Abstract
The problem related to teaching effectiveness includes failure of institutions to identify process improvements, ascertain appropriate stakeholders to accomplish institutional goals, and implement streamlined classroom processes to ensure instructors have the appropriate professional support needed to apply intentional educational practices in graduate programs. Consequently, current performance measures of educational programs illuminate issues in processes within instruction, quantity of trained instructor mentors, professional support networks, and existing programming which may need improvement, yet is not being addressed in educational environments. Performance measurement factors impact long-term institutional effectiveness service quality of HE (educator quality, educational services, activities, technology, continuous improvement, educational leadership, and IEPT (teaching style).
TopBackground
Developing intentional graduate education requires a commitment to cultivating student agency while providing shared experiences (Ferreira et al., 2015). With this knowledge, higher education graduate programs benefit by fostering interrelationships and intersections to critically reflect the issues and challenges that persist (Antony, 2012). United States (U.S.) graduate educational leadership and faculty must build relationships with individuals, government, and other stakeholders to understand the social and political impacts of developing quality course content (Hoggan, 2016, 2017). Transformative graduate instruction relies on time and support, which allows instructors to develop relationships between community stakeholders and provides critical reflection opportunities to foster shared collaboration (Taylor, 2000; Woodley & Parra, 2019).
Key Terms in this Chapter
Intentional Education Practice Theory (IEPT): A practice where facilitators encourage and fuse many modalities such as andragogy, embodied, experiential, narrative, self-directed/individual learning, spiritual learning, and transformative learning into teaching methods to create positive experiences for students. Additionally, instructors must be cognizant of the different learning preferences of auditory, visual, and haptic to help students achieve comprehension of the topical matter.
Experiential Learning: Kolb's experiential learning style theory incorporates a four-stage learning cycle in which the learner experiences comprehensive learning ( Kolb et al., 2001 ). Concrete experience (a new experience or situation encountered, or a reinterpretation of existing experience). Reflective Observation of the new experience. Abstract Conceptualization (reflection gives rise to a new idea or a modification of an existing abstract concept). Active Experimentation (the learner applies them to the world around them to see what results). Effective learning is experienced when a person progresses through a cycle of four stages: (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test the hypothesis in future situations, resulting in new experiences (Merriam et al., 2020 AU67: The in-text citation "Merriam et al., 2020" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Transformational Learning: Transformative learning is a theory of adult learning that utilizes disorienting dilemmas to challenge students' thinking. Students are then encouraged to use critical thinking and questioning to consider if their underlying assumptions and beliefs about the world are accurate ( Mezirow, 2009 ).
Andragogy: The method and practice of teaching adult learners; adult education. Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning ( MacKeracher, 2004 ). Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect. Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value. In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content. Strategies such as case studies, role-playing, simulations, and self-evaluation are most useful. Instructors adopt the role of facilitator or resource rather than lecturer or grader ( Knowles, 1984 ).
Narrative Learning: Narrative is not only a method for fostering learning; it is also a way to conceptualize the learning process. The essential features of narrative learning allow for reflection, thus, an effective way to instruct adults ( Clark & Rossiter, 2008 ).
Embodied Learning: Constitutes a contemporary pedagogical theory of learning, which emphasizes using the physical body in the educational practice, the student-teacher interaction, both inside and outside the classroom, and digital environments. Using the body is essential in concept representation and communication. At the same time, the emphasis on other fields and cognitive objects on the body as a learning tool, such as dance theatre, kinesiology, athletics, and even mathematics and physics. All these cognitive objects have student collaboration, movement, and the process of cognitive development as a common denominator (Smyrnaiou et al., 2016 AU66: The in-text citation "Smyrnaiou et al., 2016" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Self-Directed/Individual Learning: (Of an emotion, statement, or activity) directed at oneself. SDL describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes (Guiter, 2018 AU68: The in-text citation "Guiter, 2018" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. )
Spiritual Learning: The spiritual aspect of somatic learning progresses through music, art, imagery, symbols, and rituals and overlaps or intersects with other forms of learning (Merriam et al., 2020 AU69: The in-text citation "Merriam et al., 2020" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).