International Journal for Academic Development最新文献

{"title":"Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach","authors":"Mary English, Rachel Plews, Gail Matthews-DeNatale, Nick Wilson, Katherine Simeon, Helen Cheng","doi":"10.1080/1360144x.2023.2269912","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2269912","url":null,"abstract":"ABSTRACTThis qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-hour preparation program, graduate instructors completed readings and practice activities, immersed themselves in the student perspective, and completed learning tasks that mirrored the teaching tasks to be carried out during the live teaching. This enabled them to immediately apply theory into their own contexts while receiving support. Findings indicate that the most impactful learning methods were active experimentation and communication with peers and mentors. Results can inform academic developers who design and facilitate professional development for graduate students.KEYWORDS: Experiential professional developmentgraduate studentonline teachingproject-based learningproblem-based learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary EnglishMary English is Associate Director at the Center for Advancing Teaching and Learning Through Research at Northeastern University. Her research focuses on learning in experiential environments, particularly project- and problem-based learning.Rachel PlewsRachel Plews is Associate Director at the Center for Advancing Teaching and Learning Through Research. Her research focuses on technology-enhanced learning, self-directed learning, and adult learning.Gail Matthews-DeNataleGail Matthews-DeNatale is Senior Associate Director at the Center for Advancing Teaching and Learning Through Research at Northeastern University. Her research focuses on online experiential learning design, ePortfolio pedagogies, and OER-enabled practices.Nick WilsonNick Wilson is Associate Director at the Center for Advancing Teaching and Learning Through Research at Northeastern University. His research focuses on technology integration and educational practices.Katherine SimeonKatherine Simeon is a Senior Assistant Director at the Center for Advancing Teaching and Learning Through Research at Northeastern University. Her research focuses on Universal Design for Learning and variability in learning environments.Helen ChengHelen Cheng is an interdisciplinary marine scientist and is currently studying at Northeastern University as a PhD student in marine and environmental sciences with a sustainability concentration. Her work focuses on marine ecology and coastal resilience integrating field and laboratory approaches as well as stakeholder engagement and outreach.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"85 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Small but mighty: a hybrid TILT academic development partnership","authors":"Mandy McGrew, Esther Jordan, Carmen Skaggs","doi":"10.1080/1360144x.2023.2269894","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2269894","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"PC-30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Graduate students as partners in academic development: benefits, challenges, and lessons learned","authors":"Kimberley A. Grant, Muhammad Adil Arshad","doi":"10.1080/1360144x.2023.2265885","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2265885","url":null,"abstract":"ABSTRACTIn response to calls to revisit the engagement of students in academic development, the authors - an educational development consultant and a graduate student - share the findings of a nation-wide study which explored how Canadian teaching and learning centres (TLCs) partner with graduate students in academic development (AD). This paper highlights the benefits and challenges identified by the participants and draws on students-as-partners (SaP) literature to frame the recommendations and lessons learned about how to engage graduate students meaningfully and ethically in AD activities. We share pragmatic strategies while emphasizing the importance of aligning partnerships with the SaP principles of respect, reciprocity, and responsibility.KEYWORDS: Academic developmentstudents as partnersagencygraduate students AcknowledgmentsWe would like to thank all participants and acknowledge that this work was supported in part by a grant from the Educational Developers Caucus of Canada. In addition, we would like to thank our colleagues at the Taylor Institute for Teaching and Learning at the University of Calgary for helpful discussions and feedback.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Educational Developers Caucus of Canada.Notes on contributorsKimberley A. GrantKimberley A. Grant has a PhD in Curriculum and Learning and holds a faculty position in educational development at the University of Calgary’s Taylor Institute for Teaching and Learning. In this role, Kim collaborates with colleagues as they review and develop curriculum and also leads the Academic Staff Certificate in University Teaching and Learning. Her current research interests include partnering with graduate students in academic development and the use of exemplars in postsecondary assessment.Muhammad Adil ArshadMuhammad Adil Arshad is a PhD student in Adult Learning at the Werklund School of Education, University of Calgary, Canada. Adil held a faculty position in the Department of Education at the Forman Christian College in Pakistan, where he taught a range of teacher preparation courses. Adil holds an MA, International Higher Education, Boston College and an EdM in Science Education, Boston University. While at Boston College, Adil worked as a graduate instructional design consultant in the Center for Teaching Excellence. Adil’s research generally explores teaching and learning in post-secondary contexts, internationalisation of the curriculum, educational development, and experiences of international teaching assistants.