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Boyle, Peg; Boice, Bob

doi:10.1023/a:1025183225886

Cited by 163 publications

(26 citation statements)

References 29 publications

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“…The lack of physical education graduate assistants has required kinesiology departments to broaden their instructor team to include graduate assistance from other disciplines within Kinesiology, other graduate programs within the university and to degreed content experts from coaching and recreation setting that may not have a pedagogical background in www.sciedupress.com/ijhe It is critical to assist a young graduate teaching assistants to adjust to their new community and university (Boyle & Boice, 1998). Orientation can take many forms but the key components for effective orientation include a systematic intentional approach involving the instructors input and participation to insure new instructors feel connected to their new university.…”

Section: Discussionmentioning

confidence: 99%

“…Sparks & Loucks-Horsley (1989) conclude that study after study confirm the necessity to establish support mechanisms such as establishing norms that encourage collegiality and experimentation, clarifying goals and expectations, assist instructors making changes to adapt to norms and expectations including follow up through their second course while framing and focusing training on practices that improve student learning as the goal. It is worth emphasizing that mentoring is an invaluable component of training that can facilitate ongoing follow up (Boyle & Boice, 1998).…”

Section: Discussionmentioning

confidence: 99%

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Strategies for College and University Instructional Physical Activity Programs (IPAP) Directors

Melton

Moore

Hoffman

2016

IJHE

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There is a growing trend to rely on part-time instructors including both adjunct faculty and graduate teaching assistants (GTAs) in higher education (Eney & Davidson, 2012). Most kinesiology departments depend on part-time instructors to teach instructional physical activity programs (IPAPs) to the general student population; this is historically referred to as basic instruction. These part-time instructors are content experts, but come from many different backgrounds. The purpose of this article is to highlight important topics for program coordinators, directors and faculty supervisors to consider including when training part-time instructors of instructional physical activity programs using a best practice approach. Three main area of concern will be addressed; adjusting to graduate school, classroom issues and teaching administrative duties. The use of effective strategies, such as orientation, mentoring, and teacher development for part-time instructors, will help ensure quality teaching and learning in physical activity programs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Strategies for College and University Instructional Physical Activity Programs (IPAP) Directors

Melton

Moore

Hoffman

2016

IJHE

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“…One of the important spaces that HHMI has targeted with great success has been the process of graduate student and postdoctoral associate training (Boyle & Boice, 1998;Nerad, 2004). Traditionally, this training process has focused almost exclusively on research, with the ultimate goal of publishing high impact papers in SCI journals.…”

Section: Addressing the Institutional Challengesmentioning

confidence: 99%

Scientific Teaching and Active Learning yet to Revolutionize Education in East Asia

Fendos¹

2017

AES

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Science education in the United States has undergone a profound shift in emphasis away from lecture-based and knowledge-based approaches towards more hands-on platforms with emphasis on skill training and maximizing feedback. Of central importance in this movement has been the concept of scientific teaching: the idea of treating education like a scientific subject by performing experiments on educational outcomes. In the last two decades, a wealth of research has been conducted using this principle to examine the effectiveness of a wide range of pedagogical techniques. Of the many methods used to deliver class content to students, active learning has emerged as one of the most powerful. Another critical development in scientific teaching has been the realization of a wide range of standardized assessment tools for quantifying various student outcomes. Despite the convincing nature of empirical evidence in favor of the utility of both scientific teaching and active learning, dissemination of these platforms in average teaching practices has been slow, even in the US. This article reviews the many advances and challenges of scientific teaching reform, ending with a brief commentary of reform experiences in the US and how these may impact East Asia in the near future.

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“…• presentation of truthful, real and important CTC content (King, 2002); • development of self-directed learning experiences and assignments that can be applied to improving university subject design and classroom pedagogical methods (Grant, 2004); • in-depth dialogues among course participants about teaching, and frequent contacts with elearning developers acting as mentors (Boyle & Boice, 1998;Single & Single, 2005); • assessing CTC learning and providing feedback to faculty. The ability for beginning teachers to be able to ask questions and share answers in an environment that can be personalised to support responsiveness (Tallent-Runnels et al, 2006);…”

Section: Quality Assurance Of Online Professional Development Coursesmentioning

confidence: 99%

An Innovative Junior Faculty Online Development Programme

Villar

Alegre

2006

E-Learning and Digital Media

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This study examines whether two online courses offering educational support for junior faculty have a positive effect on their attitudes to learning and curriculum and teaching capacities (CTC). The data used in the analysis are from two 2005 online university training courses. The tasks the online courses assign to faculty, the resources they provide, the learning environment they create, and the conversations they provoke proved to be consequential in shaping faculty's attitudes. The results also indicate that junior faculty who participate in individual and collective online developing activities, such as constructing teaching episodes and communicating with other colleagues, are more likely to gain a better understanding of how to teach their scientific disciplines.

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Untitled

Cited by 163 publications

References 29 publications

Strategies for College and University Instructional Physical Activity Programs (IPAP) Directors

Strategies for College and University Instructional Physical Activity Programs (IPAP) Directors

Scientific Teaching and Active Learning yet to Revolutionize Education in East Asia

An Innovative Junior Faculty Online Development Programme

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