In this 20-Minute Mentor, you will learn how to develop your own personal users’ guide, which is an explanation of how to successfully work with you. This guide allows you to create a direct method for effective communication and the ability to share key information about what helps you to be an effective professional.
Pure Heart Leadership is a leadership approach, blending the psychology theories of Car Rogers, Albert Bandura, and Abraham Maslow, that encourages an authentic leadership while recognizing the individuality and strengths of leaders. This 20-Minute Mentor provides you with everything you need to know about this unique approach to leadership, led by the expert who developed this method.
Student evaluations of teaching (SETs) are the most common tools for measuring instructor effectiveness. However, there is a large and growing literature documenting some of the major problems with SETs. These findings have motivated a national conversation about measurement of instructor effectiveness and the meaningfulness of statistical data collected from student evaluations.
This 20-Minute Mentor provides direction to use the five C’s: Communication, Collaboration, Coordination, Cooperation, and Compliance, to lead your institution toward enhancing campus-wide buy-in and improving collaborations with all stakeholders.
This 20-Minute Mentor details the concept of employee engagement, gives insight into what an engaged higher education workplace looks like, and shares successful strategies for engaging faculty and staff.
In this program, Ann Taylor, PhD, assistant dean for distance learning and director of the John A. Dutton e-Education Institute at Penn State University, shares her personal “Top 10” pieces of advice that she’s received while working in higher-education leadership for the past two decades, illustrating each with a story of its influence.
Engaged and motivated faculty directly impact student success. This is why effective faculty development is essential! This program details a unique perspective on how to design and deliver programming for faculty success using social learning theory, where faculty are able to interact and learn directly from their peers.
Intelligent agents are automated notifications within learning management systems that can be scheduled to run automatically or manually to track activity within a course. Intelligent agents can be used in a multitude of roles, whether it be as a digital teaching assistant, a digital tutor, or a digital secretary.
Tools embedded in most learning management systems can simplify faculty workload while intentionally engaging students in course content. One such tool is conditional release, which releases online course material contingent upon a student meeting a particular condition or reaching a predetermined criterion.
It’s proven that feedback is one of the most important influences on improving performance and student learning. Screencasting provides faculty a simple, efficient, and effective way to provide personal feedback, which allows the student to better understand the nuances of the comments and the points the instructor is communicating.
Virtual reality is an effective enhancement to classroom instruction that brings experiences to students beyond the lecture or textbook. Many teachers assume the equipment to view virtual reality content is expensive, however, there are dozens of free educational apps, containing hundreds of virtual reality videos that can be viewed through an ordinary cell phone and low-priced Google Cardboard viewers.
Perception is critical to online learning. Not only that, online learning is difficult to navigate if students don’t understand online learning basics. This difficulty is compounded when acculturative stress is present. Ensuring inclusivity and a sense of community is often much more difficult to do in the online setting, as face-to-face interaction is limited.
The most common complaint students have about online courses is that they felt their instructor wasn’t there. In other words, they felt their instructor was missing, they felt left on their own with no content expert, and that they were expected to just figure it all out for themselves. What students enrolled in online courses really want is a “visible” instructor—one who is present, engaged, active, and is consistently facilitating the course.
One common misperception students have regarding online courses is that these courses are easier, less time consuming, and less rigorous than traditional face-to-face courses. This can lead to a major disconnect between expectations and outcome.