In this chapter we look at how BYOD in educational “classroom” environments is touching each individual where they communicate, get their information, and connect socially and globally. We aim to provide perspectives which include the learner, faculty, and staff in higher education. Additionally, teaching methods, use and needs of faculty and staff are considered, as well as privacy, security and policy. This is an investigative look at the trends and possibilities of BYOD and its future, and a consideration of the impact on faculty, students, and staff in university settings.
In this chapter we look at how BYOD in educational “classroom” environments is touching each individual where they communicate, get their information, and connect socially and globally. We aim to provide perspectives which include the learner, faculty, and staff in higher education. Additionally, teaching methods, use and needs of faculty and staff are considered, as well as privacy, security and policy. This is an investigative look at the trends and possibilities of BYOD and its future, and a consideration of the impact on faculty, students, and staff in university settings.
This chapter shares seven examples of transdisciplinary practices in the areas of assessment, undergraduate and graduate classroom learning, with accomplished industry leaders, and using educational technology (in the form of a learning management site) to create inclusive communities. The application of the Critical Incident Questionnaire for classroom and program assessment amplifies the voices of diverse students coming from different disciplines to dynamically impact class and curriculum design for broader engagement. Classroom and industry leader examples include integration of image, artifact, case study, reflection, documentary, image and metaphor generation, movement, orchestral music, chosen art forms, leadership studies and practices, experiential learning, writing, speaking, and discussing to create deep learning experiences that provoke growth, creativity, and the building of communities. Undergraduate students with jobs in a multi-department unit report that a planned and creative use of a learning management system for an online work orientation program results in their perceptions of belonging and connection to the work unit and each other.
This chapter, in five areas of focus, reports on one university's experience with developing student leaders through co-curricular paraprofessional experiences. First, college students' capacities for social change leadership (Higher Education Research Institute, 1996), as measured by the social responsibility leadership scale (SRLS) through the Multi-Institutional Study of Leadership (MSL) (Dugan, 2006) are reported. Secondly, qualitative data suggesting themes that further inform the favorable MSL results are described, and align with several high impact student leadership development practices cited in other research (Dugan, Kodama, Correia, & Associates, 2013). An innovative approach to obtain follow-up qualitative data is described, whereby the principal investigator combined celebration with data-gathering. Fourth, the authors describe an empowerment model in one department that aims to create environments where student leaders engage in action, critical self-reflection, and skills development. Finally, strategically leading away from a centralized student leadership development program by creating a complementary, consultative model for student leadership development in a university co-curricular division is described.
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