An Investigation Of Student Participation And Student-teacher Interaction In The Case Method Classroom

This research investigated the role of student participation and student-teacher interaction in Master of Business Administration classrooms utilizing the case method of teaching. The first goal of the study was to investigate how student characteristics are related to classroom participation and to amount learned in two diverse business courses (i.e. Marketing and Finance). The second goal was to examine the development of problem-solving skills during class participation throughout the academic year and to examine the cognitive congruence between level of teacher question and level of student response.;The 58 first year, Master of Business Administration students were videotaped at three intervals throughout the academic year. The students\u27 responses from the transcribed tapes were analyzed both qualitatively (in terms of problem-solving components and cognitive level) and quantitatively (in terms of frequency and length of time), for each of the three time periods in each course.;As hypothesized, the results of the study suggested that degree type, undergraduate average, and critical thinking skills (as measured by Watson-Glaser) were significant predictors of course grades. For the Finance course, the most important predictor of grades appeared to be having an Engineering degree, whereas for the Marketing course critical thinking skills were the most important predictor. It was found that high cognitive level student responses were a significant predictor of final Finance participation grades.;Over the course of the year, it was found, as postulated, that more low level problem-solving skills were exhibited in Marketing than Finance. Similarly, more low level teacher questions were asked in Marketing than in Finance. Overall, it was found that as time progressed, students increased in their use of lower level problem-solving skills.;Finally, as hypothesized, there was a strong congruence between the cognitive level of teacher questions and the cognitive level of student responses. It was found that the majority of questions asked in both courses were low level in nature. The results of the present study suggest the case method can be an excellent active learning technique. Several recommendations are offered for improving problem-solving and critical thinking in class discussion

Challenges and Reflections from an International, Humanitarian, Short-term Surgical Mission on Collecting Ethnographic Data in a Remote Environment

Background The experiences of nurses participating in ethnographic fieldwork have been well documented, but often feature short-term, intermittent periods in the field of less than a day. Aim To provide an overview of methodological issues related to collecting data while undertaking a focused ethnography of nurses volunteering with a humanitarian organisation providing surgical care in a remote setting. Discussion Particular challenges during the fieldwork included limited space and privacy influencing data collection and secure storage; sporadic and unreliable communications limiting contact with other members of the research team; the challenges of withdrawing from the intensity of the setting; and navigating blurred boundaries between the roles of clinician and researcher. Conclusion Social research in practice, despite the best of intentions and significant planning, may not always travel the expected path of rational enquiry

Sailing through Ethnographic Data Collection (*on a hospital ship)

This is a reflection on the experiences of data collection by the researcher positioned as a participant observer whilst conducting an ethnographic study of nurses volunteering in an international humanitarian context on a hospital ship

Perceptions of institutional teaching culture by tenured, tenure-track, and sessional faculty

The Institutional Teaching Culture Perception Survey (ITCPS) was used to investigate beliefs of tenured, tenure-track, and sessional faculty members (N=576) about the teaching culture within three large research-intensive universities in Canada. As predicted, we found significant differences between these three groups of faculty members’ perceptions of their institutions’ teaching cultures. Sessional faculty perceived that their universities rewarded effective teaching less than their tenured or tenure-track colleagues. Tenured faculty were less likely than the tenure-track and sessional faculty to believe it was important to encourage, recognize, or assess effective teaching. These results have important implications for the quality of teaching and, ultimately, student learning, as sessional faculty are teaching an increasing number of students and tenured faculty are the primary decision-makers in setting the priorities for their institutions

Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education

Developing the Intercultural Competence of Graduate Students

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to cultivate in order to communicate effectively in culturally diverse settings. Then, we discuss the findings of our qualitative study on the impact of teaching development programs enhanced with intercultural communication components. As a result of training, participants became more aware of cultural and disciplinary differences in communication, were able to adapt their communication style to audiences with different levels of background knowledge, and felt more prepared for interpersonal interactions across cultures with undergraduates. Finally, participants were able to transfer the skills learned to other areas of graduate study and used effective intercultural communication strategies when interacting with globally diverse peers and faculty supervisors

Bridging the Gap: The impact of the Teaching in the Canadian Classroom Program on the Teaching Effectiveness of International Teaching Assistants