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University teachers’ professional learning for academic development: Q methodology research","authors":"Xiangyun Du, Youmen Chaaban, Hessa Al-Thani, Adrian Lundberg","doi":"10.1080/1360144x.2023.2265891","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2265891","url":null,"abstract":"ABSTRACTThis article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university’s overall strategy. This study explored 30 university teachers’ perspectives on the sources that best supported their professional learning from this long-term PD program. Q methodology research was adopted to collect and analyze data qualitatively and quantitatively. A three-dimensional theoretical framework addressing individual characteristics, choice of actions, and interactions with the environment was used to generate the data collection tool. Q factor analysis yielded four diverse viewpoints as follows: 1) applying newly-learned pedagogical knowledge and skills to prac- tice, 2) being provided supportive environmental conditions, 3) developing new pedagogical beliefs, and 4) taking agentic actions. The implications of this study emphasized institutional systemic and systematic supports as essential for long-term success of academic development.KEYWORDS: University teachersprofessional learning for academic developmentcomplex dynamic systemQ methodologyQatar Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Qatar University Internal Grant [QUCP-CED-2021-1].Notes on contributorsXiangyun DuXiangyun Du, Ph.D. is a Professor at the College of Education, Qatar University, and a Professor at Aalborg University UNESCO Center for Problem and Project Based Learning, Denmark. Her main research interests include pedagogical development, particularly, problem-based and project-based learning methods in fields ranging from engineering, medicine and health, foreign languages and teacher education, to diverse social, cultural and educational contexts. She has also engaged with educational institutions in over 20 countries in substantial work on pedagogy and curricula development. Dr. Du has over 170 relevant international publications including monographs, international journal papers, edited books and book chapters, as well as conference contributions. She has also been actively involved in a number of international academic programs, networks, and editorial works for journals.Youmen ChaabanYoumen Chaaban, Ph.D. is a Research Associate Professor at the Educational Research Center, at the College of Education, Qatar University. Her research interests include teacher professional development, professional agency, and teacher leadership. Dr. Chaaban has several research publications in international journals, including original research conducted in Lebanon and Qatar. She has also been actively involved in a number of teacher education programs and professional development programs, where she has held the positions of dean, head of department, curriculum coordinator, and educational consultant.Hessa ","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"20 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students with disabilities mentoring staff: supporting scalable academic development for inclusive education","authors":"Mollie Dollinger, Lisa Hanna","doi":"10.1080/1360144x.2023.2262968","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2262968","url":null,"abstract":"Students with disabilities are the fastest-growing equity cohort in Australia, and yet they continue to face barriers to their success and completion at university. In this paper, we present a scalable model for one-to-one staff and student dialogue that positions students with disabilities as mentors to university staff. By doing so, we emphasise how students mentoring staff programs can be harnessed to support academic development for inclusive education. The program presented further provides a relationship-rich alternative to accessing and leveraging student voice compared to traditional methods, such as student experience surveys. We conclude by reiterating the importance of generating whole-of-community programs to support diverse learners, which foster genuine conversations between students and staff.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135894911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The complex transition to academic development: an ecological perspective","authors":"Ian M. Kinchin, Suzie Pugh","doi":"10.1080/1360144x.2023.2263420","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2263420","url":null,"abstract":"ABSTRACTThis paper considers the process of professional becoming for an academic developer as a complex transition towards epistemological plurality. This is a necessary step to appreciate and support the lived experiences of teachers across the spectrum of academic disciplines. Viewed through an ecological lens, the complexity of the developmental journey becomes more achievable as it can be broken down into a series of adaptive cycles that move from ‘dependence’ to ‘independence’, and from ‘epistemologically singular’ to ‘epistemologically plural’. We suggest that the descriptive power of the ecological lens may be helpful to academic developers to contextualize their own professional development.KEYWORDS: Adaptive cycleecological lensepistemological pluralityprofessional development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsIan M. KinchinIan M. Kinchin is Emeritus Professor of Higher Education within Surrey Institute of Education, University of Surrey, Guildford, GU2 7XH, United Kingdom.Suzie PughSuzie Pugh is a Senior Academic Developer within Swansea Academy of Learning and Teaching, Swansea University, Swansea, SA2 8PP, United Kingdom.