Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2024
Document Type
Portfolio
Abstract
This portfolio captures the product of a year-long reflexive process on the teaching of a course on administrative theory in educational organizations (EDAD 830) to first year MA students. This class is offered Online and is delivered asynchronously, to students who are largely full-time professionals. Section one focuses on the use of backward design strategy for designing this course, while also highlighting the tensions and dilemmas for designing the course, particularly around theory and context, as well as the need to teach students how to engage in class. Section two highlights the pedagogical, instructional, and evaluative design of the course. I will explain how assignments, readings, and the overall pedagogy of the course aligns with the course objectives and my hopes for this course. Section three captures the data from student learning to highlight how course objectives were achieved, what worked well, and what required improvement. I conclude this portfolio by offering a summary and reflections for improving teaching the course in future.
Included in
Business Administration, Management, and Operations Commons, Curriculum and Instruction Commons, Higher Education Commons, Higher Education and Teaching Commons, Public Administration Commons
Comments
Copyright 2024, Milad Mohebali. Used by permission