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Reciprocity as a Threshold Concept for Faculty Who Are Learning to Teach with Service-Learning
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Harrison, Barbara; Clayton, Patti H. – Journal of Faculty Development, 2012
Requiring and fostering shifts in perspective, practice, and identity, the counter-normative pedagogy of service-learning can be challenging for faculty to learn. Meyer and Land's (2003, 2005) work on threshold concepts may enhance understanding of the troublesome yet transformative nature of learning to collaborate reciprocally with students and…
Descriptors: Service Learning, Faculty, Higher Education, Instruction
"No Offense, but They're Not Experts!": Preparing Students to Collaborate in Groups with Anticipatory Case Studies
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Lynch, Ellen; Polich, Susan – Journal of Faculty Development, 2009
One of the major challenges to collaborative work in higher education is that students typically enter college classrooms in the United States without the skills they need to be productive group members. Additionally, students' attitudes about the value of collaboration with peers are frequently negative due to unsuccessful prior experiences…
Descriptors: Higher Education, Cooperative Learning, Case Studies, Student Attitudes
Faculty Preparation for Teaching, Research, and Service Roles: What Do New Faculty Need?
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Gardner, Susan K. – Journal of Faculty Development, 2005
The preparation of graduate students for faculty careers is not a new discussion in academe. The debate over teaching versus research preparation stretches back to the inception of graduate education in this country (Atwell, 1996; Berelson, 1960). However, the lingering concerns about the preparation for the faculty role and all its components…
Descriptors: Graduate Students, Graduate Study, College Faculty, Doctoral Programs