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Book Chapter

The Student Voice in Higher Education and the Implications of Promoting Faculty Development

  • Monica Fedeli

This chapter presents a literature overview of the student voice in higher education, the main results from a three-year research project conducted at five Italian universities with the aim of investigating students’ voices in higher education and how they offer insight into fostering Faculty Development

  • Keywords:
  • teaching and learning methods,
  • student voice,
  • Faculty Development,
  • professional development,
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Monica Fedeli

University of Padua, Italy - ORCID: 0000-0002-8099-0432

  1. Adams S.R. and Mix E.K. 2014, Taking the lead in Faculty Development: Teacher Educators Changing the Culture of University Faculty Development through Collaboration, «AILACTE», 11, 37-56.
  2. Baxter M. 2006, Intellectual Development in the College Years, «Change: The Magazine of Higher Learning», XXXVIII (3), 50-54.
  3. Blackie M.A.L., Case J.M. and Jawits J. 2010, Student-centeredness: the link between transforming students and transforming ourselves, «Teaching in Higher Education», XV (6), 637-646.
  4. Boffo V., Fedeli M., Lo Presti F., Melacarne C. and Vianello, M. (eds.) 2017, Teaching and Learning for Employability: New Strategies in Higher Education, Pearson, Milan-Turin.
  5. Bovill C. 2014, An investigation of co-created curricula within higher education in the UK, Ireland and the USA, «Innovations in Education and Teaching International», LI (1), 15-25.
  6. Bovill C., Cook-Sather A. and Felten P. 2011, Students as co-creators of teaching approaches, course design, and curricula: implication for academic developers, «Innovations in Education and Teaching International», XVI (2), 133-145.
  7. Bovill C., Cook-Sather A., Felten P., Millard L. and Moore-Cherry N. 2015, Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms, and ensuring inclusivity in student-staff partnerships, «Higher Education».
  8. Brockett R.G. 2015, Teaching adults. A practical guide for new teachers, Jossey Bass, San Francisco.
  9. Cooper L., Orrell J. and Bowden M. 2010, Work integrated learning: A guide to effective practice, Routledge, London.
  10. Coryell J.E. 2016, Active learning and interactive lectures, in Fedeli M., Grion V. and Frison D. (a cura di), Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione, Pensa Multimedia, Lecce, 143-166.
  11. Cox M.D. 2013, The impact of communities of practice in support of early-career academics, «International Journal for Academic Development», XVIII (1), 18-30.
  12. Cook-Sather A., Bovill C. and Felten P. 2014, Engaging students as partners in teaching & learning: A guide for faculty, Jossey Bass, San Francisco.
  13. Creswell J.W. 2008, Educational Research. Planning conducting and Evaluating Quantitative and Qualitative Research, Pearson International Edition.
  14. Daly C.J. 2011, Faculty learning communities: Addressing the professional development needs of faculty and the learning needs of students, «Currents in Teaching and Learning», IV (1), 3-16.
  15. Dillenbourg P. and Jermann P. 2010, Technology for Classroom Orchestration, in Khine M. and Saleh I. (eds.), New Science of Learning, Springer, New York, 525-552.
  16. Dirkx J.M. 2006, Engaging emotions in adult learning a Jungian perspective on Emotion and transformative learning, «New Directions for Adult and Further education», 109, 15-26.
  17. Dirkx J.M. 2011, Work-Related Learning in the United States: Past Practices, Paradigm Shifts, and Policies of Partnerships, in Malloch M., Cairns L., Evans K. and O’Connor B. N. (eds.), The Sage Handbook of Workplace Learning, Sage, Los Angeles, 293-306.
  18. European Commission 2013, Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, Publications Office of the European Union, Luxembourg.
  19. Fedeli M., Grion V. and Frison D. (eds.) 2016, Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione, Pensa Multimedia, Lecce.
