Relevant bibliographies by topics / Effective teaching. Education Higher College teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Effective teaching. Education Higher College teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Effective teaching. Education Higher College teaching"

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Mandal, Sayantan. "Teaching in Indian Higher Education: Six Principles for Improvement." International Higher Education, no. 95 (September 11, 2018): 28. http://dx.doi.org/10.6017/ihe.2018.95.10694.

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While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.
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Mandal, Sayantan. "Teaching in Indian Higher Education: Six Principles for Improvement." International Higher Education, no. 95 (September 11, 2018): 28–29. http://dx.doi.org/10.6017/ihe.2018.95.10730.

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While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.
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Aiken, Milam, Jeanette Martin, Mahesh Vanjani, and Randall Sexton. "Group Decision Support Systems in Higher Education." Journal of Educational Technology Systems 23, no. 1 (September 1994): 3–12. http://dx.doi.org/10.2190/7ehf-dbhv-c5g1-q3fe.

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A Group Decision Support System (GDSS) can be an effective tool in teaching groups of college students. This article describes a typical GDSS in use at the University of Mississippi and shows how the system can be used in teaching at the college level. A GDSS can enhance communication and learning in seminar, foreign language, and hearing-impaired classes. Teachers may interactively test their students with a GDSS and can present a lecture through the system. Moderate to large groups involved in exchanging comments or preferences experience more efficient and effective communication along with greater group satisfaction when using the system.
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Novianti, Nita. "BILDUNGSROMAN FOR CHARACTER EDUCATION IN HIGHER EDUCATION: AN INDONESIAN CONTEXT." International Journal of Education 9, no. 2 (February 24, 2017): 126. http://dx.doi.org/10.17509/ije.v9i2.5474.

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Considering the lack of research on character education in higher education, this paper proposes that Bildungsroman, a genre concerned with a protagonist’s development and education from childhood to adulthood, fits perfectly into the recent need of literary works for teaching character education in college. Employing literature review, this paper argues that Bildungsroman satisfies the major requirements for literary works for character education in college drawn from O’Sullivan (2004). Bildungsroman also provides a rich source for cultivation of character traits as stipulated by the Indonesian Department of National Education (2010). Furthermore, the general theme of self-development is highly appropriate to the nature of character education in higher education, namely as a continuation and consolidation of the character developed in college students’ previous education. It is expected that the present study will contribute to the teaching of character education through literature, although further studies are required in order to explore the effective teaching and learning techniques.
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Li, Nan, and Shulian Li. "The Effective Combination of College Psychological Counseling and College Students' Ideological and Political Education." Lifelong Education 9, no. 5 (August 2, 2020): 209. http://dx.doi.org/10.18282/le.v9i5.1254.

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Since the bigenning of the 21st century, China’s society and economy have profoundly developing toward an increasing comprehensive direction, which contributes to higher requirements for talented persons. More demands on China's education, especially the higher education, has been put forwarded due to the failure to satisfy the development of society with literacy requirement. In the past education in colleges and universities in China, the teaching ideas of schools and teachers have been influenced by traditional teaching concepts. The education for students is mainly based on basic theoretical knowledge. Besides, there aren’t too much attention to be paid on students’ psychological construction and ideological and political education. Colleges and universities have not made substantial progress in the teaching of ideological and political courses on students' psychological construction, resulting in incomplete problems in the development of students and the inability to train comprehensive talented persons for the society. Therefore, in order to promote the comprehensive development of students, colleges and universities need an effective combination of psychological counseling and students' ideological and political education for professional knowledge, excellent psychological qualities, noble ideological and moral qualities. They will promote the comprehensive development of college students and cultivate more high-quality talents for the development of society.
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Qi, Lin. "Cultivation and Improvement of Students’ English Reading Ability in Higher Vocational Colleges." Lifelong Education 9, no. 6 (September 28, 2020): 130. http://dx.doi.org/10.18282/le.v9i6.1321.

