A True Underdog: The Contributions of Professor D. Barry Lumsden to Teacher Development in Higher Education

People love stories about real-life underdogs who overcome insurmountable odds to achieve success. This article chronicles one such underdog in the truest sense of the word. As one of the privileged students to have had the opportunity to study under Dr. Lumsden, this paper is written as a tribute to the contributions of D. Barry Lumsden to the contemporary practice of Higher Education. Lumsden has developed numerous teachers in the field of higher education. The information for this paper was obtained through personal interviews with Lumsden, correspondence with his former students and firsthand experiences as his student. Lumsden and I maintain a great friendship and I continue to be mentored by him both professionally and personally

There’s an (Educational) App for That?: m-Learning Across Device Platforms

The mobile platform has advanced to a level of technological sophistication and availability that many educators need to begin to think about how to utilize its potential. M-Learning may be used to supplement and deliver learning content. Mobile devices are ubiquitous among all age groups of students whether the popular iPod Touch\iPad, PSP, Netbooks, etc. Smartphones have become very powerful devices, capable of performing many useful applications. The mobile device market has seen tremendous growth recently. The largest increase was in the 12-17 year old demographic

A Technologically Based Approach to Providing Quality Feedback to Students: A Paradigm Shift for the 21st Century

This article will begin with a focus on the importance of providing quality feedback. Faculty providing constructive and detailed feedback serves as an important component for effective student learning and is beneficial towards student achievement (Debuse, Lawley, & Shibl, 2007; Higgins, Hartley, & Skelton, 2002). According to Wolsey (2008), the desired outcome of feedback is to provide communication between instructor and student, which promotes learning. Quality feedback is defined as providing students with clear assessment criteria that is not only timely, but encourages further learning (Brown & Glover, 2006)