Zobrazeno 1 - 10
of 66
pro vyhledávání: '"Peter Felten"'
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 12 (2024)
Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the develop
Externí odkaz:
https://doaj.org/article/2b32579457c544f1870338966b82e15c
Autor:
Cherie Woolmer, Nattalia Godbold, Isabel Treanor, Natalie McCray, Ketevan Kupatadze, Peter Felten, Catherine Bovill
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 11 (2023)
In this paper, we present and reflect on using scenarios and role-plays as an effective approach to engaging in the often complicated conversations about student-faculty/staff partnerships, particularly those involving the scholarship of teaching and
Externí odkaz:
https://doaj.org/article/b476755fb05843b7b5bb875c32722951
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 11 (2023)
The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asser
Externí odkaz:
https://doaj.org/article/e4aa804c4c8e45f9835c5333da55dc9a
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 11 (2023)
Research consistently demonstrates that the quality of student-staff interactions matters for positive student outcomes. Some research studies also suggest that identity similarities (homophily) often contribute to meaningful human connections. Yet,
Externí odkaz:
https://doaj.org/article/ae24b71cad814d8088ede4236b7eb183
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 7, Iss 2 (2019)
In a classic 2010 article, Craig Nelson critiques his own previously held “dysfunctional illusions of rigor” that for years had constrained his teaching. He demonstrates that certain “rigorous” pedagogical practices disadvantage rather than s
Externí odkaz:
https://doaj.org/article/59711cc0000d4cbf99d9474169c6af78
Autor:
Peter Felten
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 4, Iss 2, Pp 1-5 (2016)
A Review of Faculty Development and Student Learning: Assessing the Connections by William Condon, Ellen R. Iverson, Cathryn A. Manduca, Carol Rutz, and Gudrun Willett
Externí odkaz:
https://doaj.org/article/67671a9686c949c0b8abda8aeff3a62a
Autor:
Alexis Franzese, Peter Felten
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 11, Iss 1 (2017)
Although interest in contemplative pedagogies has grown considerably in higher education, faculty have relatively few resources available to help them make evidence-based choices about the use of different contemplative pedagogies in particular disci
Externí odkaz:
https://doaj.org/article/31d0729452e048e6a3ee4e65cdd9aba3
Autor:
Peter Felten, Julianne Bagg, Michael Bumbry, Jennifer Hill, Karen Hornsby, Maria Pratt, Saranne Weller
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 1, Iss 2, Pp 63-74 (2013)
Scholars in higher education increasingly recognize the transformative potential of student-faculty partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discoura
Externí odkaz:
https://doaj.org/article/149b8812c3234435bba6ae5e025b1cbb
Autor:
Peter Felten
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 1, Iss 1, Pp 121-125 (2013)
For the Scholarship of Teaching and Learning (SoTL) to be understood as significant intellectual work in the academy, SoTL practitioners need to identify shared principles of good practice. While honoring the diversity of SoTL in its many forms acros
Externí odkaz:
https://doaj.org/article/34c7317d8b074d90bee9dcda6195c6dc
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 2, Iss 2 (2008)
This essay describes the process of using a team of faculty and undergraduate students to redesign a university course, and outlines the research we conducted on student and faculty learning from the redesign process. We focus particular attention on
Externí odkaz:
https://doaj.org/article/999bfa7790314adf95c3b67aabcea6a5