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With the effective implementation of quality education, the teaching reform is accelerating, and the cultivation of comprehensive literacy abilities of vocational college students has become the focus of teaching. Therefore, vocational English teaching pays more attention to improve students’ reading ability. Based on the actual teaching practice, this article analyzes the current situation of English reading learning for vocational students and discusses countermeasures of improving students’ English reading ability, hoping to give certain enlightenment on promoting the overall quality of vocational English teaching.
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Roettger, C., L. O. Roettger, and F. Walugembe. "Teaching: more than just lecturing." Journal of University Teaching and Learning Practice 4, no. 2 (April 1, 2007): 65–80. http://dx.doi.org/10.53761/1.4.2.6.

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This study focused on effective teaching strategies for university professors. The researchers studied the relationship between teaching effectiveness and the dynamics of student demographics. An examination of the changes in the composition of the college population over the last few decades, based on statistical data, as well as an overview of theories of teaching and learning published in professional books and journals in both K-12 and Higher Education, provided the framework for an assessment of the effectiveness of various approaches to teaching. The final recommendations are based on the conclusions resulting from a comprehensive analysis of various research studies.
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Wang, Fan, Yanli Wang, and Xia Hu. "Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i09.7493.

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Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.
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Jiang, He, and Yonghui Cao. "The construction of undergraduate higher education quality evaluation system to promote the sustainable development of Higher Education." E3S Web of Conferences 251 (2021): 02080. http://dx.doi.org/10.1051/e3sconf/202125102080.

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The effective supply of higher education is important to cultivate innovative talents and improve the quality of higher education. In the new era, China’s colleges and universities put forward to improve the quality of higher education as the goal, reasonable allocation of higher education supply resources and effectively promote the healthy development of higher education. Based on this, this paper takes the supply of higher education as the starting point, and constructs the evaluation index system of higher education supply based on the government, society and universities. It also improved the evaluation criteria for the school running standards, teaching quality, teaching staff and teaching achievements of higher education. So this paper has certain theoretical and practical significance to promote the effective supply of higher education and improve the quality of higher education supply.
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Cunningham, Shelly. "Who Gets to Chew the Cracker? Engaging the Student in Learning in Higher Education." Christian Education Journal: Research on Educational Ministry 2, no. 2 (November 2005): 302–18. http://dx.doi.org/10.1177/073989130500200206.

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Masterful professors not only grow in knowledge of their discipline, they also grow in sharpening their teaching skill. This article examines effective teaching and learning in the higher education context. More specifically, it looks at how effective pedagogy aims to see the student fully engaged in the learning process. It explores what it means to engage the college student in learning, why it is important, and several strategies to facilitate engagement in learning. Really, in its simplest form, it is all about who gets to chew the cracker!
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Dissertations / Theses on the topic "Effective teaching. Education Higher College teaching"

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McKinne, Mike. "A quantitative and a qualitative inquiry into classroom incivility in higher education." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5521.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.
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Hood, Julie Ford. "Improvement in teaching : the impact of a formative assessment strategy on teaching intentions and strategies /." dissertation online, 2009. http://pqdtopen.proquest.com/#abstract?dispub=3379900.

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Coimbra, Marcia H. "International teaching assistants (ITAs) in multiple roles: The impact of an ITA development program on ITAs' effective learning and teaching performance in the American college class." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279939.

