Teaching Innovation Projects最新文献

Generational Diversity in the Workplace: Challenges and Opportunities for Nursing Education 工作场所的代际多样性:护理教育的挑战和机遇

Teaching Innovation Projects Pub Date : 2018-12-12 DOI: 10.5206/TIPS.V8I1.6223

C. McLeod

{"title":"Generational Diversity in the Workplace: Challenges and Opportunities for Nursing Education","authors":"C. McLeod","doi":"10.5206/TIPS.V8I1.6223","DOIUrl":"https://doi.org/10.5206/TIPS.V8I1.6223","url":null,"abstract":"The future of the nursing profession foresees challenges such as downsizing, changing skill mixes, and higher acuity patients (LeDuc & Kotzer, 2009; World Health Organization, 2013). Nursing students must be adequately prepared to handle such challenges by understanding their own values, the values of their colleagues, and the values of the collective nursing profession (Hahn, 2011; Hamlin & Gillespie, 2011; LeDuc & Kotzer, 2009). Yet, given the fact that nursing is now highly diversified by generational cohorts, each of whom have their own unique set of values and understanding, relating to fellow nurses and working collaboratively is more difficult than ever (Mangold, 2007). Recognizing generational differences as a potential barrier to quality nursing care and a cause of workplace conflict, educators in the profession have begun to tailor courses and teaching styles to meet the distinct needs of generationally diverse classes and work settings (Faithfull-Byrne, Thompson, Convey, Cross, & Moss, 2015; Hamlin & Gillespie, 2011; Mangold, 2007). To aide in this process, the professional development workshop proposed here will provide educators with an opportunity to learn more about generational diversity and offer strategies to maximize learning for all generations in the nursing field.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129358844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting Active Learning in Physiology Lectures Through Student Response Systems: To Click or Not to Click 通过学生反应系统促进生理学讲座中的主动学习:点击还是不点击

Teaching Innovation Projects Pub Date : 2018-12-11 DOI: 10.5206/tips.v8i1.6220

Pierre E. Thibeault

{"title":"Promoting Active Learning in Physiology Lectures Through Student Response Systems: To Click or Not to Click","authors":"Pierre E. Thibeault","doi":"10.5206/tips.v8i1.6220","DOIUrl":"https://doi.org/10.5206/tips.v8i1.6220","url":null,"abstract":"Courses in physiology engage students through active learning strategies including small group discussions, group work, and opportunities to explore a scientific problem and explain their findings. Many of these active learning exercises take place in tutorial and laboratory settings. Unfortunately, traditional physiology lectures are often limited to conveying information through lecturing and PowerPoint slides. This approach provides little opportunity for student engagement above lower-order cognition, i.e., writing notes, listening, memorization (Freeman et al. 2014). Student response systems (e.g., clickers) are a valuable tool to facilitate active learning in the lecture setting that could enable students to take control of their learning (“Do I truly understand this topic/concept/theory?”) (Hwang, Wong, Lam & Lam 2015). In addition, clickers provide valuable instant feedback to the lecturer about student comprehension, and can be used to track participation and attendance. Many platforms are now available including clicker devices and virtual clickers to facilitate active learning and meta-cognitive exercises in the lecture setting. Student feedback response platforms may provide a way to introduce active learning into the lecture setting with physiology lectures resulting improved engagement and better achievement of learning outcomes. This workshop provides practical strategies and examples to help instructors evaluate the benefits, challenges, and methods of integrating student response systems into the physiology lecture setting.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"792 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123002242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Listen Up! Using Podcasts in STEM Courses to Improve Engagement and Facilitate Review 听好了!在STEM课程中使用播客来提高参与度和促进复习

Teaching Innovation Projects Pub Date : 2018-12-11 DOI: 10.5206/TIPS.V8I1.6217

Kaitlin E W Laidlaw

{"title":"Listen Up! Using Podcasts in STEM Courses to Improve Engagement and Facilitate Review","authors":"Kaitlin E W Laidlaw","doi":"10.5206/TIPS.V8I1.6217","DOIUrl":"https://doi.org/10.5206/TIPS.V8I1.6217","url":null,"abstract":"This workshop focuses on how to integrate podcasts into science-based courses (e.g., chemistry, psychology). To some students, science-based courses can be perceived as ‘dry’ and difficult to engage with at a level that facilitates retention. Given that engrossing, high-quality teaching is cited as inspiring course enjoyment and leading students to further pursue STEM education (e.g., Horowitz, 2009), lecturers are often looking for ways to increase student interest. More than this, it is the hope of many educators that more enjoyable coursework will lead to better retention and understanding of the material (e.g., Kuh et al., 2008). As a news and entertainment vehicle, podcasts have continued to grow in popularity over the past decade or more. However, the efficacy of using podcasts within educational settings has been mixed (e.g., Daniel & Woody, 2010; Lee & Chan, 2007). This workshop will introduce podcasts as a learning medium and describe ways in which they can be used to effectively complement traditional teaching approaches, either as an enhancement to the course, or as a resource for student review. Attendees will be introduced to several ready-made STEM podcast resources and engage in discussions on how to develop new content that is effective, both logistically and pedagogically.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126317948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Problem-Based Learning (PBL) to Teach Geographic Information Science 使用基于问题的学习(PBL)来教授地理信息科学

