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Showing 1 to 15 of 39 results Save | Export
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Dean, Bonnie Amelia – International Journal for Academic Development, 2023
This paper will challenge readers to consider their approach to supporting academics who are writing a teaching portfolio. What comes first? The literature, collecting evidence or something else? In this reflection on practice, I offer an approach that centralises practice as the core focus for starting this process. Grounded in theoretical…
Descriptors: Educational Development, College Faculty, Portfolios (Background Materials), Writing (Composition)
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Rocío Barrios-Rodríguez; Inmaculada Salcedo-Bellido; José Juan Jiménez-Moleón; Macarena Lozano-Lorca; Noelia Galiano-Castillo; Enrique José Cobos; José Dámaso Vílchez Rienda; Rocío Olmedo-Requena; Carmen Amezcua-Prieto; Sandra Martín-Peláez; Carmen María González Domenech; Juan Pedro Arrebola Moreno; Raúl A. Rica; María Eugenia García-Rubiño; Pilar Requena – International Journal for Academic Development, 2023
In a peer-review of teaching (PRT) program, we aimed to i) use pre- and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished…
Descriptors: Peer Evaluation, Teacher Evaluation, College Faculty, Reflection
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Cunningham, Catriona; Cunningham, Tom – International Journal for Academic Development, 2022
Using a creative and playful fairy-tale storyboard approach this paper explores the impact of the pandemic, the move to online and blended learning, and the role academic development can have in the future of learning and teaching. We refract academic staff experiences of teaching during the pandemic through our own experiences as academic…
Descriptors: Reflection, COVID-19, Pandemics, Electronic Learning
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O'Keeffe, Muireann; Crehan, Martina; Munro, Morag; Logan, Anna; Farrell, Ann Marie; Clarke, Eric; Flood, Michelle; Ward, Monica; Andreeva, Tatiana; Van Egeraat, Chris; Heaney, Frances; Curran, Declan; Clinton, Eric – International Journal for Academic Development, 2021
This paper explores how cross-institutional Peer Observation of Teaching (PoT) provided a structured opportunity for professional conversations by which observers and observees shared and developed their perspectives on teaching experience and skills. Such professional conversations offer opportunities for both parties to gain a perspective on…
Descriptors: Interdisciplinary Approach, College Faculty, Observation, Peer Evaluation
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Nguyen, Phuong Vu; Pham, Huong Thi – International Journal for Academic Development, 2021
This paper discusses academics' perceptions of challenges during the implementation of peer observation of teaching (POT) for promoting teachers' reflection and teaching improvement. This qualitative case study involved 11 academics teaching English at a university in Vietnam. Data were analysed inductively and thematically. Several challenges…
Descriptors: College Faculty, Teacher Attitudes, Peer Evaluation, Confucianism
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Ng, Eugenia M. W. – International Journal for Academic Development, 2021
This paper reflects on an initiative led by the author in collaboration with six teachers across different faculties that sought to adopt flipped classroom pedagogy in a liberal arts university in order to implement the university's strategic plan for blended learning. The author was an academic developer who adopted a research-informed teaching…
Descriptors: Reflection, Flipped Classroom, Liberal Arts, College Students
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Hundey, Beth; Anstey, Lauren; Cruickshank, Heather; Watson, Gavan P. L. – International Journal for Academic Development, 2020
Teaching-focused faculty mentorship programs can expose instructors to new ideas, as well as opportunities for critical self-reflection, professional growth, and network building. In this literature review, we synthesize the research on teaching-focused faculty mentorship programs that have been facilitated at institutions of higher education…
Descriptors: Mentors, College Faculty, Blended Learning, Online Courses
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Stoltenkamp, Juliet; van de Heyde, Valentino; Siebrits, André – International Journal for Academic Development, 2020
A Science Teaching Assistant (TA) Programme, at the University of the Western Cape (UWC), focused on preparing promising lecturers. A key component of this programme was the contribution by the Centre for Innovative Education and Communication Technologies (CIECT), which promoted the pedagogical adoption of eTools to assist development of Science…
Descriptors: Electronic Learning, Reflection, Teaching Assistants, Science Instruction
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Veine, Sven; Anderson, Martha Kalvig; Andersen, Nina Haugland; Espenes, Thomas Christian; Søyland, Tove Bredesen; Wallin, Patric; Reams, Jonathan – International Journal for Academic Development, 2020
Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork…
Descriptors: Reflection, Learning Activities, Higher Education, Experiential Learning
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Jungic, Veselin; Creelman, David; Bigelow, Ann; Côté, Etienne; Harris, Sara; Joordens, Steve; Ostafichuk, Peter; Riddell, Jessica; Toulouse, Pamela; Yoon, Jin-Sun – International Journal for Academic Development, 2020
In this article, 10 award-winning post-secondary instructors use narrative inquiry to explore failure individually by reflecting on their own definition and framework of failure, by giving examples of their experience with failure, and by elaborating how they deal with and learn from failure. The outcome of this collective exploration is an…
Descriptors: College Faculty, Personal Narratives, Reflection, Failure
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Roxå, Torgny; Marquis, Elizabeth – International Journal for Academic Development, 2019
This article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how…
Descriptors: Teacher Student Relationship, Faculty Development, Teacher Attitudes, Thinking Skills
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Quinn, Lynn; Behari-Leak, Kasturi; Ganas, Rieta; Olsen, Anne-Mart; Vorster, Jo-Anne – International Journal for Academic Development, 2019
Using participatory research strategies we critically reflect on how, in a formal course for academic developers, feedback supports the induction of participants into the field. We investigated how feedback processes contribute to participants' explorations of new ways of knowing, being, and acting as academic developers in their contexts. The…
Descriptors: Foreign Countries, Feedback (Response), Epistemology, Student Evaluation
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Sarauw, Laura Louise; Degn, Lise; Ørberg, Jakob Williams – International Journal for Academic Development, 2019
The article explores research integrity training for PhD-students as a site of production of academic cultures and researcher development. Based on ethnographies of four courses in research integrity, conducted in four faculties of a large comprehensive Danish university, the article explores the vital role of academic developers, teachers, and…
Descriptors: Foreign Countries, Graduate Study, Doctoral Programs, Graduate Students
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Healey, Mick; Jenkins, Alan – International Journal for Academic Development, 2018
The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental…
Descriptors: Undergraduate Students, Student Research, Inquiry, Higher Education
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Wallin, Patric; Adawi, Tom – International Journal for Academic Development, 2018
Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are…
Descriptors: Undergraduate Students, Student Research, Mentors, Reflection
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