Entries by Proceedings

Emotive Word Portfolio? — A Case Study on the Change of Portfolio Assignments in the Field of Religious Education

The starting point for the case study at hand is the implementation of new curriculum requirements as a result of the recent adjustment of the “Catholic Religious Education” Bachelor and Master Degree programs to meet the European Union’s Bologna Process criteria. Consequently, portfolios can no longer be used as the basis for the final examination, as they have been until now. Following a description of the underlying problems related to the different types of portfolios and their use in teacher education training, the starting situation of portfolio assignment will be examined. Finally, the findings of the evaluation by students will be presented in order to draw conclusions for a new portfolio concept.

Evidence-Based Learning: Three Institutions and Three Teaching Firms Together Prepare Students to Succeed

Evidence-based learning (EBL) is not foreign to the teaching in a design school. Very much related to the EBL concept is the engagement in environmental design problems, which require students to analyze and synthesize a problem in the built environment. This paper will argue that design students immersed in collaborative, evidence-based learning (CEBL) are, after completing the learning experience, more highly motived and better prepared problem solvers than traditional cognitive learners and that such students integrate better what they know. The project discussed emanates from multi-disciplinary design collaboration between architecture students and interior design students at the University of Oklahoma and from faculty and resources of the Texas A&M University and the College of Architecture at the SE University in Nanjing, China. Each of the three universities has a close relationship with a working architectural firm that was involved in the process. Using a professional project and engaging design professionals from the participating firms as advisers, clearly shifted the teaching approach toward evidence-based learning. One single synchronous guest lecture series, available through video conferencing to all participants, minimized organizational efforts, cost, and sustainability in the classroom and insured a single focus on content. The contacts each institution had to affiliated teaching firms and practitioners brought a wealth of expertise into the classroom and enriched student learning otherwise too difficult to accomplish.

An Initial Certificate of Teacher Development: the UNAB Experience

In this paper we present the experience of the training team in university pedagogy at the Andrés Bello University (Chile) concerning the design and implementation of an initial certificate of teacher development. This certificate is awarded following the completion of three courses: “Planning and Syllabus Design,” “Active Methods for Learning,” and “Pedagogic Strategies in Virtual Environments.” Each course is intended to promote a standpoint wherein teachers consider students as individuals who can take control of their own learning, considering methodological strategies as well as up-to-date materials and contents. In our paper we also discuss assessment and follow-up work for this process.

eLearning for Students by Students

Research projects enable students to experience first-hand the excitement and challenges that are power for the course. Increasing student numbers has put pressure on faculties to diversify the range of projects on offer, whilst maintaining the essential qualities inherent in student-lead research. These include discipline-based plus transferrable skills, like critical and creative thinking, problem solving, communication and project management. eLearning Projects involve the design, construction and evaluation of online resources to support aspects of the undergraduate curriculum, such as practicals, assessments or key concepts. Students are supported in seminars and workshops based on active and collaborative learning. This paper describes student project work in which students design, create, pilot and evaluate elearning resources to support the teaching, research or public engagement activities of their project supervisor. Although the projects featured here support the biosciences, the format is transferrable across the disciplines, so, as technology moves forward, student elearning projects provide a vehicle to renew and refresh online materials.

Improving Graduateness and Employability: A Career Management Approach

Universities are under increasing pressure to produce the kind of graduates that employers want and employers often report that graduates do not possess the desired attributes for employment (Glover et.al. 2002: 293; Parker & Griesel, 2009; Chetty, 2012; Keeling & Hersh, 2012). Universities are exploring different options to make graduates more “work ready” for a wider variety of work contexts. The challenge for universities is to systematically plan to improve graduateness in a pedagogically sound way within the curriculum. This paper draws on the view of Bridgstock (2009) who explains that in a rapidly changing knowledge intensive and technologically advancing economy, students require more than a set of graduate attributes that are desirable to employers in the immediate future. The focus should instead be on developing in graduates the attributes that would best serve them, employers and society for the longer term and be relevant for future decades. Bridgstock (2009:32) identifies self-management and career management skills as necessary graduate attributes that would allow graduates to “proactively navigate the world of work and self-manage the career building process” regardless of the dynamically changing and unpredictable work contexts. The key concepts, graduate attributes, graduateness, employability and career management are explained and thereafter, the use of a career management portfolio as a pedagogically sound, systematic and strategic approach for improving graduateness are explained. Some implications of implementing such an approach are also considered.

Using Semantic Differential to Explore Life Sciences Academics’ Perceptions of Academic Identity

Semantic Differential was used as a means to collect quantitative data about UK Life Science Academics’ perceptions of Academic Identity. Data were analysed using Mann-Whitney U Test and Effect Size. The purpose was to investigate potential differences in perception of Academic Identity between traditional “Research-Teaching” and “Teaching-Only” academics. Perceptual differences were also investigated between other academic groupings. Analysis revealed significant differences between groups of Life Science academics in areas of Research and Pedagogy. In practice, this has the potential to impact on student learning due to subconscious priority-setting by academics. However, it is also an opportunity for Educational Developers to support engagement with SoTL, developing both individuals and institutions’ expertise in Teaching and Learning. Semantic Differential was used to investigate differences in perceptions of Academic Identity in UK Life Scientists. Differences were found in perceptions of Research and Teaching, in three different academic groupings.

The Effects of a Teaching Development Program for New Academics on Their Teaching Practice

This paper reports on the evaluation of a Program for Academic Induction in Teaching (PIAD), which is carried out every year at PUC for new academic staff. The program introduces new teachers to student-centred active pedagogy with the aim of developing their teaching practice, particularly their planning skills, teaching methodologies, and learning assessment methods. The evaluation of the program shows that the goals were achieved and that the participants were satisfied with the sessions. A further study is currently being carried out to identify the potential effects of the program on their teaching planning, methodologies and assessment methods. The preliminary results of this study will be presented here.