Teaching Innovation Projects Pub Date : 2018-12-11 DOI: 10.5206/tips.v8i1.6219

H. Peacock

{"title":"Using Problem-Based Learning (PBL) to Teach Geographic Information Science","authors":"H. Peacock","doi":"10.5206/tips.v8i1.6219","DOIUrl":"https://doi.org/10.5206/tips.v8i1.6219","url":null,"abstract":"Geographic Information Science (GIScience) is a field of study that investigates the development and use of theories, methods, technology, and data for understanding geographic processes, relationships, and patterns (Mark, 2003). Students in the discipline learn the conceptual and technical implementation of Geographic Information Systems (GIS; the analysis, storage, visualization, and management of geographic data). However, GIScience undergraduates often struggle to relate GIS theory to technical practice. In particular, students have difficulty mastering GIS tools and software and they are not well-equipped to determine the series of processes/tools required to complete geoprocessing tasks without prompts. GIScience courses commonly provide students with detailed step-by-step instructions on how to execute various GIS tools in order to solve example problems but students are eventually expected to perform the same or similar problem-solving tasks without detailed instructions. \u0000This workshop focuses on how to teach the technical and problem-solving skills required in GIScience courses effectively by employing a problem-based learning (PBL) model. PBL is an active learning method that increases understanding and competency. The approach focuses on problem solving, self-directed learning, team participation and cooperation (Pawson et al., 2006). PBL encourages students to use critical thinking, engages their curiosity to solve real-world problems, and promotes inquiry and interest in the subject matter (Pawson et al., 2006). A PBL approach encourages students to collaboratively solve problems in GIScience by first identifying the general steps to solve the problem and then solve those problems by determining the tools needed to process the data to come to a solution (Melero, 2010). Incorporating PBL into GIScience courses enables students to solve a larger variety of problems, promotes stronger retention of skills and theory, and better prepares them for future professional opportunities and/or academic research.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128937060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gender Bias in the Classroom: Strategies for Instructors that Tackle Sexism and Gender Bias 课堂中的性别偏见:教师应对性别歧视和性别偏见的策略

Teaching Innovation Projects Pub Date : 2018-12-11 DOI: 10.5206/tips.v8i1.6215

A. García

引用次数: 0

Community Learning: A Public Humanities Approach to Teaching 社区学习:公共人文教学方法

Teaching Innovation Projects Pub Date : 2018-12-11 DOI: 10.5206/tips.v8i1.6218

Nahmi Lee

{"title":"Community Learning: A Public Humanities Approach to Teaching","authors":"Nahmi Lee","doi":"10.5206/tips.v8i1.6218","DOIUrl":"https://doi.org/10.5206/tips.v8i1.6218","url":null,"abstract":"This workshop explores how teaching within the humanities is affected, challenged, or improved by public outreach. This question arises from growing concerns that the humanities has become disconnected from the general public or incoherent outside of a post-secondary institutional setting. Research suggests that in addition to the demands of their own research, scholars in the humanities are facing the added pressures of “policy-makers [who] are increasingly demanding that academics justify themselves in terms of the returns that result from investing in their scholarly domains” (Benneworth, 2015, p. 4). These concerns inform the public humanities movement which seeks to foster relations between scholars and their local communities in an effort to champion civic engagement/learning and accessible scholarship. The goal of this workshop is to consider in detail how teaching practices in the humanities might benefit from such community outreach, as well as to support and offer resources to instructors looking for new ways to engage students in this way. The workshop introduces participants to the public humanities movement, initiates debate on the relationship between humanities teaching and public outreach, and suggests strategies and resources for instructors to connect with local communities and outreach programs.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126650965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reflective Practice for Professional Development Among Nursing Instructors 护理指导员专业发展的反思实践

Teaching Innovation Projects Pub Date : 2018-12-11 DOI: 10.5206/TIPS.V8I1.6216

B. Harerimana

{"title":"Reflective Practice for Professional Development Among Nursing Instructors","authors":"B. Harerimana","doi":"10.5206/TIPS.V8I1.6216","DOIUrl":"https://doi.org/10.5206/TIPS.V8I1.6216","url":null,"abstract":"Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities), and “reflection-on-action” which involves retrospective reviews of the clinical scenarios experienced by health professionals (Clouder, 2000; Duffy, 2009). Johns (1995) suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. \u0000Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123460687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating Computer Programming into Introductory Physics Courses 将计算机程序设计融入物理导论课程

Teaching Innovation Projects Pub Date : 2018-12-11 DOI: 10.5206/TIPS.V8I1.6221

Jeff VanKerhove

{"title":"Integrating Computer Programming into Introductory Physics Courses","authors":"Jeff VanKerhove","doi":"10.5206/TIPS.V8I1.6221","DOIUrl":"https://doi.org/10.5206/TIPS.V8I1.6221","url":null,"abstract":"Computing has become essential in virtually all physical fields, used for tasks such as modelling complex systems and analyzing data. As a result, computer programming competence is now considered a default requirement for physics research. Additionally, computer programming requires critical thinking and problem solving skills – both of which are also essential for physics and other rigorous disciplines. Thus, learning to program at the undergraduate level not only facilitates students’ ability to apply physical principles to solving problems, but also boosts marketable skills valuable in a more general job market. However, little emphasis is placed on computer literacy in the introductory courses of undergraduate physics curricula. Physics students interested in pursuing undergraduate research will often need to either take a computer science course or learn a computer programming language independently. In either case, it takes the student a long time to gain an understanding of the language and be able to apply it to relevant problems. This workshop is geared toward instructors and teaching assistants in introductory undergraduate physics courses with a working understanding of and experience using at least one programming language (e.g., Python, MATLAB, C++) for scientific applications. The intention is to introduce methods and provide suggestions for more effectively introducing students to scientific programming and integrating it into the physics curriculum.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121365530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0