Browsing by Subject "teaching"
Now showing 1 - 20 of 22
- Results Per Page
- Sort Options
Item Final Report to the University Community: Executive Summary(University of Minnesota, 2006-08-07) University of Minnesota: Administrative Service and Productivity Task Forces & Steering CommitteeThis report is a reflection of what has been accomplished by the administrative task forces and steering committee as well as recommendations for future action.Item First Year of "Creating a Data Management Plan": A New Workshop Offered by the University of Minnesota Libraries.(2012-04-25) Petsan, Beth; Lafferty, Meghan; Johnston, Lisa RThis poster was presented at the USAIN (United States Agricultural Information Network) 2012 Conference in Minneapolis-St. Paul, MN (April 29-May 2, 2012). The topic is a University of Minnesota Libraries' workshop called "Creating a Data Management Plan for your Grant Application."Item Innovative Learning and Teaching: Experiments Across the Disciplines(University of Minnesota Libraries Publishing, 2017-11) Alexander, Ilene D.; Poch, Robert K.The authors collected in Innovations in Learning and Teaching are faculty and instructors from various University of Minnesota campuses, each part of a team that successfully completed university-funded grant projects with teaching and technology consultants. Here, several faculty extend the conversation through scholarship of learning and teaching articles. Readers, including future faculty, as well as current instructors, faculty, administrators, regents and legislators, will benefit from the authors’ attention to learners, complex learning, practicable pedagogy, and curricular experimentation.Item Measuring the Role of Vulnerability in the Classroom(2020-01) Hennessey, RyanEducation has been diverging from a human- to a digital-centered practice with increasing technological advances and initiatives at school districts put tablets or computers in the hands of every student. It is crucial, now more than ever, to provide engagement that will actively rehumanize education. (Brown, 2012). Re-introducing vulnerability has the potential to spark creativity, foster innovation, and create meaningful change in our increasingly disconnected classrooms. (Brown, 2010). This thesis investigates the potential of vulnerability to inform pedagogical practices and amplify human connections made in the classroom. It presents an action research study conducted in my own middle school classroom. I provide details on the growth around my experiences teaching, modeling, and learning about the role of vulnerability. I explore vulnerability as the special ingredient in the classroom that enhances all other pedagogical practices, and outline a future direction for this work.Item Renewing the Investigation into Social Presence: The Impact of Psychological Closeness and Technology Modality on Satisfaction, Future Persistence and Final Grade(2016-01) Norden, AmieIn 1975, Weinberg (2001) first posed the challenging question that we, as educators, are unfortunately still struggling to answer: Why are we so unable to anticipate the second order effects of the first order victories of science and technology? Forty years later, education is still struggling to identify and address the second order effects of the technological changes that exploded around 1995 with the advent of the worldwide web. Faculty still struggle with rapid technological developments. Students desire greater flexibility with online learning and seek learning that embeds the technological formats they use in their day-to-day lives. Institutions of higher education grapple to meet the demand for more online courses, as well as to resolve the challenges that online learning poses at the institutional level. The field of education is still wondering where online learning fits with more traditional pedagogical designs. One aspect of online learning that has come into the recent limelight is the topic of social presence. Currently, the term social presence is thrown around as a panacea for a variety of online learning design problems. Unfortunately, the topic of social presence is fraught with ambiguity and controversy. Educational researchers define and measure social presence in a multitude of ways, which makes its application all the more problematic. This debate is happening at the same time as instructors and instructional designers work to implement strategies to increase social presence in online courses, seeking to use it as way to address the challenges that online learning brings to current learning environments. This study examines the topic of social presence by harkening back to its original conception: a consilience of psychological closeness and technology modality. The study begins with a literature review, including aspects of immediacy and use of technology in online learning, and ends with a call to the field of education in creating online course design in the years ahead.Item Teaching Practices and Quality In Graduate Education In the Philippines(2020-06) Allison, ChristineWhile the Philippines’ higher education sector has a long history distinguished by early adoption of quality assurance practices, the Philippines Development Plan 2017-2022 concluded that Philippine higher education institutions are ill-positioned to compete in the global higher education arena. The Government of the Philippines therefore mandated a shift to outcomes-based education (OBE) in all higher education programs starting in 2018, to improve the quality of education and the skills and knowledge of graduates and to improve alignment of Philippine higher education with ASEAN regional standards. This shift to OBE created an opportunity for critical scholarly inquiry into teaching practices, particularly in graduate education, given its role in producing researchers, innovators, and the next generation of scholars. Using a socioecological conceptual framework and a mixed methods approach, this study examines teaching practices in graduate education at two Philippine universities. It specifically focuses on how conceptions of quality, individual-level factors, discipline-specific practices, and institutional climate, as well as the national higher education environment, affect teaching practice in graduate education. The study concludes that conceptions of quality are currently driven by external validation (accreditation, licensure rates, etc.) rather than internal benchmarks of quality enhancement. Respondents in the study associated ‘evidence-based’ approaches to teaching with high quality, but were not at all critical of the cultural