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Motivational Factors of Communication Center Tutors
Full text linkStudent motivation has been researched from a variety of viewpoints such as that of student motivation and in the classroom, student motivation and learning, and student motivation and teacher immediacy. This study looks at the motivational factors of communication center tutors (n = 165) across the United States to determine what motivates them to continue to work at their center and how those in supervisory positions can also motivate. Tutors represented a variety of colleges and universities from midsize, and minority-serving institutions to small, private colleges. The study found that the top three motivational factors for communication center tutors are: (1) helping others; (2) resume opportunities; and (3) community. The study also found that supervisors can motivate student tutors by: (1) giving verbal praise: (2) offering food; and (3) writing notes. The data reveals that communication center tutors are motivated by a variety of factors and those in supervisorial roles can incorporate different strategies to further motivate their staff to create an advantageous work environment for all.
How Burke's Terministic Screen Theory Can Impact Peer Education Praxis in the Communication Center
Full text linkThe author analyzes how terministic screens can help and hinder peer education in communication centers, as well as, how these hinderances can be overcome
Speaking Center Consultants’ Potentiality as Community Job Coaches for Adults with Intellectual and Developmental Disabilities
Full text linkSpeaking Center consultants by nature are equipped to be community job coaches in programming for adults with intellectual and developmental disabiltiies (IDD). In the same manner consultants are trained to lead their peers to find the answers, they are a natural fit to do this in job development curriculum for adults with IDD
Rural High School Libraries: Places Prone to Promote Positive School Climates
Full text linkThe multiple case study (Flyvbjerg, 2011; Stake, 2006) of three new rural high school libraries, located in two states in the U.S. Midwest, and the school communities they serve are part of a long-term research agenda grounded in a critical perspective (Anderson, 1989) and devoted to deepening the understanding of the relationships between teenagers’ student peer culture, in the U.S. commonly perceived as intrinsically problematic, and the contributions of informal learning environments and non-classroom spaces (NCS) to school social climate (Voight & Nation, 2016). We found that school libraries are places prone to promote positive school climates
OODA Loops and Appreciative Administration
Full text linkIt is challenging for higher education administrators to navigate uncertainty because the effects of the uncertainty often permeate the beliefs, attitudes, and behaviors of all higher education constituents, including faculty, staff, and students. Higher education administrators are dealing with a wide range of uncertainties due to the COVID-19 pandemic, social justice issues, and more. Higher education administrators are challenged to personally reckon with their own uncertainty about how best to proceed while simultaneously helping the people they lead deal with their own uncertainty. One tool that the U.S. military has used to enhance and accelerate proactive decision-making, especially under stressful, uncertain, and ambiguous circumstances, is the OODA (Observation, Orientation, Decision, and Action) loop (Révay & Líška, 2017; Von Lubitz et al., 2008; Ullman, 2007). The purpose of this article is to illustrate the synergy between OODA loops and the six phases of Appreciative Administration (Bloom & McClellan, 2016) and to propose an OODA Loop Appreciative Framework to assist higher education administrators as they navigate these uncertain times
Transitioning from Face-Face to Online Learning: Creating Safe Spaces for Academic Advisement in the Face of a Global Pandemic
Full text link Abstract: The recent COVID -19 pandemic has forced many institutes of higher learning across the globe to consider alternative modes of providing quality learning for students. However, developing and implementing safe spaces for academic advisement in online platforms that allow college students to explore their environment in an open and curious manner is challenging. The view that unsafe spaces put college students at risk for departure if they experience disengagement and a lack of support led this paper to explore how college students make sense of safe and unsafe advisement spaces, and how this understanding affects the ways they achieve academic success. Utilizing the PALEO framework, this paper contributes to existing knowledge on academic advisement by theorizing and offering practical ways to create tools that extend the capacity to solve problems during a global pandemic. The implications for re-imagining and coping with this new normal is discussed.
Promoting engagement in active-learning classroom design
Full text linkWhile the interior design of classroom spaces has evolved to support active learning methods, few studies have isolated environment changes from curriculum changes to understand the impact of space on behavior (Brooks, Walker, & Baepler, 2014). Adapting an observation instrument from the Brooks (2012) study, “Space and Consequences”, this research extends previous work in a unique circumstance that allowed the observation of a course which alternated class meetings between two differently designed spaces. We gathered perspectives from 296 students and 9 instructors along with classroom observations which highlighted eye contact as important to both instructors and students in promoting engagement
It is Time for DiSCo – a Theoretical Model for Didactic Spatial Competence.
Full text linkIn this position paper we present a theoretical model on how to support teachers to develop a “didactic spatial competence” (DiSCo). We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and learning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space. In the paper we argue that a Didactic Spatial Competence (DiSCo) can be used to frame the complex relationship between learning spaces and teaching. DiSCo concerns to plan for teaching and learning in a variety of learning spaces that support the pedagogical ideas; but it also entails implementing, that is to critically reflect over and use affordances and meaning potential in various learning spaces, to have agency and competence to act and react during teaching and learning in various learning spaces and maybe first and foremost; to use the space in a meaning-making process together with students – that is to create a place for learning. Furthermore, it includes a reflective and evaluative part
Appreciative Academic Coaching
Full text linkAcademic coaching programs are becoming increasingly common across the country due to the recognition that many college-bound and current students need assistance transitioning to college life and the accompanying increased academic rigor (Barkley, 2011). While there are many different coaching models being used across the country, the University of Kentucky has chosen to adapt the 6D’s of Appreciative Advising and Education as their coaching framework, naming this adaptation Appreciative Academic Coaching. While many coaching frameworks focus strictly on the in-session coaching-steps, Appreciative Academic Coaching takes both pre- and post- appointments into consideration, setting it apart from other coaching models
Constructive or Disruptive? How Active Learning Environments Shape Instructional Decision-Making
Full text linkThis study examined instructional shifts associated with teaching in environments optimized for active learning, including how faculty made decisions about teaching and their perceptions of how students responded to those changes. The interviews and subsequent analysis reveal a broad range of course changes, from small modifications of existing activities to large shifts towards collaborative learning, many of which emerged during the term rather than being planned in advance. The faculty discuss several factors that influenced their decisions, including prior experience, professional identity, student engagement, and perceived and realized affordances of the environments