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Author: Chantal Levesque-Bristol
Publisher: Taylor & Francis
ISBN: 100097829X
Category : Education
Languages : en
Pages : 227
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Book Description
In response to national concerns a decade ago, driven by research that showed that higher education was making little impact on students’ development of broad competencies and critical thinking, the provost and president of Purdue University, a research university, instituted a program whose goals were to build on the accumulated knowledge on effective teaching to facilitate student learning, improve outcomes, and change the institutional culture around teaching and learning – objectives to which many institutions aspire, but which few consistently attain, or attain at scale.This book describes the development of Purdue’s IMPACT program (Instruction Matters: Purdue Academic Course Transformation), from its tentative beginning, when it struggled to recruit 35 faculty fellows, to the present, when 350 have been enrolled and the university has more applications than it can currently handle. Overall, more than 600 courses have been impacted, many of which have seen significantly reduced DFW rates. Chantal Levesque-Bristol, whose Center for Instructional Excellence is part of an institutional team that comprises the Provost’s Office, Teaching and Learning Technologies Unit, Institutional Assessment, the Purdue University Library and School of Information Studies, and the Evaluation and Learning Research Center, describes the evolution of IMPACT, lessons learned, and the central tenets that have led to its success. The purpose of this book is notonly to describe the program, but also to highlight the importance and implications of the underlying motivational theoretical framework guiding the initiative. Having started as a course redesign program that faltered in achieving its objectives, the breakthrough came with the introduction of the fundamental motivational principles of self determination theory (SDT) followed by the applications of these principles to the research in higher education leadership and pedagogy. Giving faculty fellows the autonomy to build on their disciplinary expertise, pursue their interests and predilections, within a guided framework, and leveraging interactions with colleagues through FLCs, stimulated faculty fellows’ motivation and creativity.This book describes the core and structure of the IMPACT program, presents details of faculty learning curriculum, explains how the focus on SDT principles shaped the program’s evolution and transformation from a course redesign to a professional faculty development program, and covers the considerations behind the formation of faculty fellow IMPACT teams A concluding chapter addresses how the IMPACT program, having helped faculty pivot to emergency remote teaching when the campus closed owing to the COVID-19 pandemic, is being modified so it can be successfully sustained online if circumstances require, or as a means to expand its reach in the future.While the principles behind this initiative will be of compelling interest to its primary audience of faculty developers, several chapters will have appeal to instructors and administrators.
Author: Chantal Levesque-Bristol
Publisher: Taylor & Francis
ISBN: 100097829X
Category : Education
Languages : en
Pages : 227
Get Book Here
Book Description
In response to national concerns a decade ago, driven by research that showed that higher education was making little impact on students’ development of broad competencies and critical thinking, the provost and president of Purdue University, a research university, instituted a program whose goals were to build on the accumulated knowledge on effective teaching to facilitate student learning, improve outcomes, and change the institutional culture around teaching and learning – objectives to which many institutions aspire, but which few consistently attain, or attain at scale.This book describes the development of Purdue’s IMPACT program (Instruction Matters: Purdue Academic Course Transformation), from its tentative beginning, when it struggled to recruit 35 faculty fellows, to the present, when 350 have been enrolled and the university has more applications than it can currently handle. Overall, more than 600 courses have been impacted, many of which have seen significantly reduced DFW rates. Chantal Levesque-Bristol, whose Center for Instructional Excellence is part of an institutional team that comprises the Provost’s Office, Teaching and Learning Technologies Unit, Institutional Assessment, the Purdue University Library and School of Information Studies, and the Evaluation and Learning Research Center, describes the evolution of IMPACT, lessons learned, and the central tenets that have led to its success. The purpose of this book is notonly to describe the program, but also to highlight the importance and implications of the underlying motivational theoretical framework guiding the initiative. Having started as a course redesign program that faltered in achieving its objectives, the breakthrough came with the introduction of the fundamental motivational principles of self determination theory (SDT) followed by the applications of these principles to the research in higher education leadership and pedagogy. Giving faculty fellows the autonomy to build on their disciplinary expertise, pursue their interests and predilections, within a guided framework, and leveraging interactions with colleagues through FLCs, stimulated faculty fellows’ motivation and creativity.This book describes the core and structure of the IMPACT program, presents details of faculty learning curriculum, explains how the focus on SDT principles shaped the program’s evolution and transformation from a course redesign to a professional faculty development program, and covers the considerations behind the formation of faculty fellow IMPACT teams A concluding chapter addresses how the IMPACT program, having helped faculty pivot to emergency remote teaching when the campus closed owing to the COVID-19 pandemic, is being modified so it can be successfully sustained online if circumstances require, or as a means to expand its reach in the future.While the principles behind this initiative will be of compelling interest to its primary audience of faculty developers, several chapters will have appeal to instructors and administrators.
Author: Richard M. Felder
Publisher: John Wiley & Sons
ISBN: 1394196342
Category : Education
Languages : en
Pages : 374
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Book Description
The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning.
Author: Maryellen Weimer
Publisher: John Wiley & Sons
ISBN: 0470366419
Category : Education
Languages : en
Pages : 288
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Book Description
In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Author:
Publisher: BoD – Books on Demand
ISBN: 0850142377
Category : Education
Languages : en
Pages : 414
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Book Description
COVID wrought havoc on the world’s economic systems. Higher education did not escape the ravages brought on by the pandemic as institutions of higher education around the world faced major upheavals in their educational delivery systems. Some institutions were prepared for the required transition to online learning. Most were not. Whether prepared or not, educators rose to the challenge. The innovativeness of educators met the challenges as digital learning replaced the face-to-face environment. In fact, some of the distance models proved so engaging that many students no longer desire a return to the face-to-face model. As with all transitions, some things were lost while others were gained. This book examines practice in the field as institutions struggled to face the worst global pandemic in the last century. The book is organized into four sections on “Perils and Promises”, “The State of Online Education”, “Goals and Challenges of Online Learning” and “Innovations in the Age of COVID”. It presents various perspectives from educators around the world to illustrate the struggles and triumphs of those facing new challenges and implementing new ideas to empower the educational process. These discussions shed light on the impact of the pandemic and the future of higher education post-COVID. Higher education has been forever changed, and higher education as it once was may never return. While many questions arise, the achievements in meeting and overcoming the pandemic illustrate the creativity and innovativeness of educators around the world who inspired future generations of learners to reach new heights of accomplishment even in the face of the pandemic.