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Increasing interest in the quality of undergraduate education has led many U.S. institutions of Higher Education to focus their attention on the qualifications and careful preparation of Teaching Assistants (TAs) in general (Thornburg et al, 2000) and International Teaching Assistants (ITAs) in particular (Tang & Sandell, 2000), especially since the number of nonresident aliens in the graduate population has been rising steadily (Pae, 2001). This dissertation reports the findings of a study which investigated the proposition that when international graduate students are appointed International Teaching Assistants (ITAs), they need specific kinds of mentoring and support that differ from that of their counterparts, American Teaching Assistants (ATAs) because the issues applicable to ITAs encompass more than developing appropriate and efficient teaching behaviors. ITAs must also attend to their competencies regarding the English language, the American culture, and pedagogy, since their ability to communicate their knowledge as both graduate students and teaching assistants is sometimes limited by their competencies in the L2 language, culture, and pedagogy. This multi-case study evaluates the impact of an ITA Program on twenty-three ITAs as graduate students and teaching assistants, and offers an emic perspective on the teaching behaviors and communication skill changes ITAs experienced after participating in the optional semester-long ITA Development Program at the University of Arizona. This research study also provides an emic perspective on how ITAs see themselves in the different roles they perform, and it explores the ITAs' definitions and perceptions of teacher "effectiveness" together with those of their undergraduate students. The results of the analyses of data obtained via quantitative and qualitative methods indicate that the participants received positive benefits from the ITA Development Program and significantly improved their language, cultural and teaching competencies in L2. In addition, the findings show that upon completion of the program, ITAs felt more confident and better prepared to fulfill their multiple roles due to the customized support they received, which provided them with reassurance and encouragement throughout the mentoring process.
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Ransom, Whitney. "The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2327.pdf.

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Adams, Julie. "Background and Leadership Traits to Effectively Lead Faculty Senates in California Community Colleges." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1136.

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Although the major responsibility for community college governance falls to presidents and administrators, researchers have recognized the integral role of faculty in governing higher education institutions. Few studies, however, have explored the effectiveness of contributions of faculty elected to community college academic senates. The purpose of this research was to investigate the background traits and leadership skills of elected academic senate presidents in order to identify both their perceptions of themselves as leaders and the perceptions of other faculty senate members. This study was based in the theory of transformational leadership in organizations and its impact on the effectiveness of organizations. The research question for this quantitative study focused on the extent to which the elected academic senate presidents' background and leadership traits affect the performance of faculty senates. The Multifactor Leadership Questionnaire (Form 5X; MLQ 5X) and supplemental demographic data were used with faculty at the 112 community colleges in a western state to measure the relationship between leadership behavior and organizational effectiveness. Data were analyzed using Pearson's correlation and z and t tests. Results indicated that there is a significant relationship between senate presidents who were transformational leaders and more effective in leading faculty senates. The implications for social change include informing community college faculty senates and their presidents about effective leadership styles and skills and providing resources to improve faculty governance. The anticipated results are improved college governance, enhanced college service to their communities, and enriched education for their students.
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Bunk, Aylin. "An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3481.

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Increasing diversity among community college students and the rising demand for a culturally competent workforce necessitate community college faculty across all disciplines to adjust their pedagogical choices to effectively serve diverse students while preparing all students for the new global era. The purpose of this narrative study was to explore what culturally competent pedagogies effective community college instructors use and reasons behind their choices. The study was conducted at a large community college in the Pacific Northwest. Data was collected through in-depth interviews with ten instructors teaching in different disciplines. In addition, the Intercultural Development Inventory (IDI) was used to measure participants' intercultural competency. The findings revealed that the participants were cognizant of the growing diversity in their classes and made a number of pedagogical choices to accommodate their students' needs. The findings also revealed that the participants' teaching in the Humanities and the Adult Basic Skills departments had more latitude in engaging diversity and choosing materials to fit the needs of their students compared to science and vocational field instructors.
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Al-Hinai, Nasser Said. "Effective college teaching and students’ ratings of teachers : what students think, what faculty believe, and what actual ratings show : implications for policy and practice in teaching quality assurance and control in higher education in Oman." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/649/.

