Alexandra Lehmann*, Department of Psychology, Protestant University of Applied Sciences, Bochum, Germany
Elke Hemminger, Department of Sociology, Protestant University of Applied Sciences, Bochum, Germany
Abstract
Beginning their course of study at university confronts students with many challenges, such as to test theories concerning their plausibility and credibility. The internet, with its wide variety on information, complicates this survey process, while reports of “fake science“ increase the uncertainty. In our seminar, we address this topic for first-semester students in Social Work Studies by asking the following questions: What is “reality“? How do we individually construct our world? How does communication between people with different experiences (hence realities) work? Based on sociological and psychological theories, students are asked to test their own perceptions of specific social questions (e.g. gender, demographic change, poverty), and in the process are confronted both with different perspectives on these topics and with the particular evolutionary history and effects.
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 08:04:332021-05-08 04:54:51Reality According to People (A Seminar to Learn Academic Thinking)
Leda
Panayotopoulou* and Irene Nikandrou, Department of Marketing &
Communication, Athens University of Economics & Business, Greece
Abstract
In this paper
we present the theoretical framework of a training intervention designed for
first-year students in their first semester. Our vision was to help them in
their transition from a narrow and protected environment (family and school),
to a wider, more complex and impersonal environment (university). First, we
need to look at first-year students as bio-psychosocial systems, in order to
understand the elements that shape their behavior. Then, we identify the skills
to be developed. The proposed model is based on the general principles of
systems theory and what is called “organized complexity.”
Judith Puncochar,* School of Education, Leadership, and Professional Service, Northern Michigan University, USA
Don Faust, Department of Mathematics and Computer Science, Northern Michigan University, USA
Abstract
Honing
students’ analytical thinking skills could expose the
uncertainty of our current knowledge and ambiguity of contexts in which
university instructors teach. Four instructional strategies were posited to
improve university teaching for analytical thinking: (1) implementation of
three to five seconds of wait time, (2) providing students with practice for
honing skills of observation and asking questions, (3) assessment of analytical
thinking with instructor feedback, and (4) use of logic fundamentals in
university teaching. Implementing logic fundamentals
could increase the likelihood that students use analytical thinking to explore
strengths and limitations of arguments ubiquitous throughout their personal,
professional, and civic lives. Expanding the New Version of Bloom’s
Taxonomy to include “Critical Thinking” and “Problem Solving” within the level
of “Creating” is suggested to differentiate analytical thinking at the level of
“Analyzing” as foundational to critical thinking at the level of “Creating”.
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 07:52:562021-05-08 04:54:51Observations on Processes of Assessment and Concerns about the Teaching of Analytical Thinking
Natesha L. Smith,* Student Affairs
Administration, Binghamton University, USA
Abstract
This paper presents
the design of a course aimed at developing cultural intelligence among graduate
students at an American university. Culturally relevant pedagogy is a frame for
developing the cultural intelligence of students preparing for work as student
affairs professionals. Student-centered in-class group learning activities
primarily characterize the course format, which is further supported by
synchronous and asynchronous online activities using the learning management
system of Blackboard. Cultural intelligence development, expressed in the form
of cognitive, metacognitive, behavioral, and motivational factors were
evaluated using digital storytelling and environmental audit course projects.
Keyword: cultural intelligence,
digital storytelling, student affairs, instructional design
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 07:48:232021-05-08 04:54:51Developing Cultural Intelligence: Designs for Higher Education Courses
Felicia Snyman, Law lecturer, Akademia, South Africa
Abstract
Moot court—a mock proceeding where students argue points of law—is an innovative teaching method well suited to bridging the gap of transition from secondary school to university. However, the practice of moot court is generally not available to first-year students in higher education, and mooting is usually conducted face-to-face rather than by distance education or broadcast technology. Akademia’s model of blended learning enables students from different geographical areas and backgrounds to cooperate through distance learning. Students perform roles for which marks are awarded by external assessors who assess from the studio. Peer review is facilitated, and feedback provided to the lecturer. This makes learning relevant and engaging.
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 07:45:342021-05-08 04:54:51Mooting into the Gap of Transition
Clifford E. Tyler,* School of Education, National
University, USA
Abstract
Institutes of Higher Education (IHE) Schools of Education in California are faced not only with the challenge of closing the gap between student expectations on the one hand and the realities of university instruction and the workplace on the other, but three additional new challenges. These are (1) meeting the diverse and rapidly changing needs of students; (2) adequately preparing them to successfully transition from course theory to competent practices to meet the demands school administration; and (3) assuring their success in passing the California state-mandated administrative performance assessment.
This
paper will describe these challenges and what can be done to meet them. Students’ changing needs will be described
related to the skills they must acquire to successfully complete their
theoretical course content and apply it to their fieldwork/intern
experiences. The paper will also
describe the challenges that higher education faces to provide them quality
courses and a fieldwork and intern course experience, preparing them to pass
all three cycles of the state-mandated California Administrative Performance
Assessment (CalAPA), or to remediate
failing students at IHE expense.
Keywords: fieldwork, performance assessment, school
administration
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-26 05:19:222021-05-08 04:54:51Closing the Gap: Challenges between Student Expectations and Competencies to Meet School Administration Workplace Demands
Reality According to People (A Seminar to Learn Academic Thinking)
/in 2019 ProceedingsAlexandra Lehmann*, Department of Psychology, Protestant University of Applied Sciences, Bochum, Germany
Elke Hemminger, Department of Sociology, Protestant University of Applied Sciences, Bochum, Germany
Abstract
Beginning their course of study at university confronts students with many challenges, such as to test theories concerning their plausibility and credibility. The internet, with its wide variety on information, complicates this survey process, while reports of “fake science“ increase the uncertainty. In our seminar, we address this topic for first-semester students in Social Work Studies by asking the following questions: What is “reality“? How do we individually construct our world? How does communication between people with different experiences (hence realities) work? Based on sociological and psychological theories, students are asked to test their own perceptions of specific social questions (e.g. gender, demographic change, poverty), and in the process are confronted both with different perspectives on these topics and with the particular evolutionary history and effects.
