Success in higher education is often measured by one's ability to conduct research, effectively disseminate findings, and competently teach in a collegiate setting. These measures are not entirely developed during doctoral school, let alone as a classroom teacher. In order to increase the likelihood of success at the higher education level, several newly hired faculty members at a four-year university created the new faculty guild by which they would share scholarly progress, insight into effective teaching strategies, thoughts/ideas of possible research investigations, and solace for one another. Their progressive actions led towards better understandings of the multifaceted tasks related to success in higher education, including mentorship, critical reflection, and collaboration. This article will enlighten prospective and newly hired faculty/faculty about maximizing the benefits and minimizing the limitations of teaching, researching, and fulfilling other service-related duties within higher education.
Adolescent literacy has remained a relatively hot topic for several years in the field of reading education (Cassidy, Ortlieb, & Shettel, 2010/2011) however, educators remain conflicted about how to maintain high levels of reading motivation. A historical analysis of adolescent interests and motivations was conducted to determine what instructional techniques havehad positive effects so as to meet the imminent needs of adolescent readers. Findings include information pertaining to: choice of a multitude of reading materials, substantial time to experience aesthetic and engaging reading experiences, and a relevant, challenging curriculum that addresses student needs, personal interests, and motivations.
Recently, education and literacy researchers have acknowledged educational merit in guided reading that incorporates interactive and authentic reading texts, such as graphic novels, which meet the needs of today's predominantly multimodal learners (Jennings, Rule, & Zanden, 2014; Kist & Pytash, 2015). This qualitative study explores through interviews and a questionnaire the perceptions of pre-service teachers about the effectiveness of the comic book series known as TOON comics in guided reading with struggling readers and writers, from kindergarten through fifth grade. Pre-service teachers have expressed positive views concerning the use of these comic books in guided reading instruction with their struggling readers and writers. They plan to use this comic book series in the classroom in the future and they offer suggestions for addressing the challenges this genre may bring to their students.
Service-learning has been identified as a high-impact, experiential teaching practice by the Association of American Colleges and Universities. This chapter examines how service-learning (SL) initiatives at one public institution of higher education allowed students opportunities to give back to their community while gaining valuable adult learning experiences. Three cases are presented describing how graduate and undergraduate students (N=229) enrolled in one of four courses (Political Science, Special Education, Early Elementary Education, and Business) incorporated a service-learning component for relevant and purposeful adult learning outcomes. Following the presentation of each of these cases of service-learning, a cross-case analysis and key terms and definitions are offered.
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