3,324 research outputs found
Video for All: An Argument Towards Standardization Of Video Production Practices and Research
Instructional videos, a subset of video pedagogy, are becoming valuable pedagogical tools for instructors within both higher education and professional writing environments. By researching contemporary academic literature and creating video artifacts that put theory into practice, this capstone project answers three important questions: 1) How could video pedagogy shift student attitudes or engagement with course content in digital learning environments? 2) What benefits and limitations of standardizing and researching video pedagogy are valuable for educators interested in creating video to understand, including educators with limited or no video production experience? 3) In what ways could certain production techniques in video pedagogy applicable to classroom settings transfer to certain professional writing contexts such as non-profit awareness campaigns or digital marketing contexts
Building a Successful Communication Center at a STEM Institution through Multidisciplinary Leadership, Programming, and Strategic Partnerships
Beyond the introductory public speaking course, communication centers can play a significant role in higher education through creating an institutional culture of communication that spans disciplines and through contributing to their institutional mission, strategic plan, and student success initiatives. To do this work, this article argues for the adoption of a multidisciplinary approach to communication centers, achieved through three key strategies: collaborative, multidisciplinary leadership; diverse communication center programming; and strategic partnerships. Implementing a Co-Director leadership model allows representation from multiple disciplines, resulting in a stronger communication center better able to innovate, refine, achieve goals, and respond to institutional needs. Using a three pillar center structure that incorporates multiple external perspectives and leverages outside knowledge can increase center reach, improve tutor training and tutee experience, grow faculty participation and buy-in, and raise the overall center profile. By prioritizing strategic, multidisciplinary partnerships, this article offers recommendations for new and established centers that can lead to expanded services and stronger support from campus stakeholders to meet changing institutional needs and to cement the center’s status as vital to that institution
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