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When I was diagnosed with stage IV colon cancer, everything seemed to cave in on my body as questions narrowed: first, what to take out via surgery, then what to put in via chemotherapy and food, and eventually, to possible internal causes due to genetic flaws. Although everything and everyone seemed to be focused on my body, my thoughts were occupied with things outside of my body--from environmental carcinogens, to students, to writing deadlines. While much of the focus on trauma in the classroom has been on how to deal with traumatized students (links below), there has been less discussion of traumatized faculty, as if professors are somehow immune to the trauma students bring into the classroom. Yet, professors, like students, are embedded in environments that often cause trauma. How do we teach not only in the wake of the trauma of students, but also in the wake of our own traumas? Moreover, how can we shift individualistic narratives about trauma toward a cultural narrative, particularly in the context of the classroom? While we might idealistically like to keep personal trauma separate from the classroom, the realities of trauma tend to be messy. Trauma exceeds the boundaries we have worked so hard to establish. This is as true for professors as it is for students. To tell or not to tell When I was diagnosed, I was teaching two courses: one entirely online as part of the Council for Independent Colleges's Consortium for Online Humanities Instruction and one at a correctional institution using the inside-out model. I knew that I would not be able to continue shuttling students back and forth to a correctional institution following my surgery and that it was going to be difficult as I started chemo. My online students had grown accustomed to near-daily interactions in the spaces we had created for dialogue. My options, as I saw them, were to tell the students about the diagnosis, tell the students that I was sick, or not to tell the students anything. Regardless of the choice I made, my diagnosis would affect students and classroom dynamics. Do we invite students into our personal traumas or keep them out? What do we risk by putting students in proximity to personal trauma? What do we risk by trying to keep them out? What might students learn from watching their professors deal with illness or other personal traumas? Both classes had fewer than 20 students enrolled and I had formed connections with many of the students, so I weighed the options in this context and decided not to shield students from the details. I would be as honest as I could. Shifting the narrative One of the things that students might learn if we invite them into our personal traumas is how to shift the narrative of trauma from a narrative about individuals to a cultural one. In the case of my cancer, this means considering the "how did this happen question" without resorting to blaming my genetic line, the decisions of my parents, or my decisions about food and exercise. It is easy to like individualistic reasons for trauma. If you can figure out why I got colon cancer, you feel like you can protect yourself from this particular trauma by making better decisions. This is not unlike feeling that you can avoid rape by dressing modestly and not walking alone at night. While many have recognized the problem with responding to rape by calling on potential rape victims to change their habits, people with cancer continue to be advised to change their personal habits. Such advice shields the broader collective from having to make difficult decisions about the way we have organized our lives together, how that organization might be contributing to the rise in cancer, and the effects of a politics that marginalizes people with pre-existing conditions. Because my diagnosis coincided with the first-full scale attempt to dismantle the ACA, bringing my personal trauma into the classroom created space for students to see how collective decisions shape what might appear to be individual trauma. By naming trauma in the classroom, we invite students into the kinds of questions that can shift the narrative of blame from individuals who experience trauma toward systemic problems that reveal an economy willing to sacrifice some for the benefit of others. In shifting this narrative, students learn how to think about trauma as something that affects individuals, but often does not have individual causes. Trauma is often rooted in social decisions. Links: The Ethics of Trigger Warnings in the Classroom No Trigger Warnings in my class You Are Triggering Me!
This chapter outlines the best teaching strategies to use in intensive courses to achieve the best possible learning outcomes. It explores how students experience intensive courses differently than they do traditional scheduling formats and the factors that contribute to high-quality intensive course experiences.
This study provides insight into how highly rated instructors approached teaching compressed summer session courses, and offers a set of best practices that others might use when teaching in similar settings. Top-rated instructors indicated differences in the way they taught compressed-format summer session courses, with respect to course planning, classroom instruction, student assessment, and interaction with students. The study is of value to continuing educators, as universities are increasingly challenged to think about flexible delivery models, including teaching and learning in compressed formats.
Intensive mode teaching involves classes on fewer days and for longer on each day than is traditional in the discipline. The mode is used increasingly in universities in Australia. In a national research project, we developed an Intensive Mode Teaching Guide based on a survey of 105 coordinators of intensive mode units at 26 universities, and investigations in 8 intensive mode units at 4 universities. The guide was reviewed by 161 university staff members at 10 workshops, and 27 students in a survey. Threshold capability theory and threshold concept theory were used. We found that intensive mode offers opportunities including a retreat-like focus; development of learning communities; and time and flexibility for interactive, practical, and authentic activities that provide exposure to practice and/or practitioners. However, intensive mode also increases risks such as students falling behind. We recommend that teachers intentionally design to optimise the benefits and mitigate the risks.
In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall positive experiences in the accelerated courses, particularly in the social aspects of learning, higher than usual motivation, and confidence in their learning. However, both faculty and students raised concerns about the scope and timing of assessment tasks, student workload expectations, faculty workload, and administration of courses. We offer recommendations regarding implementation, assessment practices, and management of learning in an accelerated timeframe.
This guide is designed to support academic staff at the University of Canterbury teaching in time-shortened settings. The process of transitioning standard semester-length courses to intensive or summer school formats requires more than the compression of lectures and teaching and learning resources. The following guidelines have been developed following an extensive review of the most recent research literature with respect to course compression. Subsequent to a brief summary of the benefits of course compression, we will address five main areas. These are: 1. approaches to teaching, 2. course design, 3. the classroom setting, 4. the blended/online environment, and 5. assessment. For each area we highlight relevant issues and what staff can do to address those in the context of their own teaching.
How is PhD pedagogy conceptualised in contemporary discourse? Doctoral pedagogy is usually figured as supervision, often, in particular in literature and popular culture, in the traditional dyadic form. Like other kinds of teachers, supervisors seem to hold a fascination, particularly for writers of novels and television dramas. In research literature, the attention garnered by supervision stems from another goal, a sense of needing to be more reflexive about it as a form teaching, usually by showing supervision at work through transcripts of supervisory meetings or through student and supervisor accounts of their experience of supervision. This examination of what is (or was) essentially a private form of teaching has operated in tandem with an increased scrutiny on supervision by institutions, as articulated in institutional policies, and a fostering of self-induced scrutiny through manuals on supervision. Both of these trends are suggestive of a perception at the end of the twentieth century, aided by studies showing high attrition rates and lengthy times to submission, that supervision was often not going well.
Click Here for Book Review Offering resources and initiatives on religious and spiritual diversity in higher education, this book describes the conceptual foundations for teaching religious literacy and provides a sample curriculum with a facilitator's guide and assessment tools needed to evaluate its development among students. With a clear understanding of the diversity of religious and spiritual experiences found on college and university campuses, Ennis offers a much-needed framework for facilitating conversations about religion and spirituality in colleges and universities. By working from a comprehensive overview of NYU’s award-winning Faith Zone training program, this book breaks down the methodology and tools required to create religious literacy training curricula at campuses around the world.
Click Here for Book Review Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible through high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.
Click Here for Book Review More and more seminaries, Christian universities, and Bible colleges are opting to train future ministers and missionaries online.What happens when the movement toward online education is shaped by pragmatic or financial concerns instead of Scripture and theology? Ministry training can be reduced to a mere transfer of information as institutions lose sight of their calling to shape the souls of God-called men and women in preparation for effective ministry.How might online ministry training look different if biblical and theological foundations were placed first? Teaching the World brings together educators from a wide range of backgrounds and from some of the largest providers of online theological education in the world. Together, they present a revolutionary new approach to online theological education, highly practical and yet thoroughly shaped by Scripture and theology.