(for thought)
A special issue of the Journal of University Teaching and Learning Practice examines the theme of “Reflection for Learning in Higher Education.”
The journal is online and open access so anyone can read the articles at ro.uow.edu.au/jutlp/
In addition to general approaches to the value of reflection in higher education and experiential learning, articles also cover the role of reflection in science, medical education, psychology, and even accounting.
Download Conversation #45
A conversation with Dr. Calvin Mackie of STEM NOLA on teaching, learning, and service learning.
Dr. Calvin Mackie is one of the nation’s most prolific young STEM and Educational Motivational Speakers and Leaders. He is an award winning mentor, an international renowned motivational speaker, and a successful entrepreneur. His message as a mentor, speaker, entrepreneur and former engineering professor continues to transcend race, gender, ethnicity, religion, and time. His passion and talent is totally devoted to helping people unleash their greatness and transcend personal and societal barriers. Operating under the premise that exposure and experience are two important parameters of success, he utilizes unique strategies and methodologies to motivate and inspire. Calvin Mackie has lectured widely throughout the United States, helping people change the way they think about achieving their lifelong dreams through education in general, and STEM specifically.
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Some profs in Australia have started a blog to collect selfies and stories of what academics are wearing and why.
With this experiment, we hope to tease out the ethical and political implications of the practice of selfieing in an academic context. We are especially curious about intersections of race, class, feminist and queer politics.
They also want to hear from precarious/adjunct/marginalized academics, but all academic stories and selfies are welcome, including anonymous submissions.
See for yourself: Spectacular Displays of Questionable Judgment
![[Spectacular Flyer]](https://i0.wp.com/36.media.tumblr.com/22a789bfaf255ed8915d27fd5b91d522/tumblr_inline_o4p54xGjVy1u0pa47_500.png?w=625 "[Spectacular Flyer]")
Daphanie Teo writes, "If you think you'd like to submit please do! We'd love to hear your story. Help us use selfies to think through these issues."
See also: #ilooklikeaprofessor
Download Conversation #44
A conversation with Dr. Eileen Doll of Loyola University on teaching, learning, and service learning.
Eileen J. Doll received her Ph.D. in Comparative Literature from Purdue University in 1986, specializing in Spanish 20th-century literature and the 20th-century theater of Europe. She has published numerous articles on various contemporary dramatists of Spain, and early 20th-century playwrights, in the journals Estreno, Gestos, Anales de la Literatura Española Contemporánea, Hispania, Signa, La Ratonera, Crítica Hispánica, South Central Review, and Discurso Literario, as well as in collections of essays.
Eileen Doll teaches all areas of Peninsular Spanish Literature and Culture, as well as introductory, intermediate, and advanced Spanish language classes at Loyola University New Orleans. In May 2008, she received the Excellence in Teaching Award from the College of Humanities and Natural Sciences.
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Download Conversation #43
A conversation with Dr. Robert Crow of Western Carolina University (WCU) on teaching, learning, and distance education.Robert Crow, Ph. D., is an assistant professor of educational research. Before joining the faculty in the College of Education and Allied Professions, Dr. Crow served as Coordinator of Instructional Development & Assessment for WCU's Coulter Faculty Commons, working primarily in faculty professional development. Dr. Crow's expertise in assessment and evaluation has led to collaborations with other 4-year institutions, community colleges, PK-12 schools, and institutional accreditation agencies such as SACS-COC. Dr. Crow's research interests include assessment and evaluation of student learning and of learning environments.
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Since 2010, CAT+FD has actively promoted contemplative pedagogy through presentations, workshops, travel grants, meditation sessions, and other diverse means, culminating most recently in the formation of the Xavier Contemplative Inquiry Team. This group, supported in part by a grant from the Mellon Foundation, formed in 2015 and has had ten active participants over the past year.
We invite you to join the Xavier Contemplative Inquiry Team for the 2016-2017 school year. We meet regularly over the course of the year and provide support for each member’s personal practice, contemplative pedagogy, and related research. The team is participant-driven, meaning that the specific agenda and activities of the group are determined by the team members, with guidance from CAT+FD staff. The team is open to faculty, staff and students.
Read more on our wiki, then download the call for participation and apply today.
Download Conversation #42
A conversation with Dr. Marybeth Gasman of the University of Pennsylvania Graduate School of Education on teaching, learning, and HBCUs.
Dr. Gasman's areas of expertise include the history of American higher education, historically black colleges and universities (HBCUs), minority serving institutions, African American leadership, and fundraising and philanthropy. Her research also explores the role education has in the development, growth, and journey of students seeking a college degree.
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Download Conversation #41
A conversation with Dr. Michelle Francl of Bryn Mawr College on teaching, learning, and pseudoscience.
Dr. Francl's scholarly work is located in both chemistry, mathematics and the humanities. One area of research spans topology and chemistry, designing molecules with intriguing topologies. The second scholarly space she inhabits sits on the border between chemistry and the humanities, where her interests center on how chemists work and how they understand the work they do.
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Download Conversation #40
A conversation with Dr. Janet Branchaw of University of Wisconsin-Madison on teaching, learning, and mentoring for student success.
Janet Branchaw, Assistant Professor of Kinesiology in the School of Education at the University of Wisconsin-Madison, serves as the Director of the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) and the Associate Director of the National Research Mentoring Network’s Mentor Training Core. She has led several NSF-funded projects focused on undergraduate research experiences and authored the Entering Research and 2nd edition of the Entering Mentoring curricula. Her research focuses on the development and study of student and faculty development interventions designed to improve undergraduate STEM education.
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Download Conversation #39
A conversation with Dr. Robin Runia of Xavier University of Louisiana on teaching, learning, and interdisciplinary team teaching.
My experience of the biology and literature course, especially in the first half of the semester, was very multidisciplinary. First we'll have some biology content, and then we'll have some literature content, and then we'll somehow magically blend them together. I was aware of this challenge and concerned about it from the beginning.
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