Transformative Dialogues: Teaching and Learning Journal
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Designing for Student Success: A Collaborative Approach to Hybrid Instruction in Architecture Education
Get PDFThis article delves into the transformative journey of a senior-level undergraduate architecture course that explores the cultivation and delivery of design excellence through professional practice. This pedagogical examination seeks to impart a profound understanding of the multifaceted roles and responsibilities held by all process stakeholders––faculty, designers, and students––all as integral contributors to this collaborative endeavor to create a successful hybrid learning experience. The article also speaks to what might be one of the silver linings of the disruptive impact of the COVID-19 pandemic that engulfed higher education in 2019; specifically the experience of a seasoned educator who is abrupt and unplanned exposure to hybrid methods of teaching during the pandemic (an experience shared by many) translated into in an openness to learning new approaches to teaching and a deeper understanding of how to enhance and enrich the student learning experience
Reimagining Decoding the Disciplines: Revealing Hidden Expertise in Institutional Practices
No full textThis article explores the adaptation of the Decoding the Disciplines (DtD) framework from its traditional classroom context to the broader institutional arena, specifically targeting student affairs. Originally designed to make disciplinary expert thinking explicit, DtD has been reimagined here to uncover and address hidden institutional bottlenecks that impede student success. Using South Mountain Community College (SMCC) as a case study to explore this adaptation of the DtD framework, we document the transformation of the framework into a tool for diagnosing and decoding complex administrative processes—such as admissions, enrollment, and financial aid—that often present significant challenges for students. At SMCC, the authors engaged in a series of workshops where student affairs staff, redefined as “insiders,” engaged in systematic reflection and cross-departmental collaboration to identify both procedural and emotional barriers. The findings underscore the potential of this adapted framework to reveal tacit institutional knowledge, challenge entrenched assumptions, and promote structural change. This work not only extends the applicability of the DtD model but also offers actionable insights for institutions striving to create more transparent, supportive pathways that foster academic and professional success
Mentoring via a Decoding Interview: Helping an Instructor Navigate a Bottleneck in Organic Chemistry
No full textA useful way to encourage faculty to develop pedagogical content knowledge is to identify bottlenecks that students face. A one-on-one interview of an instructor by a disciplinary novice can identify the challenges that a novice learner faces. Teaching electron motion in organic chemistry is an example of a bottleneck that poses significant challenges for both students to learn and instructors to teach. Students have usually never encountered the ideas associated with moving electrons in a chemical reaction to help predict products; instructors struggle to help learners understand the generalizable facets of chemical reactivity. A sixty-minute Decoding interview was conducted between an instructor with expertise in chemistry with little background in Decoding (IAS) and an experienced interviewer with little background in chemistry (JM). The interview was conducted to better delineate the bottleneck of electron motion for the instructor. The interview highlights the information that can be gleaned through dialogue, as well as demonstrating the value of mentoring, the importance of reflection, and the way that emotions can affect learning
Flash Decoding with Analogies, Game Mechanics, and AI Assistance: Alternatives to the Traditional Decoding Interview
No full textFor over 30 years, the Decoding theory has helped educators break through student learning bottlenecks. Now, new methods and tools for Decoding and Disrupting have arrived. This article shares theory and practice on “Flash Decoding” with analogies and game mechanics as two of the most efficient and engaging ways to uncover the mental move as alternatives to the Decoding interview. With access to generative artificial intelligence, Flash Decoding using game mechanics can be achieved by even the busiest of professors. The first half of the article explains analogy-based Decoding, and the second half explains game mechanics-based Decoding
Reflection on the Design, Development, and Implementation of an Online Post-Baccalaureate Certificate Program in Speech, Language, and Hearing Sciences
Get PDFSpeech-Language Pathologists (SLPs) and Audiologists are healthcare professionals who provide services within medical and education settings. SLPs in the United States are professionals who assess and treat speech, language, cognitive, and swallowing problems, and audiologists assess and treat problems related to hearing and balance. The professions of speech-language pathology and audiology are projected to grow over the next decade with workforce shortages expected in both school and healthcare settings. With job growth on the horizon and a desire to increase the diversity of the workforce, more flexible programming is needed. To meet this need, Auburn University developed a post-baccalaureate online certificate in Speech, Language, and Hearing Sciences accredited by the Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. The asynchronous online program consists of four semesters and was developed for students who need to complete prerequisite coursework required for becoming a certified assistant or applying to graduate programs in audiology or speech-language pathology. The current paper describes how online courses for the post-baccalaureate certificate program were developed and designed in collaboration with Auburn Online to meet the needs of students and ongoing workforce shortages
