This document proposes a new course on conflict communication at a university. It outlines the benefits of the course, including bridging gaps between theory and skills, better preparing students for the workforce, and applying communication theories in hands-on activities. It provides an implementation plan over the next year, including pitching the idea to department heads and creating a syllabus. A content outline includes topics like conflict in organizations, cultural values in communication, and a final project. The cost is estimated to be low since qualified instructors already exist. The conclusion recommends the department make the course available in the next spring term.
research-engaged teaching: a discussionRichard Hall
Slides for my workshop at DMU for the Faculty of Health and Life Sciences on research-engaged teaching.
Key links:
McLinden, M. et al. (2015). Strengthening the Links Between Research and Teaching. Education in Practice, 2(1), pp. 24-29
Student as Producer: https://studentasproducer.lincoln.ac.uk/
Peter Kahn: Examples of research-led teaching at the University of Liverpool. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The university is considering ways in which its teaching is led by research. This session will explore three examples of ways in which research-led learning is presently employed within the university, taken from practice within the School of Management, the School of Archaeology, Classics and Egyptology, and elsewhere. The session will begin with a brief introduction to the notion of research-led learning and teaching, and will allow time for discussion amongst participants.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
research-engaged teaching: a discussionRichard Hall
Slides for my workshop at DMU for the Faculty of Health and Life Sciences on research-engaged teaching.
Key links:
McLinden, M. et al. (2015). Strengthening the Links Between Research and Teaching. Education in Practice, 2(1), pp. 24-29
Student as Producer: https://studentasproducer.lincoln.ac.uk/
Peter Kahn: Examples of research-led teaching at the University of Liverpool. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The university is considering ways in which its teaching is led by research. This session will explore three examples of ways in which research-led learning is presently employed within the university, taken from practice within the School of Management, the School of Archaeology, Classics and Egyptology, and elsewhere. The session will begin with a brief introduction to the notion of research-led learning and teaching, and will allow time for discussion amongst participants.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
Bridging the Silos: Creating Sustainable Research Infrastructure with Implications for Digital Scholarship - presentation given at the Educause Mid-Atlantic Regional Conference Jan 2010, Baltimore MD. Referenced by inside higher ed here:
http://www.insidehighered.com/news/2010/01/18/silos
Teaching in MOOCs: Unbundling the roles of the educatorRebecca Ferguson
Teaching in MOOCs: Unbundling the roles of the educator, a presentation given at the design4learning conference at The Open University, Milton Keynes, UK by Rebecca Ferguson (co-authored with Denise Whitelock) on 26 November 2014.
Open, online course in Professional EthicsMichael Rowe
Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape
The journey from Information Literacy to an Academic Skills Strategyshelldaynight
The journey from Information Literacy to an Academic Skills Strategy presented at Embedding information literacy: from strategy to practice at the University of Bradford, 13 April.
This will be an interactive workshop covering the themes of transformation and change management in the context of a project to design and build and move in to a new home for the School of Mathematics Statistics and Actuarial Science at the University of Kent. The session will cover multiple aspects of the project from planning, through design to realisation and will draw on the experiences of the School Administration Manager tasked with representing the School and the University Head of Space Management tasked with implementing the change. A. Design and Planning The participants will be split into groups of 5-6 people. In undertaking this participants will be asked to:
(i) undertake “blue sky thinking” about creative use of space and how this can provide an opportunity to review current practices.
(ii) consider the stakeholders, who what and why?
(iii) consider impact on and benefits for end users.
(iv) explore what could be achieved by considering different ways of working within spaces.
Groups will be asked to prioritise their example list and share it and their reasoning with the wider audience. Examples of how this process was undertaken at University of Kent will then be discussed to illustrate the process and thinking that went into designing a new facility to house an academic school. B. Negotiation and Realisation: This part of the session will focus on the process of change management. Groups will be asked to consider how they would plan to implement their changes. Anticipating issues and possible blocks to progress and how these might be overcome. We will think about the impact of these reductions and compromises on the original design. This will touch on managing expectations of stakeholders and end users and taking staff through a process of change. Again this part of the session will be finished with reference to the case study at Kent and discussion of some of the issues encountered at Kent. In particular we will highlight how the design and initial concept changed when reality started to bite (budgetary constraints, attitudes to work and the necessary compromises involved) and how these challenges can be overcome to enhance the final product.
