73 research outputs found
A Biblical Model for Professional Development to Transform Teaching Practices
In the past, professors have always taught as they were taught, but this needs to change, Why? Due to the fact that the majority of professors completed their graduate degrees in a non-Adventist institution of higher learning. So if they teach like they are taught, they won’t be teaching from an Adventist Christian worldview. In addition, the changing student demographics along with the infusion of technology into our daily lives is providing the tools and an opportunity for professors to teach differently than they were taught. Three main changes professors are facing today include: the professorate expectations, a different student body, and the changing nature of teaching. Each of these factors alone would encourage change, but added together they will require change.
How will this happen and who will help professors make this transformational change which will lead to increased learning? This paper will describe a need for professional development specifically developed to meet the needs of professors hired to teach in Adventist Christian Institutions of Higher Learning, a model intentionally developed on a biblical foundation. These professional development activities must include opportunities for professors to learn how to develop their own courses on a biblical foundation with an emphasis on the Adventist Christian worldview.
This professional development model for use in Adventist Christian Institutions of Higher Education will build professional development opportunities on Psalm 25:4-5, “Show me your ways (model), O Lord; teach me in your paths (teach). Guide me in your truth (mentor) and teach me. For you are God my Savior, and my hope is in you (reflect). This text highlights: model, teach, mentor, and reflect, research based best practices for professional development (McQuiggan, 2012). These professional development strategies will also reflect Jesus as the master developer of people
The Development of a Higher Education Biblical Foundation Course Design Model
Every course at a Seventh-day Adventist (Adventist) institution of higher education should be qualitatively different from the same or similar course at a secular institution. They should also be different from a similar course taught at another Christian university. There are fundamental differences in Adventist beliefs that should influence the way Adventists view life and through which the disciplines are approached to form a unique and distinctive Adventist biblical worldview. Professors come to academia as experts in their discipline; however, because they are not generally educated in teaching theory, they often bring little understanding of course development, let alone course development from an Adventist biblical worldview foundation. Unable to locate an existing course design model built on an Adventist biblical foundation, the authors created one founded on learning theory research and supports such a foundation. The model created by the authors assists professors as they support students in not only becoming knowledgeable in the content, but more importantly becoming committed, faithful Seventh-day Adventist professionals with a clearly defined biblical worldview. Teaching from a biblically based, well-articulated Biblical Course Concept that is linked to biblical examples of stories and teachings along with the use of active learning strategies to introduce the academic knowledge and processes of the course will change the way professors teach. While this Biblical Foundation Course Design Model may sound simple in theory, it requires a strong commitment from professors, support from deans, department chairs, and administrators, along with professional development education. The model is not a cookie-cutter approach; instead, it challenges professors to think differently about the biblical worldview as it relates to their course content knowledge and course development. Therefore, professional development activities such as Summer Institutes of Course Design, ongoing faculty study groups, and peer presentations showcasing how professors have incorporated elements of the design into their classrooms or courses, are critical. Financial support from academic administration is necessary to make this change and support possibl
Student\u27s Assistance and Contribution to their Community after participating in an Emergency Prepardeness Inter-Professional Collaborative Practice Simulation
Poster presented at Teaching to Transform for the New Reality of Nursing Practice. The 12th Annual Nursing Faculty Development Workshop at University of Kentucky. Lexington, KY in May 2016
The Ursinus Weekly, January 14, 1963
Exam period begins Thursday as semester draws to a close • Psychology Club hears speaker from Graterford • Collegeville plans new street lights along Main Street • Third student concert scheduled next Monday • Record enrollment in Evening School • Student teachers tell experiences at PSEA meeting • Weekly laments lack of newsworthy events • Race for space topic of speaker • Bible Study fellowship to sponsor color film • Ursinus receives $12,500 grant from Phila. church • Dean Rothenberger guest speaker at Lions banquet • Freedom urged by Dolman at conference • Jazz and the white American topic of introductory program on jazz • Alumni may pass fund drive goal • Curriculum changes discussed in chemistry and economics • Editorial: Throwing stones from glass houses • Letters to the editor • Familiar concentration camp image looms forbiddingly even today • Production story of the Weekly • Dean Rothenberger offers advice on how to study for final exams • Father\u27s interest in politics led Pancoast to same field • Greek gleanings • Cagers edge PMC cadets 51-50, then lose to Swarthmore 70-61 • Ability and poise mark Troster • Ken Dean shines in mat displays • Soccermen earn MAC honors • Wrestlers tie Swarthmore 14-14, stun Albright in 19-8 victory • Intramural story • Athletic letters given for soccer & footballhttps://digitalcommons.ursinus.edu/weekly/1285/thumbnail.jp
Student’s Perceptions of Spiritual Preparedness and Contribution to their Community Following An Emergency Preparedness Interprofessional Collaborative Practice Simulation
This presentation highlights findings from a study exploring student perceptions of spirituality and contributing to their community after participating in an emergency preparedness interprofessional simulation. Mixed methods were utilized and an online survey was emailed to a convenience sample (N=338). The majority self-reported they can better contribute to their community
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