The impact of professional learning on the teaching identities of higher education lecturers

Higher Education is currently undergoing some of the most profound changes in its history. Against a backdrop of increasing marketization, rising levels of student debt and far greater fully online offerings, the higher education lecturer is grappling with new ways of working and high expectations of teaching quality. This 3 year qualitative study based in The Open University UK investigates the ways in which HE distance learning lecturers are approaching professional development and learning, identifying what type of learning may be most effective in creating and sustaining an online teaching identity. The study also examines ways in which resistance discourse is shaping these identities and practices revealing emerging re- conceptualisations of what it means to be an effective and well-motivated distance learning lecturer. The investigation uses a framework for identity analysis which analyses professional identity via the expression of hegemonies, phenomenological, narrative articulations of identity, and a post-modern, constructivist view of identity which is shaped by social interactions and communities of practice. It highlights the importance of personal agency in identity formation. The results revealed a number of insights into the ways in which a combination of resistance discourse, professional learning and reflections from student interactions are shaping new understandings of professional knowledge in this context

Innovator, 1991-03-14

The Innovator was a student newspaper published at Governors State University between March 1972 and October 2000. The newspaper featured student reporting, opinions, news, photos, poetry, and original graphics

Composition and the search for self‐awareness

Composition studies saw several cogent criticisms of expressivism in the late 1980s and early 1990s. Some scholars assume that those criticisms discredited expressivism in composition studies, ending the focus on assignments that ask students to write personal, supposedly introspective papers that were believed to lead to self‐awareness and self‐identity. Even so, recent research suggests that the expressivist pedagogical orientation is still widely used in writing classes across the US. Joshua Hilst (2012) sought to rehabilitate expressivism by drawing on the work of philosopher Giles Deleuze, arguing that neo‐expressivism provides a palliative to those criticisms. In this regard, Hilst’s analysis follows the current trend of applying Deleuze’s philosophy to a variety of fields. The present analysis therefore consists of two parts, both with pedagogical implications. First, it examines Deleuze’s work and illustrates how his neo‐expressivism and views on writing are incongruent with the expressivism applied in composition studies. Second, it examines the psychological research on introspection and self‐ awareness that has demonstrated with considerable consistency the opacity of mental processes and the difficulty associated with gaining any sense of self‐awareness or self‐identity

The Biblical Basis for Relational Networking Among Autonomous Churches

Building networks of partnerships for effective ministry in the 21st Century is often discussed within the context of denominations. Dr. Paul Thyren focuses our attention on independent churches and how they can build relational networks in the years to come. This article focuses on the biblical basis for relational networking

Producing Sites, Exploring Identities: Youth Online Authorship

Part of the Volume on Youth, Identity, and Digital MediaThis chapter explores why young authors find value in expressing themselves on the Internet. Concentrating on the genres of personal home pages and blogs, in particular, the chapter aims to answer the following questions: What do adolescents see as the rewards of online expression? How do they make choices about the self-presentations they offer? What role do audiences play in their decision-making? How is online expression meaningful, and in what ways is it unfulfilling? Discussion is based in large part on interviews with hundreds of authors ranging in age from 12 to 21 years. The chapter notes how youth authors' sentiments about their online practices reflect their engagement with important developmental tasks associated with adolescence. The goal throughout this chapter is to broaden the terrain of discussion about online youth expression practices so that our public and popular discourse about young people is more meaningful and contextualized

Design Thinking & the Entrepreneurial Mindset in the Collegiate Music Classroom

The purpose of this research study was to investigate the implementation of design thinking andan entrepreneurial mindset into a collegiate music classroom, where students have an interest in applying business acumen and entrepreneurship to their future plans as teaching and performing artists. The following questions guided this study: 1) are there benefits to introducing design thinking and the entrepreneurial mindset to music students as they transition from student to professional?; 2) will the addition of these approaches give students greater confidence as arts entrepreneurs?; 3) how can design thinking and the entrepreneurial mindset methodologies be successfully introduced and practiced throughout a one-semester course?; and 4) will students find these methodologies applicable to their entrepreneurial journey as performing and teaching artists? This qualitative study included two participant groups from the Business for Performing Artist class: in Spring 2021 which did not include design thinking, and from Spring 2023 that included the implementation of design thinking. Three Qualtrics surveys were conducted in Spring 2023 to follow participants’ understanding and growth of design thinking and entrepreneurship across the semester long course. An additional survey was given to participants from Spring 2021 as a follow-up to their experiences during the course and after graduation. Reflections of the researcher who facilitated the course were also included in the final results of the study. The data from the surveys and course materials showed that students were not able to connect with the practice of design thinking and the entrepreneurial mindset with a fifteen-week course also dedicated to other business practices needed by young, performing artists. Study participants left with only a surface level understanding of design thinking and the entrepreneurial mindset, yet they were able to define the methodologies. With more time and practice implementing the methodologies in practical settings, participants would have the opportunity to put the methodologies into practice and see how they could apply to future projects and career endeavors. It also leaves room for continued research on the implementation of design thinking or the entrepreneurial mindset into both the collegiate music classroom and other performing arts spaces

My Story‐Your Story: A Pastoral Response for 21st-Century Catechesis

Many Catholics experience catechetical challenges as they try to keep their faith growing in the midst of “new” truths, spiritual indifference and dwindling Mass attendance. This is especially true for Black Catholics who strive to balance racism in the world and racism in the Church. This article offers a pastoral response that uses story— telling and listening—for catechesis. Using My Story-Your Story as a method of storytelling, the article expounds on how story is the foundation of communication and how it can open catechetical endeavors for the 21st century. My Story-Your Story acknowledges the role our experiences, traditions and culture play in faith formation, positioning it as a method for catechesis. As a pastoral response, it helps each person, particularly marginalized persons, find and use his or her voice for enhancing connections with others as we participate in the building up of God’s kin-dom

My Story‐Your Story: A Pastoral Response for 21st-Century Catechesis

Many Catholics experience catechetical challenges as they try to keep their faith growing in the midst of “new” truths, spiritual indifference and dwindling Mass attendance. This is especially true for Black Catholics who strive to balance racism in the world and racism in the Church. This article offers a pastoral response that uses story— telling and listening—for catechesis. Using My Story-Your Story as a method of storytelling, the article expounds on how story is the foundation of communication and how it can open catechetical endeavors for the 21st century. My Story-Your Story acknowledges the role our experiences, traditions and culture play in faith formation, positioning it as a method for catechesis. As a pastoral response, it helps each person, particularly marginalized persons, find and use his or her voice for enhancing connections with others as we participate in the building up of God’s kin-dom