  20. Gardner P. and Bartkus K.R. 2014, What’s in a name? A reference guide to work education experiences, «Asia-Pacific Journal of Cooperative Education», XV (1), 37-54.
  21. Gentile M.C. 2014, Giving Voice to Values: An Action-Oriented Approach to Values-Driven Leadership, «SAM Advanced Management Journal», 42-50.
  22. Mackenzie J., Bell S., Bohan J., Brown A., Burke J., Cogdell B., Jamieson S., McAdam J., McKerlie R., Morrow L., Paschke B., Rea P. and Tierney A. 2010, From anxiety to empowerment: A learning community of university teachers, «Teaching in Higher Education», 15, 3: 273–285.
  23. Meyer, J.H.F. and Land R. 2005, Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning, «Higher Education», 49, 373-388.
  24. Mezirow J. 1990, Transformative dimensions of learning, Jossey Bass, San Francisco.
  25. Mezirow J. 2000, Learning as transformation, Jossey Bass, San Francisco.
  26. Morrison C.D. 2014, From ‘Sage on the Stage’ to ‘Guide on the Side’: A Good Start. «International Journal for the Scholarship of Teaching and Learning», VIII (1), 4.
  27. Nugent J.S., Reardon R.M., Smith F.G., Rhodes J.A., Zander M. J. and Carter T.J. 2008, Exploring faculty learning communities: Building connections among teaching, learning, and technology, «International Journal of Teaching and Learning in Higher Education», XX (1), 51-58.
  28. Nygaard C., Brand S., Bartholomew P. and Millard L. 2013, Why students Engagement Matters, Student engagement – Identity, motivation and community, Libri Publishing, Farringdon.
  29. Pratt D. and Associates, 1998, Five perspectives on teaching in adult and higher education, Krieger Publishing, Malabar.
  30. Quinn S. and Owen S. 2016, Digging deeper: Understanding the power of ‘student voice’, «Australian Journal of Education», LX (1), 60-72.
  31. Schlitz S.A., Connor M.O., Pang Y., Stryker D., Markell S., Krupp E., Byers C., Joes S.D. and Redfern A.K. 2009, Developing a culture of assessment through a faculty learning community: A case study, «International Journal of Teaching and Learning in Higher Education», XXI (1), 133-147.
  32. Seale J. 2009, Doing student voice work in higher education: An exploration of the value of participatory methods, «British Educational Research Journal», XXXVI (6), 995-1015.
  33. Sherer P., Shea T. and Kristensen E. 2003, Online communities of practice: A catalyst for Faculty Development, «Innovative Higher Education», XXVII (3), 183-194.
  34. Smyth J. and Mclnerney P. 2012, From Silent Witnesses to Active Agents: Student Voice in Re-Engaging with Learning. Adolescent Cultures, School, and Society, Peter Lang, New York.
  35. Spalding D. 2014, How to teach Adults. Plan your class teach your students. Change the world, Jossey Bass, San Francisco.
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  37. Weimer M. 2013, Learner-centred teaching: Five key changes to practice, Jossey Bass, San Francisco.
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  • Publication Year: 2018
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  • Content License: CC BY 4.0
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  • Publication Year: 2018
  • Content License: CC BY 4.0
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Chapter Information

Chapter Title

The Student Voice in Higher Education and the Implications of Promoting Faculty Development

Authors

Monica Fedeli

Language

English

DOI

10.36253/978-88-6453-672-9.09

Peer Reviewed

Publication Year

2018

Copyright Information

© 2018 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Table of Contents

Book Title

Employability & Competences

Book Subtitle

Innovative Curricula for New Professions

Editors

Vanna Boffo, Monica Fedeli

Peer Reviewed

Number of Pages

510

Publication Year

2018

Copyright Information

© 2018 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/978-88-6453-672-9

ISBN Print

978-88-6453-671-2

eISBN (pdf)

978-88-6453-672-9

eISBN (xml)

978-88-9273-119-6

Series Title

Studies on Adult Learning and Education

Series Issn ISSN

2704-596X

Series E-Issn

2704-5781

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