Best Practices for Facilitating Communication-Centered Professional Development for Non-Communication Faculty

Communication-across-the-curriculum (CxC) programs commonly support noncommunication faculty by crafting robust professional development learning experiences. This article presents 10 best practices for facilitating professional development designed to support the teaching and learning of communication competencies in non-communication disciplines. These practices draw on lessons learned from a successful professional development course facilitated by the CxC program at the University of North Carolina at Charlotte. Grounded in a situated communication pedagogy framework, these best practices reflect a communicationcentered approach to professional development, thus extending scholarly discourse and practices surrounding CxC programs, communication pedagogy, and professional development of faculty

Relationship Building One Step at a Time: Case Studies of Successful Faculty-Librarian Partnerships

Building strong relationships between academic librarians and teaching faculty is paramount for promoting services and resources. While librarians face challenges ranging from new technologies to heightened expectations and fiscal difficulties, the key work remains in solid relationship building. Drawing on the experience of a group of subject librarians and teaching faculty at The Ohio State University, this study examines the qualities that help liaison librarians develop relationships with faculty and support ongoing library services. It explores how liaison librarians build opportunities for ongoing relationships and how they assess the successes or failures of those interactions. It chronicles interview findings that detail the importance of such skills as patience, expertise, follow-through, responsiveness, and individuality if librarians are to build solid relationships and fruitful collaborations. Finally, it offers some preliminary observations on the teaching faculty's understanding of the librarians' relationship-building efforts.No embargo

Videogames in the museum:participation, possibility and play in curating meaningful visitor experiences

In 2014 Videogames in the Museum [1] engaged with creative practitioners, games designers, curators and museums professionals to debate and explore the challenges of collecting and exhibiting videogames and games design. Discussions around authorship in games and games development, the transformative effect of the gallery on the cultural reception and significance of videogames led to the exploration of participatory modes and playful experiences that might more effectively expose the designer’s intent and enhance the nature of our experience as visitors and players. In proposing a participatory mode for the exhibition of videogames this article suggests an approach to exhibition and event design that attempts to resolve tensions between traditions of passive consumption of curated collections and active participation in meaning making using theoretical models from games analysis and criticism and the conceit of game and museum spaces as analogous rules based environments

Investigating Community or Peer Group Influence among Early Adolescents

Having friends or being part of a friendship or peer group is a significant social achievement for adolescents and an indicator of social competence (Berndt, 1990). Whilst it has been acknowledged that child peer influence varies with age, gender and product situations, previous findings do not consider adolescent peer influence in relation to the family structure and type. This paper considers how peer groups or "communities" influence consumption of music during early adolescence and how this consumption is moderated by family type (intact, blended or single)

Research on the development of online teaching of computer courses in Colleges and Universities

there are many problems in the application of Hybrid Teaching of computer courses in Colleges and universities. For example, the level of teachers is not enough, online teaching completely copies the traditional offline mode, and online teaching is disconnected from offl ine teaching. Aiming at these problems, this paper summarizes the teaching reform and online teaching of computer courses in Colleges and universities, and analyzes the advantages of online teaching of computer courses in Colleges and universities, According to the existing problems, the corresponding solutions are proposed, which will provide some help for the development of online teaching of computer courses in Colleges and universities

From College Student to Change Agent: A Triadic Model of Self-Efficacy, Attribution, and Appraisal

Beyond their newfound emancipation and opportunities for self-discovery, college students in the young adult stage of development are expected to achieve balance between their autonomous new world and the impending pressures of postgraduation life. The college student must not only reconcile issues related to identity formation, goal pursuits, and career exploration, but is expected to begin the process of identifying and developing the skills required to address salient social themes. How students establish competency beliefs, negotiate controllability over future outcomes, and appraise challenges have deep implications in their capacity to discover their social change “voice.” The following discussion proposes a triadic framework that highlights the inextricable connections between self-efficacy, attribution, and appraisal as they relate to the capacity of college students to effect social change. As future leaders, role models, and visionaries preparing to transition into an increasingly complex world, an exigent need exists to create opportunities for (a) enhancing the self-efficacy beliefs that underpin the capacity to transform perceptions, (b) formulating attributions that foster perceived controllability over objectives, and (c) promoting appraisals that induce the motivation to approach challenges. Perspectives discussed in this paper have implications for students, parents, educators, and administrators to consider best practices for cultivating self-efficacy, attribution, and appraisal abilities that will facilitate future social change agency long after the college years

Reframing the Framework: Situated Information Literacy in the Music Classroom

In 2016, the Association of College and Research Libraries (ACRL) released the Framework for Information Literacy for Higher Education (the Framework). The Framework replaces ACRL's Information Literacy Competency Standards for Higher Education, which had been in place since 2000. The departure of the Standards and the subsequent arrival of the Framework represents both a challenge and an opportunity for music librarians. How do we as a profession respond to the Framework, and how can we use it to work most effectively with music students and faculty? In this article, the author connects the ideas underlying the Framework with the concept of situated information literacy, outlining ways in which a situated approach to information literacy instruction enables music librarians to engage with disciplinary faculty, use our subject expertise to its fullest extent, and more readily grapple with changing national standards and guidelines

A Systematic Approach to Design of Distance Graduate Management Programmes

This study describes the systematic creation, application and evaluation of acomprehensive framework for the design of distance graduate programmes, the goal of which is to inform decision-making for sustainable curricula that suit the growing demand for flexible learning options. A wide range of challenges face educators, and existing models appear to be insufficient to guide such endeavours. Successful distance learning is rooted in the values of the institution and requires a significant amount of organizational support, needs assessment of stakeholders, strategic planning, implementation and evaluation. This first international study of distance masters degree programmes in Tourism and Hospitality Management (T&HM) employs an exploratory mixed method research design in a comprehensive investigation of the interrelated elements that contextualize and are part of the distance graduate curriculum. Director interviews and online surveys of alumni contribute insights into the graduate distance learning experience. A short case study within an Irish higher education institution pilots the draft framework; triangulating data by adding the perspective of traditionalinstructors transitioning into a blended learning format. This study provides a robust curriculum model linking new findings and rich eclectic sources that can assist distance programme planners in the selection of technologyenhancedapproaches to meet the unique needs and interests of learners whilebalancing change. Extending the academic plan of Stark and Lattuca (1997, 2009), this timely study offers a design framework to formatively stimulate quality interaction, foster high-level thinking and motivate both learners and instructors in a student-centred paradigm. Holistic design, not technology alone, opens the way to enhancing flexibility and programme competitiveness and resilience in a borderless academic community

PROMOTING SELF-EFFICACY OF PROSPECTIVE MUSIC TEACHERS: THEORETICAL INSIGHTS

Scientific literature shows that cultivating self-efficacy is conducive to learner in-depth study of music, independent choices and perseverance in the field of music. However, most current research studies focus on self-efficacy in primary and secondary education, whereas the self-efficacy of prospective music teachers has been scarcely investigated. Considering the importance of self-efficacy in music activities of prospective music teachers, a study on the particularity of prospective music teachers’ self-efficacy has been initiated: the literature analysis method has been used, and a large number of literature sources related to self-efficacy and music education have been analysed. The following problem question is formulated: what is the particularity of self-efficacy in music education? The aim of this research is to analyse the concept of self-efficacy in music education. Research results show that self-efficacy determines the judgment of prospective music teachers on their learning, performance, and teaching abilities. Factors that affect the self-efficacy of prospective music teachers include mastery of experiences, vicarious experience, social persuasion, and emotional and psychological states.