I think the future university will be more technology oriented, more online course will become available and innovative strategies of engaging students will be created. As the students become millennial, a generational gap exists between millennial undergraduates’ expectations for education and courses courses and previous undergraduates enrolled in classroom-only courses.
Siegal (2012) identifies three key aspects for these differences: the structure of the modern educational landscape, millennial communication patterns, and disparity between the technology backgrounds of students and their instructors. As a result of generational differences, traditional educational strategies designed for use in classroom instruction, such as didactic lecture or small-group discussion, are unlikely to stimulate desired educational outcomes for millennial students. So innovative teaching strategies will be created to engage the students in the learning process.
The traditional course structure or classroom set will be changed, as new teaching strategies are launched. Specially designed classrooms and course outlines will be available. For instance, traditional lectures will disappear, and instead, interactive type of teaching methods will emerge, so the students will enjoy more about the courses and the learning process.
As more and more classes will be available online, so the semester system will be changed as well. Students can complete classes based on their own learning pace, and available time and resources, so the the students will feel less stressful during the who education process.
Siegal, B., & Kagan, S. H. (2012). Teaching psychological and social gerontology to millennial undergraduates. Educational gerontology, 38(1-3), 20-29. doi:10.1080/03601277.2010.515896
Due to the development of technology and increased resources on the internet, technology are being used as an vital option for teaching in today’s universities and colleges. However, the effect of the use of technology are not clearly studied in previous research.
I found one article by Bowman (2009), that explored if posting PPT notes on a web-based course management system was related to enhanced performance or increased absences by analyzing grade earned and class attendance records. The findings of this study is really interesting. The researcher indicated that there were no differences in either grades or absences between classes that had notes posted and those that did not. However, results indicated grades were positively related to attendance. 148 students (109 women, 39 men) who had access to lecture outlines online performed more poorly on exams than students who did not have access to online materials.
In addition, online courses are also becoming popular. Even though faculty play a major role in teaching an online course, many faculty are not aware of the need of online learning courses as a viable alternative to traditional in-classroom courses based upon the needs of students and the ever increasing demand on the university and related resources. Many faculty are resistant to new approaches and technology, have prejudice and fear about teaching online courses. In addition, many educators who are highly skilled in teaching traditional classes have discovered that teaching online classes can be a significantly different experience. Some faculty may feel a loss of autonomy when they can no longer have complete control of their course. In many respects, faculty may need more training than students in acquiring the skills necessary to utilize online courses (Carrillo, & Renold, 2000). Faculty who are well-trained and motivated to utilize online education techniques are needed.
Bowman, L. L. (2009). Does posting PowerPoint presentations on WebCT affect class performance or attendance? Journal of Instructional Psychology, 36(2), 104.
Carrillo, F. R., & Renold, C. (2000). Distance education: Understanding faculty and students. Gerontology and Geriatrics Education, 20(4), 55-61. Retrieved from http://ezproxy.lib.vt.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=gnh&AN=82360&scope=site
For the last two weeks, we talked about higher education internationally, and I really find it interesting. I am happy that I have a chance to introduce the higher education in China, and I am also grateful that I have the opportunity to learn about both culture and education around the world.
There is one thing that really confuses me since the beginning of this semester. I am taking the qualitative research methods this semester, and we have a group project in this class. The professor asked us to identify group members by ourselves, so I just grouped with two other students in my department, as we thought it would be convenient for us to meet and work on the group project. After we submitted the names of group members to the professor, he said he wanted to meet with us. During the meeting, he said three of us should better not to be in one group because we are all international students, and it would be difficult for us to do qualitative study as we were not familiar with the U.S. culture.
One of our group member volunteered to join the other group where there were two American students, and the only student in our class who didn’t have a group was also an international student. It turned out that we still have three international students in our group, while we think there is not difference before and after we regroup, but the professor said it would be beneficial for the other student’s learning process by joining the other group. I have to admit that this really hurt our feelings and confidence in doing qualitative study now and in the future.
I think the professor is right in some way, but I just can’t accept the assumption that international students won’t do a good job in qualitative research as the native students. Do you have any ideas or thoughts on this?
For the final project, I want to do a presentation about authorship issues. The reason why I choose this topic is because I think it is a very important topic in academic integrity, and also because of my experiences.
I have made two mistakes about the authorship issue, and many of my friends have experienced similar situations, and they are confused about it too. As I have talked about before, when the deadline for a conference is coming, I told one professor that I didn’t have any ideas about what to submit for the conference, she helped me identified a previous study of mine and helped me edited the abstract, so I add her as an coauthor because I thought she helped me a lot, but she was not happy about me adding her as coauthor without asking her. I was surprised by this, so for my other project, I didn’t add the person who worked with me as coauthor, because I thought this was also my previous project, and she did the similar contribution as the other professor did. It turned out that she was unhappy about not adding her as coauthor. That was my first time submitting abstracts to conferences, and obvious the experiences were very unpleasant. After that I talked with my advisor about this, and she told me not to worry and try to learn from this experiences.