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This study examines the extent to which teachers’ (N=248) and students’ (N=968) perceptions of effective teaching and students’ evaluations of teachers in six colleges of technology in Oman match or mismatch. It also investigates Omani students’ (N=922) ability to identify the teaching dimensions underlying a widely used American instrument used for collecting students’ evaluations of teachers and the extent to which the teaching dimensions found in Oman are similar to or different from those found in America and elsewhere in the West. In addition, the present research assesses the reliability of students’ ratings in Oman and the effect of a number of course, teacher, and student background characteristics on these ratings. Results showed that while teachers and students matched in their perceptions of various characteristics of effective teaching, they significantly differed in their valuation of many criteria of effective teaching. Differences were also observed between the two groups’ perceptions of the validity and utility of students’ ratings and the role of the student as an evaluator of teaching. The results also showed that Omani students are capable of identifying most of the teaching dimensions underlying the standardised American rating instrument. A few factors, however, appear to be inseparable in the Omani context. The inter-rater reliability of students’ ratings collected from Oman was analysed and found to be of good standard and only slightly lower than what was found in North America and Australia for the same instrument. Consistent with previous research, it appears, however, that students’ ratings are affected by various student, teacher, and course background characteristics. The evidence on the differences between teachers and students in their perceptions of quality college teaching and their criteria for judging teaching effectiveness calls for more investigation and verification. It is argued here that many of the mismatches in perceptions can be traced to students’ educational upbringing in pre-college education. Therefore, the assumption that quality can be improved in higher education irrespective of what learning styles and habits students bring with them from schools may be unrealistic. Contrary to the prevailing stance in Oman’s higher education, which generally views students’ ratings with distrust and suspicion, the present study results appear to provide preliminary support for the use of students’ ratings in Oman’s universities and colleges as a source of information in teaching evaluation and improvement. It is argued that involving students in the evaluation of teaching is an essential tool in implementing, institutionalising, and enhancing the newly introduced standards in teaching and learning.
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Boonyaraksa, Chayan. "An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332157/.

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The purpose of this study was to investigate the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding actual teaching performance and effective teaching performance. The sample consisted of a total of 56 physics instructors, 120 major-physics students, and 120 nonmajor-physics students at eight public universities in Thailand. A total of 53 physics instructors or 94.64 percent, 101 major-physics students or 84.17 percent, and 107 nonmajor-physics students or 89.17 percent responded in this study. Multivariate analysis of variance, univariate analysis, one-way analysis of variance, and multiple regression were used in the follow-up assessment, with the .05 level of significance. The physics instructors, major-physics students, and nonmajor-physics students perceived actual teaching performance in class to be significantly different from effective teaching performance. The three groups rated actual teaching performance on every factor to be less than sffective teaching. There was a significant difference between the physics instructors' perceptions and the major-physics students' perceptions regarding actual teaching performance, and also there was a significant difference between the physics instructors' perceptions and the nonmajor-physics students' perceptions regarding actual teaching performance. However, there was no significant difference between major-and nonmajor-physics students' perceptions regarding actual teaching performance. There was no significant difference among the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding effective teaching performance. The variables of sex and the highest degree were the significant predictors of the physics instructors' perceptions regarding actual teaching performance. The variable of GPA was the significant predictor of the nonmajor-physics students' perceptions regarding actual teaching performance.
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Goddard, Michael. "An Assessment of the Effectiveness of the CHAMPS/Life Skills Program at the University of North Texas: A Pilot Study." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4516/.

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This study seeks to determine the effectiveness of the Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills program at the University of North Texas, as perceived by the student athletes who participate or participated in this program. The study attempts to measure the extent to which the student athletes feel that the program had value; if they received helpful information to support them through their college career to career transition; if the student athletes felt that the program provided them with skills to encourage better self-esteem; and if they believed that the CHAMPS/Life Skills program provided them with leadership and character education. The study, conducted in the Fall of 2003, had 163 respondents. An instrument was developed to determine student athletes' perceptions of the effectiveness of the CHAMPS/Life Skills program at UNT. The instrument consisted of 30 questions using a Likert-type scale. A Mann-Whitney U, a non-parametric t-Test, was utilized to analyze the data. This type of t-Test was used because it is specifically designed to compare the means of the same variable with two different groups and account for non-homogeneous groups. The lack of homogeneity was very likely influenced by the unequal group sizes. Generally, all aspects of the CHAMPS/Life Skills program at UNT were found to be positive by each subgroup. Student athletes found value in the CHAMPS/Life Skills program at UNT. In three of the four components studied, males had a statistically stronger feeling than females. Minority status had no statistically significant impact on the results in any of the four components studied. For the variable measuring the number of years in the program, a significant difference existed in three of the four components studied. The study shows that if a student athlete was involved in the program for more than two years, the CHAMPS/Life Skills program at UNT was more valuable for them than those enrolled for a shorter period of time.
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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.
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Books on the topic "Effective teaching. Education Higher College teaching"

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Narula, Manjula. Effective teaching in higher education. New Delhi: Commonwealth Publishers, 2000.