Development and Implementation of an Experiential Education Course Review Process
Get PDFExperiential education (EE) quality assurance is required per pharmacy education accreditation standards, but little information is available regarding best practices in establishing a successful process. The aim of this study is to describe the development and implementation of an EE course review process as part of a quality assurance plan. Students enrolled in the Auburn University Harrison College of Pharmacy (HCOP) are required to complete Introductory Pharmacy Practice Experiences (IPPEs) and Advanced Pharmacy Practice Experiences (APPEs). These EE courses account for approximately 30% of the Doctor of Pharmacy curriculum. The HCOP EE Committee developed and implemented an EE course review process with the goal of reviewing each IPPE and APPE course at least triennially and identify strengths and areas for improvements. The EE Committee created course review forms and methods to assess each course type. Specified components of a single form are completed by three stakeholders: (a) Course Coordinator, (b) EE Committee, and (c) Curriculum Committee, consecutively. To date, the course coordinators and EE Committee have completed eight course reviews, five IPPE and three APPE courses. Course coordinators identified 32 strengths and 30 areas for improvement. The EE Committee identified 42 strengths, 42 improvement areas, and 25 areas for preceptor development. Global outcomes included feedback and suggestions for modifications related to curricular design, course assignments, and preceptor resources. This systematic EE course review process has resulted in the identification of course strengths and areas for improvement which will ultimately enhance the quality of student experiences
(Difficult) Dialogues: Embracing Common Ground, Trust, and Growth
Get PDFThis paper seeks to challenge the traditional understanding of difficult dialogues by exploring a more comprehensive and thoughtful examination of the perceived factors that make these conversations onerous. We shift the focus from the traditional difficult dialogue framework to one that emphasizes intentional conversations to develop and foster civil discourse. Reframing difficult dialogues involves deliberately reshaping perceptions and language surrounding these conversations. Educators are crucial in shaping the narrative and setting the tone for constructive engagement. Through intentional language choices and proactive facilitation strategies, educators can create environments that promote openness, respect, and inclusivity, paving the way for more meaningful and impactful dialogues on diversity, equity, and inclusion. By addressing and mitigating the underlying fears and misconceptions, these dialogues can transform into opportunities for growth and understanding. This reframed approach not only enhances the quality of interactions but also contributes to a more cohesive and empathetic community
Dispositional Outcomes of Community-Based Learning in a Graduate-Level Consultation Course
Get PDFCommunity-based learning (CBL) is an effective pedagogy to provide meaningful, professionally oriented, graduate-level training while also serving the needs of community partners. The current study examined the experiences of students in a master’s level school psychology program as they engaged in a CBL project focused on the curation of intervention resources for local school districts. The authors employed a thematic narrative analysis of reflection papers, and overarching themes of optimism, awareness, fulfillment, and commitment were identified. The findings suggest that although the CBL strategy used in this experience was mainly transactional, it proved to be transformative for the students, as it led to a change in their dispositions
Building SoTL Community Through Collaborative Reflection: A Case of Reflective SoTL Blogs
Get PDFThis study explores how collaborative and interdisciplinary engagement can define and sustain the Scholarship of Teaching and Learning (SoTL) within a higher education institution. Guided by two research questions—how SoTL scholars from varied backgrounds collaborate and reflect to advance SoTL practices, and how collaborative reflection fosters a sustainable SoTL community of practice—authors examine the group’s reflective process and its institutional impact. Using a framework informed by SoTL’s Grand Challenges and relationship-rich education, participants engaged in bi-weekly meetings, structured peer review, and reflective blog writing. Thematic analysis of reflections revealed key outcomes, including a shared commitment to interdisciplinary dialogue, reimagined assessment practices, and strengthened confidence in SoTL methodologies. Participants also experienced significant professional growth and increased institutional recognition of SoTL work. The study concludes that narrative reflection and intentional community-building can lead to transformative pedagogical practices and may support institutional learning
The Value of Fostering Empathy in Undergraduate Students through the Study of Art
Get PDFEmployers note that recent college graduates lack soft skills crucial to their success in the workplace. Using representations of artwork in the classroom may impact students’ soft skills by positively impacting their emotional intelligence (specifically their levels of empathy). Pairing works of art with discussion of the artist’s background and artistic intent helps foster understanding and awareness of experiences often outside the average student’s realm, thus helping to ignite feelings of empathy and understanding. While artists have been triggering empathetic responses in viewers for hundreds of years, contemporary artwork appears to have the greatest impact on students due to the opportunity to relate directly to a living artist through interviews, videos, and other reflective materials