Interestingly, one of my friend who is also a PhD student was also bothered and confused about the authorship issues. Her paper was admitted by a top conference in her field, and her advisor organized practicing time for all the students who were attending the conference, while she was practicing presenting her paper, another student kept asking demanding questions and she was so confused about that student’s behavior, after the practice session, that student complained that she was not added as a coauthor because she also contributed to the study. My friend was also very frustrated about this situation.
I think these situations happen very often, especially among international students, so I decide to explore more about authorship issues in difference field, and work on this as my final project for this class.
The open access article I find in the field of aging is implementing evidence-based interventions in health care: application of the replicating effective programs framework. The article is published in an open access journal Implementation Science.
Implementation Science is from United Kingdom and it is an open access, peer-reviewed online journal, its impact factor is 3.47. The aims of this journal is to publish research relevant to the scientific study of methods to promote the research findings into routine healthcare in clinical, organisational or policy contexts.
Implementation science is an interdisciplinary research area, and the journal is not constrained by any particular research method. Articles of high scientific using the most appropriate methods to produce valid answers to research questions are published in this journal. In addition, the journal also publish articles describing intervention development, evaluations of the process by which effects are achieved, economic evaluations of implementation, and the role of theory relevant to implementation research and articles that present novel methods for studying implementation processes and interventions.
I think this journal is a good model of open access. All articles published by Implementation Science are free and permanently accessible online immediately after publication. There is no subscription charges or registration barriers. Authors of articles published in Implementation Science are the copyright holders of their articles and have granted to any third party, in advance, the right to use, reproduce or disseminate the article, according to the BioMed Central copyright and license agreement.
Being Faculty Statement
It is my belief that being a faculty member should be competent in both teaching and research. Creating a safe, respectful, and welcoming learning environment is critical for teaching and being a faculty member. A safe learning environment allows students to present various ideas and opinions. A respectful learning environment should be equal to every student and without bias. A welcoming learning environment is encouraging and can promote critical thinking. I believe a faculty member should seek to accommodate and fully incorporate the unique needs and experiences of the students whenever possible and maintain open communication with students. A faculty member should engage in constructive criticism with students to let them know that the faculty member care about the students’ learning process.
In order to create a respectful learning environment, the faculty member should treat all the students equally, be non-judgmental, and encourage students to ask questions and avoid using any assumption based on their outlook, behavior, gender, race, or cultural background when communicating with students. A faculty member should answer students’ questions with honesty and do research to the best of his or her ability and get back to the students when he or she does not know the answer. Student suggestions should be implemented to improve the faculty member’s teaching strategy and their learning outcomes. Assignments should be created to improve students’ problem-solving and critical thinking skills.
A faculty member should adapt teaching strategies according to students’ various learning styles and encourage students to give feedback throughout the learning process. Enough resources should be provided for students who want to learn more about certain topics. In order to best facilitate the learning process of the students, I believe that these strategies help students apply their knowledge in their studies and in their future employment. When I become a faculty, I will try my best to help students achieve their academic goals and pursue their dreams.
Research is also a vital responsibility for faculty members. I believe that research should be cross-cultural and multi-discipline. I think the research goal of a faculty member is to build knowledge in the field of his or her research, and then apply the research into the society. For instance, my goal is to build the knowledge in aging, and raise society’s awareness of and concern for older adults living in difficult conditions and to help create a new system that can improve their quality of life.
Last but not least, being a faculty should also serve the community. As I believe that the order of responsibilities of a faculty should be teaching, research and service, I discussed most about my beliefs in teaching in this being faculty statement.
We learned about ethics and personal ethos this week, and I find it very helpful as the class I am TA for (Principles of Human Services) also talks about professional ethics this week.
Our own personal ethics often come from religion, family traditions, education and social environment. Different people have different personal ethics and values. I never thought about or summarize my own beliefs or values before this week’s class, but after reading the articles for this week, I summarized some of my beliefs and values and my personal code of conducts and I find the article in Internet Encyclopedia of Philosophy is very helpful .
In terms of personal benefit and social benefit, I believe that whether a person has made contributions to the society is a way of measuring the values of an individuals’ deeds and social benefit is more important than personal benefit. I am sure that many people will not agree with me in this belief, but I think this comes from my early education in China, where we were taught to value county and the whole society more than our personal gains.
For principle of benevolence, I believe that we should always help those in need and help others in pursuing their best interests when they cannot do so themselves. I think this value or believe that I hold really impact my decisions in life, and it is the reason why I transfer from public administration to study social work and gerontology. I want to help those in need, and improve the quality of life of older adults, especially older adults with dementia. I also believe that we should be honest and never harm others, do not violate the law and acknowledge a person’s freedom and a person’s rights. These believes come from both of my education and also my personal experiences from my family. As I am in the field of aging, and do research work with the older adults with dementia, I really value their right to maintain self-autonomy and abilities to make decisions.
I also learned that personal ethics differs from professional ethics, we are free to make choices for our own based on our personal ethics, but in the professional field, we should always follow the professional ethics and when it contradicts with our own ethics, we should always follow the professional codes. Each major human services profession has it’s own code of ethics, and these codes are usually adapted into law by the states, with legal sanctions and penalties for violating them. Professional codes usually cover client rights, client protections, professional behavior, and professional relationships. We should always treat clients with respect and dignity to build on client strength, and we should never have discrimination against anybody.