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Direct linkMary Rodriguez; Kim E. Dooley; T. Grady Roberts – Journal of Experiential Education, 2024
Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a…
Descriptors: Phenomenology, Experiential Learning, Reflection, Generalization
Download full textComplete College America, 2022
In December 2020, Complete College America (CCA), in partnership with the Jessie Ball duPont Fund, launched a rigorous 12- to 18-month project designed to increase student success and completion rates at small liberal arts institutions. The focus was on building and enhancing support systems for first-generation and Pell-eligible students, and…
Descriptors: Academic Achievement, Program Descriptions, Small Colleges, Liberal Arts
Ankeny, Raisa; Marichal, Nidza; Coady, Maria – School Leadership Review, 2019
This paper describes an ongoing Professional Development (PD) program that aimed to prepare teacher-leaders for rural English learner (EL) students. We delineate the theoretical underpinnings of the PD design and describe the two-year graduate coursework program with onsite coaching in rural schools in detail. We define rurality and the context of…
Descriptors: Teacher Leadership, Faculty Development, English Language Learners, Program Descriptions
Shaw, Sherry; Roberson, Len – American Annals of the Deaf, 2009
The concept of recentering the Deaf community in interpreter education stems from the recent discussion of program evolution away from stakeholders and into academia highlighted by Monikowski and Peterson (2005). The University of North Florida, in the initial stages of developing a B.S. degree and M.Ed. concentration in ASL/English Interpreting,…
Descriptors: Curriculum Development, Strategic Planning, Deafness, Transformative Learning