assumptions that may have underpinned the evidence to which they referred. The findings support the arguments in the literature on social practice theory that teaching is a socially situated practice, but not just within disciplinary networks as reflected in social network theory or specific work groups as reflected in community of practice theory, but also within specific institutional and cultural normative practices that are very effective in influencing teaching behaviors. Teaching practice is also situated within national political and policy frameworks that may influence teaching directly, for example, through professional development schemes, and indirectly through regulation of the higher education sector. While current reform efforts target a number of the key shortfalls identified in Philippines Development Plan 2017-2022, critical gaps remain that may undermine the intended impacts of the adoption of OBE.Item Transforming the University of Minnesota: Preliminary Recommendations of the Task Force on Undergraduate Reform: Student Support(University of Minnesota, 2005-12-12) Maple, Kate; Wright, RobinTo help achieve an outcomes-driven, student-centered approach to undergraduate education and support, we recommend that the University develop an approach that will provide campus-wide coordination and ensure accountability for student support programs and functions. This approach should also develop outcomes, gather data, and assess effectiveness, for all aspects of undergraduate education, support, and service. Together with data relevant to other facets of the University’s mission, this assessment plan and resulting data should drive the University’s decisions about funding, continuation of current programs, development of new programs, assignment of space, new construction, hiring, and other resources.Item Transforming the University: Final Recommendations of the College Design: Science/Engineering Task Force(University of Minnesota, 2006-05-05) Neuhauser, Claudia; Bates, Frank; Bernlohr, DavidAdvances in the biological sciences will transform the physical sciences, engineering, biomedical research, agriculture, and the environmental sciences. Critical to this transformation are strong connections between biology and the physical sciences, mathematics, and engineering. The University of Minnesota seeks to be a leader in promoting these new connections among the sciences, engineering, and related disciplines. This task force concluded that the sciences and engineering at the University of Minnesota have a unique structure that is progressive and ideally suited for greater collaboration across department boundaries. Therefore, we find no reason to recommend change to the current organizational structure of IT or CBS.Item Transforming the University: Final Recommendations of the Task Force on Collegiate Design: CALA/CHE(University of Minnesota, 2006-02-03) Solomonson, Katherine; Yust, BeckyThe new college of design’s goal is to become a widely recognized leader in innovative, sustainable and publicly engaged design. As one of only a small number of broadly multidisciplinary design colleges located within a major research university, the college will be unusually well positioned to advance interdisciplinary research, education, and public engagement. The purpose of this document is to present a framework for developing the academic initiatives and strategies that will move the college forward in achieving these goals.Item Transforming the University: Final Recommendations of the Task Force on Collegiate Design: CNR, COAFES, CHE(University of Minnesota, 2006-02-03) Levine, Allen; Phillips, Ronald; Swackhamer, Deborah; Birr, Adam; Cohen, Jerry; Johnson, David; Kapuscinski, Anne; Marshall, James; Polasky, Stephen; Stine, Robert; VandenBosch, KathrynIntegration of the broad range of scholarship present in the College of Agricultural, Food and Environmental Sciences, the College of Natural Resources, and the Food Science and Nutrition Department provides a host of new opportunities to achieve greater excellence in research, teaching, and outreach. Our review and discussions over the past three months lead us to believe that this consolidation will enhance the University’s biological and social science contributions to the environment, agriculture, human health, food systems, and natural resources. Our key recommendations are summarized below, organized around the five Strategic Areas in the President’s Repositioning report. These recommendations include having world class faculty and outstanding students, formation of transitional clusters of departments for development of synergies and principles for reconfiguration. Such clusters would serve as a platform for strengthened teaching and outreach efforts and growth in competitive research funding. We also recommend establishment of a University-wide Institute of the Environment, enhancement of interdisciplinary efforts with other units, expansion of scholarly activities related to translational biology, and further development of public engagement.Item Transforming the University: Final Recommendations of the Task force on Collegiate Design: GC/CEHD(University of Minnesota, 2006-02-03) Koch, Laura Coffin; Serfass, RobertThe mission of the General College (GC)/College of Education and Human Development (CEHD) task force was to develop a set of recommendations for designing a new college that would build on the strengths of GC, CEHD, the Department of Family Social Science and the School of Social Work in order to become a national model for teaching, learning, and human development, consistent with the University’s goal to become one of the top three public research universities in the world. The task force began by identifying the values that would inform its deliberations and recommendations. These included: Commitment to Excellence; Diversity/Inclusion; Access → Effective Support →Academic Success; “Cross-fertilization” of interests of faculty/students across the College and University; High quality instruction/teaching expertise; Civic/Public Engagement; Sense of community among faculty, staff, students, and alumni; and Greater connections to PreK-12 and to MnSCU.Item Transforming the University: Final Recommendations of the Task Force on Graduate Reform: Discipline Evolution(University of Minnesota, 2006-05-05) Ekker, Stephen C.; Garner, Shirley NelsonThe mission of the Graduate Reform: Discipline Evolution Task Force is to create a strategic plan for world-class graduate programs and education with particular emphasis on emerging and evolving disciplines. The University