ESL learner independence using 21st Century skills_ESL Pedagogy Research Proj...Francine Harvey
ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit.
Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school.
Also to develop students awareness of high school expectations regarding assessments and marking criteria.
Artworks by Chris Lawrie
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
Bridging the Silos: Creating Sustainable Research Infrastructure with Implications for Digital Scholarship - presentation given at the Educause Mid-Atlantic Regional Conference Jan 2010, Baltimore MD. Referenced by inside higher ed here:
http://www.insidehighered.com/news/2010/01/18/silos
Teaching in MOOCs: Unbundling the roles of the educatorRebecca Ferguson
Teaching in MOOCs: Unbundling the roles of the educator, a presentation given at the design4learning conference at The Open University, Milton Keynes, UK by Rebecca Ferguson (co-authored with Denise Whitelock) on 26 November 2014.
Open, online course in Professional EthicsMichael Rowe
Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape
The journey from Information Literacy to an Academic Skills Strategyshelldaynight
The journey from Information Literacy to an Academic Skills Strategy presented at Embedding information literacy: from strategy to practice at the University of Bradford, 13 April.
This will be an interactive workshop covering the themes of transformation and change management in the context of a project to design and build and move in to a new home for the School of Mathematics Statistics and Actuarial Science at the University of Kent. The session will cover multiple aspects of the project from planning, through design to realisation and will draw on the experiences of the School Administration Manager tasked with representing the School and the University Head of Space Management tasked with implementing the change. A. Design and Planning The participants will be split into groups of 5-6 people. In undertaking this participants will be asked to:
(i) undertake “blue sky thinking” about creative use of space and how this can provide an opportunity to review current practices.
(ii) consider the stakeholders, who what and why?
(iii) consider impact on and benefits for end users.
(iv) explore what could be achieved by considering different ways of working within spaces.
Groups will be asked to prioritise their example list and share it and their reasoning with the wider audience. Examples of how this process was undertaken at University of Kent will then be discussed to illustrate the process and thinking that went into designing a new facility to house an academic school. B. Negotiation and Realisation: This part of the session will focus on the process of change management. Groups will be asked to consider how they would plan to implement their changes. Anticipating issues and possible blocks to progress and how these might be overcome. We will think about the impact of these reductions and compromises on the original design. This will touch on managing expectations of stakeholders and end users and taking staff through a process of change. Again this part of the session will be finished with reference to the case study at Kent and discussion of some of the issues encountered at Kent. In particular we will highlight how the design and initial concept changed when reality started to bite (budgetary constraints, attitudes to work and the necessary compromises involved) and how these challenges can be overcome to enhance the final product.
ESL learner independence using 21st Century skills_ESL Pedagogy Research Proj...Francine Harvey
ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit.
Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school.
Also to develop students awareness of high school expectations regarding assessments and marking criteria.
Artworks by Chris Lawrie
Online discussions with classmates are fruitful: Fostering postgraduate colla...Ben Harris-Roxas
Heywood, A., & Harris-Roxas, B. (2020, November 19). “Online discussions with classmates are fruitful”: Fostering postgraduate collaborative learning using an assessable asynchronous peer-led discussion forum. UNSW 2020 Learning and Teaching Forum – “Learning without limits: Leading the change”, Sydney.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Supported Student Success: Communities of Practice in Higher EducationAimee deChambeau
This research tells a story about how students form communities of practice that help them succeed in graduate school. Told within the context of individual and collective experiences, it holds valuable lessons for how student success can be supported across the higher education landscape. Communities of practice can develop spontaneously when individuals involved in a common activity or with a sense of shared identity come together to deal with organizational complexities or establish a forum for continued learning. The practice of becoming an accomplished and successful student who is able to develop scholarly abilities and deepen disciplinary understanding, experience personal growth and achievement, while at the same time maintaining a healthy school-work-life balance is a non-trivial exercise. Membership in a community of practice can help students achieve success as part of the process of navigating this complex journey. Generously informed by the experiences of sustainability education doctoral students, this research used survey responses, anecdote circles, interviews, and grounded theory methods to determine how communities of practice develop among graduate students in support of their success. This presentation asks and answers questions about what communities of practice are, how and why they develop, and what value they can bring to higher education.
