Research on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative…

In higher education, diversity, equity, and inclusion (DEI) statements are texts written by faculty members which explain their commitments to improving education for marginalized students. Requesting, reviewing, and acting upon DEI statements is just one practice, among others, which higher education institutions can use to transform individual…

In this article we combine Boyer's 4 domains of scholarship with Hutchings' 4 types of questions and Ghaye, Melander-Wikman, Kisare, Chambers, Bergmark, Kostenius and Lillyman's (2008) reflective learning framework using a Participatory Action Learning and Action Research (PALAR) method to explore the perceived gap in in-service teachers'…

Graduate employability is a key issue for higher education as new graduates face a highly competitive and rapidly changing employment sector. To maximise their likelihood of employment, graduates need to be able to demonstrate the skills and attributes most valued by employers. Employers, however, have long criticised the ability of graduates to…

Studies have investigated various aspects of the use of questions in science lessons, but there is still a lack of research that demonstrates how, during peer reflection, teachers learn through identifying and overcoming obstacles to their own questioning in their professional development process. The present study is aimed at analyzing the types…

Orientation programs on college campuses across the United States exist to serve the needs of new students to transition and thrive in their new setting. Some students may arrive on campus for even more specialized programs beyond traditional orientation programs, such as athletic practice, that focus on academic courses or involve a wilderness…

The current study explores the perceptions of a group of Academic English (AE) lecturers on their views on critical thinking in teaching English for academic purposes and the ways they believe this can be developed, if at all. The findings suggest that the majority of teachers believe in the importance of touching upon critical thinking in their…

This paper explores how strategic management concepts, especially the notion of 'wicked problems', can be useful in analysing the professional practice of teachers in higher education. The keeping of a dialogical journal with a colleague helped illuminate that strategic management and education have much in common. Both are situated in…

This study explores how structured reflective practice by teachers in a Reform congregational school contributes to relational growth and the development of an inquiry stance in teaching. Analysis of teachers' responses to weekly prompts about their classroom experiences reveals three prominent themes: classroom management as inquiry, the tension…

The success of online learning depends on interaction, pedagogical approaches and active participation. Garrison, Anderson and Archer (2000) introduced interactive learning through the community of inquiry model (COI). This study used the lens of social, cognitive and teaching presence (Garrison, Anderson & Archer, 2009) to examine the…

This article reports on a study of the value master's students in a principal preparation program placed on a variety of instructional strategies. The aspiring principals completed a survey with fixed-response and open-ended items. The students' most valued class discussions were about how their personal experiences related to the class topic and…

As president of the California Council on Teacher Education from 1994-1996, teacher educator Grace Grant reflects on the first conference she attended of the then California Council on the Education of Teachers in 1976 at the Ahwahnee Hotel in Yosemite National Park. The keynote speaker was Gary Fenstermacher, the then-director of teacher…

Undergraduate students' reports of their service-learning course experiences and their gains from participation in those courses were investigated with a sample of 250 students at Tulane University. The students completed a survey in which they rated their service-learning courses in terms of three aspects: Value of Service, Focus on Service, and…

The implementation of authentic learning elements at education institutions in five countries, eight online courses in total, is examined in this paper. The International Virtual Benchmarking Project (2009-2010) applied the elements of authentic learning developed by Herrington and Oliver (2000) as criteria to evaluate authenticity. Twelve…

College and university educators seek to increase student engagement in learning content, skills, and applications. To achieve this goal, we used transformative teaching techniques in the design of a World Challenge: a two-week, group-based, reflective course for sophomores leading their own learning in developing creative solutions to the problem…