Keywords: analytic thinking, academic thinking, epistemology
* Corresponding author. Email: lehmann@evh-bochum.de
Read moreA Systemic Intervention for Engaging First-Year Students: The Context Matters
/in 2019 ProceedingsLeda Panayotopoulou* and Irene Nikandrou, Department of Marketing & Communication, Athens University of Economics & Business, Greece
Abstract
In this paper we present the theoretical framework of a training intervention designed for first-year students in their first semester. Our vision was to help them in their transition from a narrow and protected environment (family and school), to a wider, more complex and impersonal environment (university). First, we need to look at first-year students as bio-psychosocial systems, in order to understand the elements that shape their behavior. Then, we identify the skills to be developed. The proposed model is based on the general principles of systems theory and what is called “organized complexity.”
Keywords: Engaging first-year students, student transition, systemic training, organized complexity *Corresponding author. Email: ledapan@aueb.gr
Read moreObservations on Processes of Assessment and Concerns about the Teaching of Analytical Thinking
/in 2019 ProceedingsJudith Puncochar,* School of Education, Leadership, and Professional Service, Northern Michigan University, USA
Don Faust, Department of Mathematics and Computer Science, Northern Michigan University, USA
Abstract
Honing students’ analytical thinking skills could expose the uncertainty of our current knowledge and ambiguity of contexts in which university instructors teach. Four instructional strategies were posited to improve university teaching for analytical thinking: (1) implementation of three to five seconds of wait time, (2) providing students with practice for honing skills of observation and asking questions, (3) assessment of analytical thinking with instructor feedback, and (4) use of logic fundamentals in university teaching. Implementing logic fundamentals could increase the likelihood that students use analytical thinking to explore strengths and limitations of arguments ubiquitous throughout their personal, professional, and civic lives. Expanding the New Version of Bloom’s Taxonomy to include “Critical Thinking” and “Problem Solving” within the level of “Creating” is suggested to differentiate analytical thinking at the level of “Analyzing” as foundational to critical thinking at the level of “Creating”.
Keywords: assessment, pedagogical philosophy, critical thinking, analytical thinking
*Corresponding author. Email: jpuncoch@nmu.edu
Read moreDeveloping Cultural Intelligence: Designs for Higher Education Courses
/in 2019 ProceedingsNatesha L. Smith,* Student Affairs Administration, Binghamton University, USA
Abstract
This paper presents the design of a course aimed at developing cultural intelligence among graduate students at an American university. Culturally relevant pedagogy is a frame for developing the cultural intelligence of students preparing for work as student affairs professionals. Student-centered in-class group learning activities primarily characterize the course format, which is further supported by synchronous and asynchronous online activities using the learning management system of Blackboard. Cultural intelligence development, expressed in the form of cognitive, metacognitive, behavioral, and motivational factors were evaluated using digital storytelling and environmental audit course projects.
Keyword: cultural intelligence, digital storytelling, student affairs, instructional design
*Corresponding author. Email: nlsmith@binghamton.edu
Read moreMooting into the Gap of Transition
/in 2019 ProceedingsFelicia Snyman, Law lecturer, Akademia, South Africa
Abstract
Moot court—a mock proceeding where students argue points of law—is an innovative teaching method well suited to bridging the gap of transition from secondary school to university. However, the practice of moot court is generally not available to first-year students in higher education, and mooting is usually conducted face-to-face rather than by distance education or broadcast technology. Akademia’s model of blended learning enables students from different geographical areas and backgrounds to cooperate through distance learning. Students perform roles for which marks are awarded by external assessors who assess from the studio. Peer review is facilitated, and feedback provided to the lecturer. This makes learning relevant and engaging.
Keywords: moot court, holistic approach, blended learning, problem-based learning
*Corresponding author. Email: Felicia@akademia.ac.za
Read moreClosing the Gap: Challenges between Student Expectations and Competencies to Meet School Administration Workplace Demands
/in 2019 ProceedingsClifford E. Tyler,* School of Education, National University, USA
Abstract
Institutes of Higher Education (IHE) Schools of Education in California are faced not only with the challenge of closing the gap between student expectations on the one hand and the realities of university instruction and the workplace on the other, but three additional new challenges. These are (1) meeting the diverse and rapidly changing needs of students; (2) adequately preparing them to successfully transition from course theory to competent practices to meet the demands school administration; and (3) assuring their success in passing the California state-mandated administrative performance assessment.
This paper will describe these challenges and what can be done to meet them. Students’ changing needs will be described related to the skills they must acquire to successfully complete their theoretical course content and apply it to their fieldwork/intern experiences. The paper will also describe the challenges that higher education faces to provide them quality courses and a fieldwork and intern course experience, preparing them to pass all three cycles of the state-mandated California Administrative Performance Assessment (CalAPA), or to remediate failing students at IHE expense.
Keywords: fieldwork, performance assessment, school administration
*Corresponding author. Email: ctyler@nu.edu
Read more3.8 Roundtable 7
/in 2020 Conference, 2020 Roundtables3.7 Papers 9
/in 2020 Conference, 2020 Papers3.6 Roundtable 6
/in 2020 Conference, 2020 Roundtables3.4 Roundtable 5
/in 2020 Conference, 2020 Roundtables