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George, Brown. Effective teaching in higher education. London: Routledge, 1994.

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1952-, Atkins Madeleine, ed. Effective teaching in higher education. London: Methuen, 1988.

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1952-, Atkins Madeleine, ed. Effective teaching in higher education. London: Routledge, 1990.

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Gregory, Melissa Valiska, ed. Teaching excellence in higher education. New York, USA: Palgrave Macmillan, 2013.

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Mande, Wilson Muyinda. Effective teaching in higher education. Entebbe, Uganda: Nkumba University, 2001.

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Hativa, Nira. Teaching for effective learning in higher education. Dordrecht: Kluwer Academic Publishers, 2001.

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Teaching for effective learning in higher education. Dordrecht: Kluwer Academic Publishers, 2000.

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R, Gurung Regan A., ed. Evidence-based teaching for higher education. Washington, DC: American Psychological Association, 2012.

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Organisation for Economic Co-operation and Development and SourceOECD (Online service), eds. Learning our lesson: Review of quality teaching in higher education. Paris: OECD, 2010.

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Book chapters on the topic "Effective teaching. Education Higher College teaching"

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Feldman, Kenneth A. "Reflections on the Study of Effective College Teaching and Student Ratings: One Continuing Quest and Two Unresolved Issues1." In Higher Education: Handbook of Theory and Research, 35–74. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-3971-7_2.

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Uttl, Bob. "Lessons Learned from Research on Student Evaluation of Teaching in Higher Education." In Student Feedback on Teaching in Schools, 237–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_15.

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AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.
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Ragan, Lawrence C., and Lorraine J. Ramirez Villarin. "X-FILEs Jam: Ideation Process and Outcomes." In Innovative Learning Environments in STEM Higher Education, 121–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_7.

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AbstractThis chapter comprises the motivations behind the X-FILEs Jam, the goals expected, and a thorough description of the day’s events, outcomes, and future recommendations. This student-focused event required teams to respond to a challenge statement that encouraged the creation of a solution to improve or enhance college-level STEM education while incorporating innovative learning environments. Keeping with connective themes of the original 2018 X-FILEs Workshop, the same four technology categories and aspects of teaching and learning were incorporated into the Jam. Each teams’ ideation process was captured and transcribed. The outcomes feature a summary of these students’ contributions leading to their innovative idea-solution. Though the Jam proved to be an effective and educational experience for all, minor adjustments may better align tasks to the larger program goals.
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Hativa, Nira. "Improving Teaching for Effective Learning." In Teaching for Effective Learning in Higher Education, 329–44. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_21.

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Hativa, Nira. "Avoiding “Noise” in Teaching." In Teaching for Effective Learning in Higher Education, 179–93. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_12.

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Hativa, Nira. "Adapting Teaching to Students." In Teaching for Effective Learning in Higher Education, 195–219. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_13.

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Hativa, Nira. "Using Humor in Teaching." In Teaching for Effective Learning in Higher Education, 273–87. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_18.

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Hativa, Nira. "What Makes Good Teaching." In Teaching for Effective Learning in Higher Education, 9–24. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_2.

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Hativa, Nira. "Teaching Methods for Active Learning." In Teaching for Effective Learning in Higher Education, 111–29. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_8.

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Kendall, Alex, and Stuart Mitchell. "Learning, Teaching and Assessment in CBHE." In College Based Higher Education and its Identities, 43–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42389-6_3.

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Conference papers on the topic "Effective teaching. Education Higher College teaching"

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Xiao, Jie, Zhong Cao, and Wei-min Qi. "A Survey of Motivation Strategies in College English Classroom and the Selection of Effective Teaching Strategies." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.113.