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135833131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ experiences with a mandatory multi-purpose teaching portfolio: a mixed methods study","authors":"Lotte Dyhrberg O’Neill, Ane Qvortrup","doi":"10.1080/1360144x.2023.2256305","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2256305","url":null,"abstract":"ABSTRACTLittle is known about the use of multipurpose teaching portfolios. In this study we examined teachers’ general perceptions of a mandatory and publicly available multipurpose teaching portfolio at a research-intensive university with a survey design and a mixed-method approach. Responses from a representative sample of 384 teachers from the intended university population (N=1,160) on 20 survey items were analyzed quantitatively and qualitatively. The portfolio was found to only support its intended developmental purpose to a minor extent. The perceived value of the portfolio was influenced by how teaching was perceived to be valued by leadership in the context. The evidence from this study is relevant for academic developers advising institutional or governmental quality policy makers on the use of teaching portfolios.KEYWORDS: Educational developmenthigher educationmixed methodsteacher evaluationteaching portfolios Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed at https://doi.org/10.1080/1360144X.2023.2256305Additional informationFundingThe authors reported there is no funding associated with the work featured in this article.Notes on contributorsLotte Dyhrberg O’NeillLotte Dyhrberg O’Neill is an Associate Professor at the Centre for Teaching and Learning at the University of Southern Denmark with interests in assessment, evaluation, student selection, educational attainment, and educational development.Ane QvortrupAne Qvortrup is a Professor at the Department for the Study of Culture at the University of Southern Denmark with interests in general didactics, study environment, teaching quality, and evaluation.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The gendered nature of educational development in the United States","authors":"Emily O. Gravett, Laurie L. McCarty, Lindsay Bernhagen","doi":"10.1080/1360144x.2023.2252794","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2252794","url":null,"abstract":"ABSTRACTRecent research has explored the role of gender in educational development. International and national studies have shown that women predominate the field. In 2017, Bernhagen and Gravett analyzed the gendered nature of educational development in the U.S. specifically. What went unaddressed were the identities of the faculty served. Despite recent research from the U.S. that concluded gender is not predictive of participation, past literature, as well as our own lived experiences, suggests that there is an overrepresentation of women in center programming. In this article, we explore possible explanations for this imbalance, as well as potential consequences and solutions.KEYWORDS: CTLsdiversitygenderprofessional developmentwomen Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEmily O. GravettEmily O. Gravett is currently an assistant director in the Center for Faculty Innovation and an associate professor in the Department of Philosophy & Religion at James Madison University in Harrisonburg, Virginia, USA. She has been in the field of educational development for over a decade and has published widely in journals such as the International Journal for Academic Development, To Improve the Academy, and the Journal of Faculty Development.Laurie L. McCartyLaurie L. McCarty is an experienced faculty member, educational developer, and higher education administrator. Her research interests include bilingual special education, change leadership, educational development, and reflective practice. In her faculty and leadership roles, she has engaged in efforts to promote diversity, equity, and inclusion while supporting faculty in all aspects of their professional growth.Lindsay BernhagenLindsay Bernhagen is a learning strategist at Torch, a company that facilitates coaching and mentorship in professional settings. Before that, she was the director of the Center for Inclusive Teaching and Learning at the University of Wisconsin-Stevens Point (UWSP). She worked in educational development for over a decade, publishing, presenting, and consulting on issues of equity and identity in education. Lindsay continues to teach courses and advise graduate students in the Educational Sustainability doctoral program at UWSP.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lecturer decision-making in the context of pandemic teaching: Rationales and evidence","authors":"Karin Brown, Andreas Reinhardt, Thomas Korner","doi":"10.1080/1360144x.2023.2247387","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2247387","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41591638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The precarious academic: professional development and academic identity in the neoliberal university","authors":"Angela Daddow, A. Owens, Georgia Clarkson, Vanessa Fredericks","doi":"10.1080/1360144x.2023.2246443","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2246443","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42686090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}