Slides from the workshop presentation on Design-Based Implementation Research for the Multidisciplinary Program in Education Sciences (MPES) at Northwestern University.
Presented by Bill Penuel and Barry Fishman on May 24, 2013.
State of the Commission for Student Involvement (07/31/2012)csi_acpa
This presentation is a status update on what the Commission of Student Involvement has been up to over the past few months. It also highlights upcoming initiatives, potential changes, and ways to become involved with the commission.
The Commission for Student Involvement is a part of ACPA - College Student Educators International. For more information on CSI and ACPA please refer to ACPA's website, www.myacpa.org.
1. Conflict Communication
396
By TaNay Morris, Jamie Bronska, Nicole
Sadowski and Cole P. Griffin
“From Conflict comes growth…”
- Professor Wright-Dixon
2. Overview
• The need for this course
• Benefits of Conflict Communication
• Implementation Plan
• Cost and Resource Analysis
3. Bridging Gap
• Current gap exists between Interpersonal
and Organizational Communication
• Conflict resolution for students
• Need for more hands-on-skills development
4. Greater Success in the Workplace
• Predominantly consists of juniors
and seniors entering the workforce
• Workshops and in-class activities
• Hands-on experience resolving
common conflicts
6. New Area of Research
• This new course could inspire professors in
the department of communication to research
the important topic of conflict
• New research and publication opportunities
could mean more money and recognition for
the department
• Resulting in satisfied department, professors,
and students
7. Content Outline
• Brief overview of conflict
related theories
• Trust
• Conflict in organizations
• Benefits of conflict
• Microaggressions/ Cultural
Values/ Gendered
communication
• Personality clashes
• Conflict and social media
• Forgiveness and reconciliation
• Putting it all together (Brief
summary of what the students
have learned)
• Hands on experience with UIUC
theater group (Final project)
8. In class activity examples
• Fight or flight individual conflict style
activity
• Final project with UIUC theater group
9. Implementation Plan
April 4th-15th, 2016
• Speak with Department Head, David
Tewksbury
• Check for similar classes
• Pitch final idea to the Department Head,
Associate Department Head, and Trina
Wright-Dixon (Today)
Step 1
10. Implementation Plan
May 1st- August 15th, 2016
• Create the syllabus from the content
outline
• Grading scale
• Points for in class activities
• Additional research for Professor
Wright-Dixon or another qualified
professor
Step 2
11. Implementation Plan
August 15th- October 16th, 2016
• Last-minute tweaks to syllabus
• Add to the University’s registration
under communication courses
• If successful, becomes a permanent
course
Step 3
14. Conclusion
• Small investment for long-term benefits (research, publications, and
student value)
• 3 main benefits
• Already have competent instructors in place
• Highly encourage department to make our course available for Spring 2017
16. References
• Ditewig-Morris, K. (2016, April 4).
• Harwood, S. A., Choi, S., Orozco, M., Browne Huntt, M., & Mendenhall, R. (2015).
Racial microaggressions at the University of Illinois at Urbana-Champaign:
Voices of students of color in the classroom. University of Illinois at
Urbana-Champaign.
• Public University Administrator and Faculty Salary & Benefits Database. (n.d.).
Retrieved April 13, 2016, from http://salarysearch.ibhe.org/search.aspx
• Tewksbury, D. (2016, April 4).
• Wright-Dixon, T. (2016, April 12)