Fresh thinking about academic development: authentic,transformative, disruptive?

We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal secondment of faculty to ADUs. We report our findings from a sector-wide survey of Scottish higher education institutions and a series of in-depth interviews with secondees and their managers in two Scottish universities. We recommend further investigations to identify new ways of enacting authentic, practice-based, transformative, and disruptive academic development.     

The challenging academic development (CAD) collective

Nurse education is characterised by dissonance, ambiguity and uncertainty. Such a context makes demands on the educator's authenticity or sense of self. This paper reports an attempt to provide a space where dissonance, ambiguity and uncertainty could be held, tolerated and examined and where authenticity could be recovered or developed through the practice of artistry. Three art workshops were offered to eight nurse educators over a period of three months. Each of the participants and the co‐facilitator were subsequently interviewed. All welcomed the opportunity to find meaning in their practice and to be listened to in a climate of empathy, acceptance and congruence. They undertook novel activities that allowed for discovery and surprise. They explored their sense of self and coined fresh metaphors to communicate their experiences. The paper argues that there is room for approaches to academic staff development that go against the mainstream.

La formation des infirmières se caractérise par la dissonance, l'ambiguïté et l'incertitude. Un tel contexte exerce des pressions sur l'authenticité et le sens de soi d'un éducateur. Cet article rend compte d'une tentative de fournir un espace o[ugrave] l'authenticité peut être redécouverte et développée au moyen de la pratique artistique. Trois ateliers artistiques ont été offerts à huit formateurs d'infirmières sur une période de trois mois. Des entretiens ont été effectués auprès de chaque participant et du co‐facilitateur. Les répondants ont tous accueilli l'occasion de trouver un sens à leur pratique et de pouvoir être écouté dans un climat d'empathie, d'acceptation et d'harmonie. Ceux‐ci on entrepris des activités nouvelles faisant place à la découverte et à la surprise. Ils ont exploré leur sens de soi et ont trouvé de nouvelles métaphores pour communiquer leurs expériences. Cet article défend l'idée que des activités de développement pédagogique qui vont à l'encontre de la majorité ont leur place.     

A review of literacy frameworks for learning environments design

This article charts the development of three literacy research frameworks: multiliteracies, new literacies, and popular literacies. By reviewing the literature surrounding three current conceptions of literacy, an attempt is made to form an integrative grouping that captures the most relevant elements of each for learning environments design. Rather than showcasing the merits and weaknesses of each perspective (resulting in theoretical ‘winners and losers’), the frameworks are used to derive a core set of principles which might inform the design of interventions and artifacts to promote learning within informal learning environments for youth. These principles include exploring lifeworlds, recognising sources of power, multimodality, intertextuality, play and popular culture, design and production, and changing roles for adults.     

Assistive Technology and Universal Instructional Design: A Postsecondary Perspective

This article discusses the application of Universal Instructional Design principles to the field of assistive technology in higher education. The author makes suggestions for the use of assistive technology with attention to particular student learning styles. Ideas for ways to upgrade computer laboratory facilities are provided for administrators and faculty at institutions of higher learning.     

TRENDS RESHAPING COLLEGES

The annual Community College Futures Assembly is usually a trend-setting experience and this year was no exception. This special issue highlights lessons learned from the institutions who competitively presented and broke new ground at the 2002 Assembly. The theme, Trends in the New Economy , was evident in each presentation and the vehicle of web-casting demonstrated how the community college could be reshaped by technology. Attendees were introduced to the ideas reshaping the new economy by the keynote speaker Britt Beemer and the Bellwether Finalists presented viable examples of college adaptation to these reshaping trends. Important pre-assembly workshops introduced innovative concepts relating to the future of community colleges, including access to baccalaureate degrees. The stimulating presentations, enthusiastic camaraderie, and great meals set the stage for all attendees to take home trend-setting information to their institutions and communities. This introduction focuses on the experience of attending the 2002 Community College Futures Assembly. Approximately 200 community college trustees, presidents, vice-presidents, deans, faculty members, and other decision makers representing 25 states attended the Assembly which was held in Orlando, Florida. The Assembly is sponsored annually by the Institute of Higher Education (IHE), University of Florida (UF) and cosponsored this year by Dell Computers, Saville & Holdsworth, and the numerous organizations identified in this introduction. The assembly has provided quality learning experiences since 1995 and is proud to be an independent national policy forum recognized by the Association of Community College Trustees for its Trustee Education Recognition Program.     

2008 Community College Futures Assembly Focus: Change Or Die—Keys to Enacting Change in the Community College

The Community College Futures Assembly has served as a national, independent policy thinktank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize innovative programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are vetted. The focus for the 2008 Community College Futures Assembly was change, a theme taken from the book, Change or Die. This special focus issue of the Community College Journal of Research and Practice highlights the best practices of 30 Bellwether trend-setting institutions.     

Critical Issues Facing America's Community Colleges: A Summary of the Community College Futures Assembly 2008

Three focus groups consisting of board of trustee members, community college presidents, senior administrators, administrators, and faculty members developed critical issues facing community colleges with respect to instructional planning and services; planning, governance, and finance; and workforce development. Thereafter, the delegation of more than 200 voted on various aspects of the most critical issue divulged in the 2008 Community College Futures Assembly: general education assessment is coming. The findings, including opportunities and challenges, potential implications for community college administrators, and future research topics are also discussed, mostly in the context of workforce development opportunities.     

Introduction To The Futures Focus Issue: The New Rules Of Business

The Community College Futures Assembly has served as a national independent policy think tank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize leading-edge trendsetting programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are challenged. The 2006 Community College Futures Assembly focused on “The New Rules of Business.”

This special focus issue of the Community College Journal of Research and Practice highlights the “best practices” of 30 Bellwether trend-setting institutions. These institutions competitively presented their “lessons learned” to representatives of colleges interested in replicating their award winning programs. In each of the three award categories, Instructional Program and Services; Planning, Governance and Finance; and Workforce Development; 10 Bellwether finalists were competitively selected. Finalists were featured as presenters at the assembly to share their leading-edge ideas with participants. Three institutions then won the prestigious Bellwether Award in their respective category.     

How different are they? A comparison of Generation 1.5 and international L2 learners’ writing ability

A growing body of literature in second-language writing suggests that the writing ability of international second language (L2) learners, who attend post-secondary education abroad after having completed high school in their home countries, and the so-called Generation 1.5 population, that is, L2 learners who enter post-secondary education after attending high school in the new country, differs. The present study provides much-needed empirical evidence concerning potential differences in the writing ability of these two groups. Many-facet Rasch measurement procedures were used to analyze learners’ writing scores in five components, based on a theoretical model of writing ability: grammatical, cohesive, rhetorical, sociopragmatic, and content control. Results revealed that the international learners performed better overall than the Generation 1.5 learners and that the two groups had opposing strengths and weaknesses in grammatical and sociopragmatic control. Language program administrators and practitioners can use these results when designing curricula addressing the needs of diverse groups of L2 learners.