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Using Cogenerative Dialogues for Learner-Centered Teaching

The Scholarly Teacher

My students seemed to either not understand my question or have difficulty with the content. Not surprising, the students in my graduate-level course were wrestling with understanding the content of this complex student development theory. 2019; Smith, 2013). 2019; Silvestri, 2005). 2020; Hannafin et al.,

Utilities 130
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Benefits of Integrating Service-Learning With Other High-Impact Practices

The Scholarly Teacher

2019; Salam et al., 2019) found that service-learning leads to the “overall betterment of the local community” (p. Located in primarily low-income areas and minority communities, this site has been the focus of many student projects to address health equity and environmental justice. link] , ,high-impact-practices Ford, D.,

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Flipped Classrooms: A Next Generation Nursing Case Study

The Scholarly Teacher

2019) defined flipped classrooms as increasing regular student engagement in course material with marginal involvement from the instructor. In a flipped classroom model, students are expected to take the lead in their learning during pre-class, in-class, and post-class work (Al-Samarraie et al., during the in-class phase.

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Breaking Bread in Communities of Learners

The Scholarly Teacher

Rethinking college student development theory using critical frameworks. Teaching to transgress: Education as the practice of freedom. Routledge. , [link] Kupo,V. & Oxendine, S.(2019). Complexities in authenticity. Jones, & D-L Stewart (Eds.), Stylus.Love, B. Palmer, P. Jossey-Bass. Wise, T., & & Wing Sue, D.

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A quick look at the global rise of for-credit micro-credentials

University Business

By 2019, these non-degree offerings made up 71% of all credentials awarded by community colleges, according to the National Center of Education Statistics. Over 90% of North American respondents agreed or strongly agreed that micro-credentials let students develop job-related skills to meet employer demands (93%).

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Successful transitions: Supporting students as they start university 

Teaching Matters Academic Support

Photo credit: Jordan Encarnacao Unsplash CC0 In this post, Lesley Kelly, Academic Developer at the Institute for Academic Development, highlights the university’s multiple initiatives aimed at helping incoming students develop necessary and effective study skills… Starting University is an exciting but challenging time for our students.

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Co-creating a more sustainable framework for professional development for our UG students

Teaching Matters Academic Support

Photo of PALS training day Back in January 2018, a group of staff and students in the Business School got their collective heads around the table to address the problem: ‘How can we get our UG students to engage more in their personal and professional development?’ Jan 17, 2019