Quest: A Hybrid Faculty Teaching and Learning Community

Joseph, Siny; Oh, Jung; Ackerman, Patricia

doi:10.1080/07377363.2018.1416255

Cited by 8 publications

(3 citation statements)

References 14 publications

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“…Our results indicate that instructors drew from a diversity of sources to adapt to emergency remote teaching but did not seek support from colleagues or the broader teaching community to a great extent. This is consistent with reported pre-pandemic behavior of instructors in our sample and with research showing that faculty typically collaborate to a lesser extent on teaching than on research or service activities (Joseph, Oh, & Ackerman, 2018;Ramsden, 1998). In non-emergency settings, faculty collaboration in scholarship of teaching and learning or peer support networks has been shown to develop pedagogical knowledge, improve techni-cal competencies, and facilitate sharing of resources (Roxå, Olsson, & Martensson, 2008;Erickson et al, 2020;Kyei-Blankson, Keengwe, & Blankson, 2009).…”

Section: Item Countsupporting

confidence: 91%

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Erickson

Wattiaux

2021

Natural Sciences Education

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The swift transition to remote learning in response to the COVID-19 pandemic presented substantial challenges for both students and instructors in post-secondary natural sciences education. To examine teaching practices and student engagement during the emergency remote learning in the Spring 2020 semester, we surveyed 10 instructors and 261 students in an animal and dairy sciences department at a large midwestern university. Instructors reported using a diversity of teaching practices. On average, students perceived high teaching presence and cognitive presence and moderate social presence during emergency remote learning. Student-reported educational experience differed substantially between courses and explained a significant amount of variance in student engagement and satisfaction outcomes (p < .001). Open-ended responses revealed beliefs and attributions about remote learning that shaped students' interpretations of educational experiences. Results support the validity of the Community of Inquiry (CoI) framework for assessing emergency remote learning and suggest future research on modulators of social presence.

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Section: Item Countsupporting

confidence: 91%

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Erickson

Wattiaux

2021

Natural Sciences Education

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“…e research on deep learning also shows the characteristics of the combination of deep learning and deep teaching. [6][7][8][9][10][11][12].…”

Section: Related Workmentioning

confidence: 99%

College Students’ Ideological and Political In-Depth Teaching Community Based on Core Literacy Model

Yanju¹,

Chen²,

Man

2022

Scientific Programming

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With the development of the times, building a learning community in ideological and political teaching has become an urgent need for teaching reform. In ideological and political teaching, the common vision of teachers and students is to carry out cooperative exploration and ultimately realize the progress and growth of common teachers and students, and implement the core of political science. Learning community in ideological and political teaching has the characteristics of group symbiosis, common value, cooperation and sharing, and democratic openness. Therefore, building a learning community in ideological and political teaching is conducive to the formation of a new teaching model of cooperative inquiry and the establishment of equality and democracy. The new teacher-student relationship can cultivate students’ higher-order thinking and promote more meaningful learning. It has been proved by practice that it is valuable to construct a learning community in the ideological and political teaching of universities. Teachers and students should change the traditional teaching concept. University political teachers should carefully prepare lessons, set up teaching design, be considerate to students, be close to reality, be close to knowledge itself, enhance the communication and interaction between teachers and students, and students and students, and actively build a learning community in the process of ideological and political teaching. To enable students to get new knowledge, solve challenging problems, and finally achieve progress and growth.

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“…Of particular relevance to the COVID-19 educational environment, hybrid in-person and online teaching CoPs have also been developed. One such initiative is a cross-disciplinary and cross-rank approach utilizing online discussion boards, webinars, and resource-sharing, as well as in-person classroom observations, teaching workshops, and social events (Joseph et al, 2018). A second strategy is to engage geographically separated faculty online between face-to-face meetings, to encourage further discussion about new teaching practices (Houghton et al, 2015).…”

Section: Contextmentioning

confidence: 99%

Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship

Charles

Moon

Dicks

2022

To Improve the Academy: A Journal of Educational Development

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This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a “teaching triad” at a tri-campus, research-intensive Canadian university. They regularly met in person for 1 hour on a weekly basis throughout the Winter 2019 semester to discuss teaching-related matters, undertook classroom visits to observe one another teach, and participated in pedagogical workshops with other P2P CoP members. In this article, the authors specifically reflect on (a) the opportunities presented for reciprocity within their triadic mentorship structure; (b) the value their different scholarly fields offered them in pursuit of professional development and open exchange; and (c) the broadened knowledge base of pedagogical techniques their multidisciplinarity afforded them throughout the P2P CoP. They interpret their experiences of building relationships to offer insights into the unique and transformative advantages of teaching triad mentorship models. These include faculty peer mentoring and professional development opportunities that are not merely formalized but institutionally supported and related benefits for other institutions of higher education.

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Quest: A Hybrid Faculty Teaching and Learning Community

Cited by 8 publications

References 14 publications

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

College Students’ Ideological and Political In-Depth Teaching Community Based on Core Literacy Model

Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship

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