Development of One’s Teaching Philosophy: The Three “R’s” of Relationships, Relevancy, and Rigor

A common practice for educators is to develop a teaching philosophy which helps them become reflective practitioners on various teaching and learning strategies. This narrative will address how one faculty member identified common themes within her online and face-to-face classes that held students accountable, yet eager to come to class and learn the important content and develop the unique traits mentioned. Through the use of various data methods and current literature and research available, the author identified three common themes within her teaching and classroom environment. Those themes are identified as the 3 “R’s”: Relationships, Relevancy, and Rigor

Mary Bowne, Phineas Pemberton, October 14, 1697

Letter dated October 14, 1697 (October 4, 1697 Old Style) from Mary Bowne to Phineas Pemberton

Mary Bowne, Phineas Pemberton and Phebe Pemberton, December 17, 1693

Letter dated December 17, 1693 (December 7, 1693 Old Style) from Mary Bowne to Phineas and Phebe Pemberton

Mary Bowne, Phineas Pemberton and Phebe Pemberton, September 22, 1696

Letter dated September 22, 1696 (September 12, 1696 Old Style) from Mary Bowne to Phineas Pemberton

Mary Bowne, Phineas Pemberton and Phebe Pemberton, August 19, 1695

Letter dated August 19, 1695 (August 9, 1695 Old Style) from Mary Bowne to Phineas Pemberton

A Habitat for “Coco”: A Social Studies Investigation with Preschool-Aged Children

Every investigation begins with a “spark” or provocation; something that ignites conversation and action by the teacher and/or children. Learning takes place through the process of construction, thus answering the endless “whys” and the meaning of things, others, and life (Rinaldi, 2006), which can be accomplished through projects and investigations. As a teacher, nothing is more rewarding than seeing children’s enthusiasm for learning, specifically the zest to ask questions and take control of their own learning. When teachers create lessons that are engaging, provoke questions, research, and collaboration, the static classroom environment now transforms into a dynamic environment where action research can occur. It is then that teachers become more excited to teach, children are excited to learn, and most importantly, everyone comes with a passion to co-construct knowledge

Mary Bowne, Phineas Pemberton and Phebe Pemberton, December 17, 1693

Letter dated December 17, 1693 (December 7, 1693 Old Style) from Mary Bowne to Phineas and Phebe Pemberton

Student and Instructor Perceptions of Online Teaching Related to COVID-19: The Need for Reflective Practices

Access the online Pressbooks version of this article here. Although online learning has been in existence for over 20 years, not all instructors have been trained to teach online or had the desire to teach online. The recent COVID-19 pandemic quickly changed typical face-to-face instruction and disrupted the current educational system by requiring all college courses be delivered online, either asynchronous or synchronous using various software platforms. This paper investigated both instructors’ and students’ perceptions of faculty online teaching preparedness as well as their thoughts related to various technological resources and issues that arose during this time period. Results indicated fairly high satisfaction rates of faculty’s thoughts on preparedness and access to technological resources and tools. Students were fairly satisfied with the transition to online teaching and learning using quantitative measures; however, qualitative comments indicated otherwise. The need to use more reflective and metacognitive strategies to better online pedagogy as well as communicate more with students through a virtual environment was discovered

Innovation and Collaboration: Creating a Transdisciplinary Childhood Obesity Prevention Graduate Certificate Program

Preparing future professionals to work in transdisciplinary settings with a skill set to effectively foster collaborations and sustainable change requires a thoughtful and concerted interprofessional educational approach. Through an inter-university partnership in 2010 with name of university and the name of university, a group of faculty convened to propose the Transdisciplinary Obesity Prevention (TOP) graduate certificate program. With funding supported by a United States (US) Department of Agriculture (USDA) National Institute of Food and Agriculture grant in 2011, a team of faculty from name of university and name of university representing various disciplines (exercise science, nutrition, dietetics, health promotion, public health, nursing, early childhood education, family and consumer sciences, biology, biostatistics, and counseling) began developing the TOP graduate certificate program which is currently in its 5th year. The primary goal of this report is to outline the overall framework and components of the TOP graduate certificate program, providing information, strategies and considerations other institutions can apply in developing effective and sustainable transdisciplinary, interprofessional education to their existing graduate programs

Innovation and Collaboration: Creating a Transdisciplinary Childhood Obesity Prevention (TOP) Graduate Certificate Program

Preparing future professionals to work in transdisciplinary settings with a skill set to effectively foster collaborations and sustainable change requires a thoughtful and concerted interprofessional educational approach. Through an inter-university partnership in 2010 with name of university and the name of university, a group of faculty convened to propose the Transdisciplinary Obesity Prevention (TOP) graduate certificate program. With funding supported by a United States (US) Department of Agriculture (USDA) National Institute of Food and Agriculture grant in 2011, a team of faculty from name of university and name of university representing various disciplines (exercise science, nutrition, dietetics, health promotion, public health, nursing, early childhood education, family and consumer sciences, biology, biostatistics, and counseling) began developing the TOP graduate certificate program which is currently in its 5th year. The primary goal of this report is to outline the overall framework and components of the TOP graduate certificate program, providing information, strategies and considerations other institutions can apply in developing effective and sustainable transdisciplinary, interprofessional education to their existing graduate programs