Program helps international graduate teaching assistants manage pedagogical culture clash Graduate student teaching assistants (TAs) are a staple of university education in Canada. Plentiful among them – particularly in STEM (science, technology, engineering and math) disciplines – are international students from other countries and cultures where higher education is primarily teacher-centered and where students treat professors with deference and respect. Coming to Canadian universities as both graduate students and teaching assistants, they encounter a very different environment that is more learner-centered and where students feel free to interrupt and challenge their instructors on everything from course content to grades. Helping international TAs manage this pedagogical culture clash is the focus of a new study commissioned by the Higher Education Quality Council of Ontario (HEQCO). Bridging the Gap: The Impact of the ‘Teaching in the Canadian Classroom’ Program on the Teaching Effectiveness of International Teaching Assistants looked at TA training programs at Western University and found that a program enhanced with significant intercultural components has a positive impact on the development of international graduate students – not only as teachers, but also as graduate students. Project Description The study examined two TA training programs – one with substantial intercultural content and designed expressly for international TAs, the other a general program with limited intercultural content – to determine their impact on the transition of international graduate students to Canadian higher education. Both programs include “microteaching sessions” where TAs receive detailed feedback on a ten-minute lesson that they teach and modules on effective teaching techniques. The intercultural program also addresses such issues as cultural differences in the role of instructors and students, expectations for student engagement and strategies to help international students bridge cultural differences in communication styles with their students and supervisors. Students from a variety of disciplines who enrolled in both programs between January 2011 and January 2012 participated in the study. At the beginning and end of each program, participants completed a series of self-report questionnaires and some also participated in follow-up focus groups. Canadian TAs participating in the general program were included in the research as a comparison group. Findings The international TAs who participated in the intercultural program made greater gains in their overall teaching effectiveness in the microteaching session, although other analyses found no significant differences between the three groups. However, the focus group interviews, which took place four to seven months after the programs, revealed considerable differences between the two training programs in terms of long-term impact. Participants in the intercultural program evidenced a shift towards more student-centered approaches to teaching and an increased ability to achieve active learning in their classrooms. As the authors note, these students “saw themselves as facilitators of learning rather than transmitters of information.” Several TAs also said they noticed both effective and ineffective teaching techniques by their professors more keenly. Given that differences between the two program outcomes were more evident in the focus group discussions conducted several months later, the authors suggest that the impact on effective teaching is long-term and may emerge several months after program completion. The authors also note that participants in the intercultural program were, on average, somewhat older and had more prior teaching experience, whereas participants in the general program were mostly novice teachers. Further research/policy implications The report encourages colleagues at other institutions to consider replicating the research with their own related programs, and notes that future research should examine such programs for long-term changes in teacher behaviours. Universities should invest in enhanced intercultural training for their international TAs, according to the report. “Given the large number of international graduate students who are teaching in our undergraduate programs, we feel it is essential that these students receive training in teaching, both for the students they will teach, and for their own academic success…The competencies that [these students] develop in the program are necessary in a global society – competencies that would also be a valuable skill for Canadian graduate students,” the authors say. “If resources allow, universities may consider developing a graduate student development program enhanced with intercultural communication components for all of their teaching assistants.

Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching

In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice

The Educational Developer’s Portfolio

Educational Development Guide Series: No. 1.The Educational Developer’s Portfoliohttps://scholar.uwindsor.ca/ctlreports/1006/thumbnail.jp

Exploring the Potential of Educational Developer Portfolios

There is growing interest in portfolios within the context of higher education, especially related to the use and integration of student learning portfolios, teaching portfolios, and eportfolios. Although little scholarly discourse has focused on educational developer portfolios, these have the potential to promote reflection on practice, showcase accomplishments, make explicit our approaches to practice, demonstrate impact, and support workplace personnel decisions. Despite these benefits, our community has not uniformly adopted the educational developer portfolio. Drawing from scholarly literature and based on findings from research gathered through World Cafés, this study explores the possibilities and potential for the educational developer portfolio. Findings demonstrate that these portfolios can be an authentic tool to communicate and substantiate the depth, breadth, and richness of our work. However, there is a need for a cultural shift throughout our community to further integrate and normalize educational developer portfolios in our practice