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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.
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Zhang, Lin-lin. "On Effective Combination of Web-based Learning and Autonomous Learning in Higher Vocational College English Teaching." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.264.

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Hernández-de-Menéndez, Marcela, and Ruben Morales-Menendez. "Competency Based Education – Current Global Practices." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5536.

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Competency Based Education (CBE) is considered an alternative to face the lack of individuals with the appropriate labour abilities. A state of the art on CBE in terms of the practices being performed by main worldwide universities/colleges is presented. Main promoted competencies include effective communication, critical thinking and lifelong learning. Also, teaching and practice activities are determined such as real life situations and simulations. Regarding competency assessment techniques, a mix of them is used to guarantee the desired competency level. Achievements of competencies are reported with a pass or not pass grade and with narrative transcripts. CBE benefits from student's perspective are also determined. The main advantage of CBE is that measures what a student can do after completing a program. It is also flexible, as universities/colleges of any size/age can incorporate it at different levels, which depends on their resources and strategies. Even though CBE has proven to solve a global problem, the gap between the supply and demand of skillful people can only be reduced if all the concerned parties work together in a coordinated manner.
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"Did You Also Fall Asleep During a Principles of Programming Languages Lecture? How Did a Re-design of a PPL Course Succeed to Keep the Students Tuned-in? [Discussion paper]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4329.

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Aim/Purpose: In this paper we wish to present a new direction for the instruction of a Principles of Programming Languages (PPL) course. Background: Teaching PPL using the standard curriculum found that the students do not understand the overall concepts, getting lost in the abundance of minute details. We needed a way to emphasize the higher level constructs important to this body of knowledge. Methodology: This is a course description paper, describing how we instruct a PPL course at our college. Contribution: To share with the CS education community the approach we developed to effectively teach the very important PPL course. Findings: Using the integrative approach presented, we believe that • relative to the previous, and commonplace, PPL teaching approach, this is a very effective and successful way for conveying this important subject matter, and • our new teaching approach gave the students a professional maturity that they lacked before they took the course. Recommendations for Practitioners: Do not be scared to experiment with new ways of teaching. Do not think that you must teach the way the books tell it. If it doesn’t feel right, it probably isn’t. Future Research: All our insights about the use of the presented teaching approach are non-empirical. Future research should thoroughly analyze the results from teach-ing/learning theories points of view using standard CSE techniques.
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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Gill, Grandon, William Patterson, and Diane Williams. "The Increments and Transformations Institute at the University of South Florida: A Case Study." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3047.

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The paper presents a research case study that describes the three year history of the Increments and Transformations Institute (ITI) at the University of South Florida. The ITI's goal is to encourage faculty members from all disciplines to enhance the effectiveness of their teaching through the appropriate use of technologies and pedagogical strategies. Institute participation consists of a year-long cohort-based program of faculty development divided into three distinct phases. In Phase I, participating faculty members attend an intensive week-long workshop on teaching with technology. Phase II takes place during the fall semester that follows, during which time each participant must implement a single technology-based/pedagogically-informed change to one or more courses (a.k.a., an "increment"). During Phase III, in the spring, each participant must share his or her experiences with additional departmental and college colleagues in a formal setting. There is also an optional Phase IV, during which participants may return to the institute and act as facilitators for subsequent cohorts. Since it was established, the ITI's organization and approach has undergone two significant changes, moving from extensive reliance on outside facilitators to almost exclusive use of former participants and moving from traditional workshop activities to a structure based around teaching cases. The case study considers how these changes impacted outcomes and have led to an approach to faculty development that is both highly effective and increasingly self-sustaining.
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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.

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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.
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Zheng, Weiwei. "Theme-based Teaching Model Design in College English Teaching." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.45.

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Xu, Yiqun. "Application of Interaction Teaching Method in College English Listening Teaching." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.146.

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Reports on the topic "Effective teaching. Education Higher College teaching"

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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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