should strive to be a national and international model for the strength, breadth, and especially the interdisciplinary scope of its graduate programs.Item Transforming the University: Final Recommendations of the Task Force on Graduate Refrom: Student Support(University of Minnesota, 2006-02-03) Ebner, Timothy J.; Schiappa, EdwardThis report begins a needed University-wide conversation about what we, as a community, must do in order to achieve the goal of having one of the very best public research universities in the world. Our doctoral programs are central to this goal because they are integral to the research enterprise. Improving the graduate student experience in all facets is needed including: 1) admissions and recruitment, 2) competitive multiyear funding packages, 3) strong mentoring, guidance, and evaluation, and 4) comprehensive research and teaching training. These improvements must be matched with renewed commitment to graduate education at all levels of the University with policies and infrastructure that support the students and faculty.Item Transforming the University: Final Recommendations of the Task Force on Undergraduate Reform: Honors(University of Minnesota, 2006-02-03) Sikkink, Kathryn; Tilman, DavidThe quality of a university is measured, in large part, by the quality of its students. At present, the University of Minnesota-Twin Cities is seventh in the Big Ten in percent of students from the top 10% of their high school classes. It is tenth (out of 11) in the Big Ten in its overall retention of students through the end of their first year, retaining 84% of its students versus 96% for the top-ranked Big Ten University. A significant portion of the state’s most talented students attend college out of state, and the University of Minnesota does not bring into Minnesota a comparable share of the best and brightest from other states. If the University of Minnesota is to achieve its goal of becoming one of the top public research universities in the world, and if it is to both retain within the state and attract to the state an increased number of highly talented individuals, the University must create new mechanisms for attracting top students.Item Transforming the University: Final Recommendations of the Task Force on Undergraduate Reform: Writing(University of Minnesota, 2006-02-03) Gurak, Laura; Ross, Donald, Jr.Implementing the Baccalaureate Writing Initiative will define us as the leading university for undergraduate writing instruction, curriculum, and research. Taken as a whole, this Writing Initiative will strengthen the overall University writing experience for all undergraduate students. To realize this goal, the University of Minnesota should implement the following four interconnected recommendations.Item Transforming the University: Final Report of the Task Force on College Design: The College of Liberal Arts(University of Minnesota, 2006-05-05) Kudrle, Robert; Waltner, AnnFour themes are interwoven throughout our recommendations for achieving that excellence: interdisciplinarity, interconnectedness, effectiveness, and identity. We advocate that the College of Liberal Arts continue to develop its intellectual and artistic engagement with the Twin Cities. Connections between the local and the global should become a hallmark of the education that the college provides. Diversity must be a central part of the intellectual project of CLA, as well as an important goal for the recruitment of faculty and students at both the undergraduate and graduate levels. We recommend a substantial infusion of resources to provide scholarships for undergraduate and graduate students; to increase the size of the CLA faculty by 44 positions, and to increase the compensation of faculty and staff.Item Transforming the University: Preliminary Report of the Task Force on College Design: The College of Liberal Arts(University of Minnesota, 2006-03-27) Kudrle, Robert; Waltner, AnnFour themes are interwoven throughout our recommendations: interdisciplinarity, interconnectedness, effectiveness, and identity. We recommend a substantial infusion of resources to provide scholarships for undergraduate and graduate students; to increase the size of the CLA faculty by 44 positions, and to increase the compensation of faculty and staff. The resources must come from private donors, foundation and other grants as well as from increased state support.Item Transforming the University: Recommendations of the Task Force on Collaborative Research(University of Minnesota, 2006-05-01) Lawrenz, Frances; Paller, Mark S.The task force envisions a University that will be known internationally for its innovation and excellence in collaborative research and scholarship and for the ease with which collaborations are established. This substantive and culturally supportive environment will attract highly talented investigators and team leaders from all over the world. Our vision requires a new model which incorporates supportive policies and procedures and an infrastructure with facilities, equipment, and resources that fosters interaction and removes administrative and logistical barriers.Item Transforming the University: Report of the Systemwide Academic Task Force on Diversity(University of Minnesota, 2006-02-03) Mendoza, Louis; Taylor, Ann; Weissbrodt, DavidThe principal vision of this report is found in Recommendation #2: In order for the University system to achieve its goal of becoming one of the top three public research universities in the world, the University must re-align institutional priorities and accountability measures with diversity as the priority for the University system, and not just a priority. To achieve this goal, recommendation #3 states: The President’s Office and all senior administrators, including deans and department heads, must articulate a systemwide vision of diversity that includes specific goals tailored to each campus or unit, as well as a clear plan for implementation, resources, and accountability. As Recommendation #7 states, this vision should guide “every unit and every person across the system [to] understand that diversity is their responsibility.”Item Transforming the University: Report of the Task Force on Faculty Culture(University of Minnesota, 2006-05-10) Kahn, Jeff; Wilson, KirtThis report identifies four values that must shape faculty culture to reach our goal of becoming a top three public research university: excellence, collaboration, academic citizenship, and leadership. These values, which exist in some measure throughout the University system, provide the foundation for our recommendations.