Team-based Course Design: Increasing Resource Utilization and Collaboration Across Campus

ABSTRACT

Community colleges continue to face accountability pressures without an increase in funding, requiring creativity to meet their goals. Collaborating across departments can maximize communication and minimize waste. Team-based course design is one way to encourage interdepartmental work. Within this article, a diverse team—composed of individuals representing not only faculty, but also staff and administrators from the library, student tutoring services, and distance education departments— explains best practices based on their experience with team-based course design.     

Student-centredness: the link between transforming students and transforming ourselves

It is widely accepted in the higher education literature that a student-centred approach is pedagogically superior to a teacher-centred approach. In this paper, we explore the notion of student-centredness as a threshold concept and the implications this might have for academic staff development. We argue that the term student-centred in the Rogerian sense implies a focus on the person of the student and is deeply resonant with Barnett's assertion that the emergent being of the student is as important as the development of skills and knowledge. To facilitate transformative learning in higher education an academic must know how to value the person of the student in the learning process. Academic staff development initiatives need to work with the person of the academic and take into account the level of personal development required for each academic to be able to facilitate this kind of learning.     

Going Deeper than Deep and Surface Approaches: A study of students' perceptions of time

This paper supports Paul Ramsden's call to look beyond students' approaches to learning towards their perceptions of the educational context. However, we argue that Rams den's suggestions for an analysis of student perceptions are somewhat limited, and present an method which is more qualitatively and linguistically grounded. In the present study, this method was used to analyse students' perceptions of time in a second year chemical engineering course. Regardless of approach to learning, all students displayed two distinct ways of talking about time, one reflecting a perception of 'being in control' and the other a perception of 'being out of control' of time. Where students using a conceptual approach differed to the others was in the way they used perceptions of 'being in control', specifically in the way they chose to allocate time. For those not using a conceptual approach, the highly time-pressured environment seemed to militate against the adoption of a conceptual approach.     

I don't want to learn things,I'd rather just find out: Jan Mark'sThunder and Lightnings

Children's Literature in Education -     

学生着眼于全球问题的解决

[1]虽然还不到开车的年龄,迈克尔·吉普森已经在心中梦想着自己的汽车。但斯托高级中学的学生并不是在思考一辆保时捷汽车或宝马汽车是否能够更好地在佛蒙特州那使人愉悦弯曲迂回的道路以不宜说出口的速度行驶。不,他漂亮的车轮设计只有一个目的:帮助减轻全球气候变化问题。[2]公平地说,迈克尔有些额外动机。他与三位合伙人一起——一位来自美国,另外两个来自中国——已经进入了全球挑战竞赛,这是本地创立的一个提高美国学生数学和科学能力的竞赛活动。[3]在过去一学年的课程中,这个小组提出了一份长达30页的商业报告,设计了一辆在每个轮子…     

Novice Supervisees' Self‐Evaluations and Their Perceptions of Supervisor Style

Multiple regression analyses of data obtained for 36 counseling supervision dyads indicated that attractiveness, an aspect of supervisory style, was negatively associated with supervisees' self‐evaluations and positively associated with the difference between trainees' and supervisors' evaluations of counseling competence at the end of the 1st practicum experience. Supervisors' interpersonal sensitivity and task orientation were not found to contribute significantly to either of the criterion variables.