a tertiary institution. This project responded to a call for a rejuvenation of conventional approaches to pedagogy while teaching an early childhood unit in a large Australian university. In the project a variety of methods, qualitative (interviews and focus groups) and quantitative (on-line survey), were used in order to explore the possibilities involved in learning together in innovative ways. The PAL project is connected here to a &quot;rhizome&quot; (Deleuze &amp; Guattari, 1987). A rhizome is a form of network; it is multiple; and, it is capable of producing surprises. This is reflected in the findings that support the use of technology to create an effective collaborative space and also show that there are advantages to destabilising conventional student/lecturer positions. Finally, this narrative account contributes to a growing literature that connects Deleuze and Guattari's (1987) philosophical ideas to education.
Targeting Assessment for Developing Adult Lifelong Learners: Assessing the Ability to Commit
Author: Su, Ya-Hui
Date: 2015-04-00
Type: Journal Articles
Subjects: Lifelong Learning,Adult Learning,Learner Engagement,Educational Assessment,Self Evaluation (Individuals),Alternative Assessment,Evaluation Methods,Alignment (Education)

In this article, I propose that neither traditional assessment nor alternative, competence-based assessment is adequate to meet the challenges of uncertain change. Existentialist assessment that focuses on developing learners' commitment, rather than their competence, may be more decisive in empowering learners who are facing adversity. Existentialist assessment shifts the focus from impersonality, achievement, and universalism to the inclusion of the adult learner's commitment to making meaningful connections between learning and his or her existence (being). These committed meanings are willed and produced by the learner, not only to bring to an end a disturbing situation and uncertainty but also to develop a sense of significance and sustainability when facing uncertainty and processes of change. To ascertain a learner's ability to commit, self-assessment, with its first-person perspective, must be taken into account. Implications include the alignment of assessment with pedagogy that facilitates the adult learner's commitment to connecting his or her existence with the world.