Author: Kristin N. Rainville
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 496
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Book Description
This edited book on Faculty Learning Communities (FLCs) explores the ways in which FLCs have expanded across platforms, spaces, and focus while maintaining the core values and elements of original FLCs. The first section investigates ways that FLCs support faculty retention, teaching, and scholarship. The second section offers examples of FLCs focused on teaching that is responsive to student learning. The third section explores the move to online and virtual FLCs. The fourth section explores FLCs that create and foster faculty belonging, communities of care, and the integration of mindfulness. The fifth section looks at multi-year, long-term progression and impact of FLCs. The book’s foreword, by Milton D. Cox, investigates the evolution of leadership of and within faculty learning communities as they expand.
Author: Eric J. Kyle
Publisher: Wipf and Stock Publishers
ISBN: 1532673213
Category : Religion
Languages : en
Pages : 292
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Book Description
This book is an attempt to address two struggles for "theistic educators" (e.g., those who approach their educational vocation from a religious perspective), whether they are working in secular or faith-based institutions. The first struggle is that, while numerous guidelines on teaching excellence have been compiled, the resulting checklists can contain more than a hundred criteria to consider. This book therefore identifies the evidence-based guidelines that are likely to have the highest impact on student achievement, thereby empowering educators to focus their efforts in more substantial ways. The second struggle is related to the lack of resources, which can help educators to view and approach their vocation from a theistic perspective. While there are texts that discuss the relationship of spirituality and/or theology to education, few to date have sought to bring evidence-based educational literature into dialogue with the western Christian tradition and thereby develop a "bottom-up" theology of education. This book addresses this historical and theological gap. Overall, this book is therefore intended to not only provide theistic educators with high-impact guidelines that can significantly improve the quality of education in their school systems, but it also strives to do so from a thoroughly theistic perspective.
Author: Karin Hess
Publisher: Corwin
ISBN: 1544397097
Category : Education
Languages : en
Pages : 249
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Book Description
The roadmap for your school’s CBE journey! The one-size-fits-all instructional and assessment practices of the past no longer equitably meet the needs of all students. Competency-based education (CBE) has emerged not only as an innovation in education, but as a true transformation of the approaches to how we traditionally "do" school. In Deeper Competency-Based Learning, the authors share best practices from their experiences implementing CBE across states, districts, and schools. Leaving no stone unturned, readers are guided step-by-step through CBE implementation and validation phases, beginning with defining your WHY and collaborative development of the competencies describing deeper learning. The CBE readiness tools and reflections inside will help your team: Build the foundation for organizational shifts by examining policies, leadership, culture, and professional learning Dig in to shifts in teaching and learning structures by addressing rigorous learning goals, competency-based assessment, evidence-based grading, and body of evidence validation Take a deep dive into the shift to student-centered classrooms through personalized instructional strategies that change mindsets regarding teacher-student roles, responsibilities, and classroom culture Discover how your students can demonstrate deeper learning of academic content and develop personal success skills by maximizing time, place, and pace of learning with this roadmap for your CBE journey.
Author: Sabine Hoidn
Publisher: Routledge
ISBN: 0429535058
Category : Education
Languages : en
Pages : 799
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Book Description
The movement away from teacher-centered toward student-centered learning and teaching (SCLT) in higher education has intensified in recent decades. Yet in spite of its widespread use in literature and policy documents, SCLT remains somewhat poorly defined, under-researched and often misinterpreted. Against this backdrop, The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education offers an original, comprehensive and up-to-date overview of the fundamentals of SCLT and its discussion and applications in policy and practice. Bringing together 71 scholars from around the world, the volume offers a most comprehensive and up-to-date overview of the fundamentals of SCLT and its applications in policy and practice; provides beacons of good practice that display how instructional expertise manifests itself in the quality of classroom learning and teaching and in the institutional environment; and critically discusses challenges, new directions and developments in pedagogy, course and study program design, classroom practice, assessment and institutional policy. An essential resource, this book uniquely offers researchers, educators and students in higher education new insights into the roots, latest thinking, practices and evidence surrounding SCLT in higher education.
Author: Anthony G. Picciano
Publisher: Routledge
ISBN: 1134742096
Category : Education
Languages : en
Pages : 391
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Book Description
Blended learning, which combines the strength of face-to-face and technology-enhanced learning, is increasingly being seen as one of the most important vehicles for education reform today. Blended learning allows both teacher and learner access to radically increased possibilities for understanding how we transmit and receive information, how we interact with others in educational settings, how we build knowledge, and how we assess what we have taught or learned. Blended Learning: Research Perspectives, Volume 2 provides readers with the most current, in-depth collection of research perspectives on this vital subject, addressing institutional issues, design and adoption issues, and learning issues, as well as an informed meditation on future trends and research in the field. As governments, foundations, schools, and colleges move forward with plans and investments for vast increases in blended learning environments, a new examination of the existing research on the topic is essential reading for all those involved in this educational transformation.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309254140
Category : Education
Languages : en
Pages : 282
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Book Description
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
