Twitter Chat as an Informal Learning Tool

2016 ◽  
pp. 1122-1139 ◽  
Author(s):  
Kevin R. Guidry ◽  
Laura A. Pasquini
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Informal Learning ◽  
Learning Tool ◽  
Student Orientation ◽  
Education Professionals ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Higher Education Professionals

This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

Twitter Chat as an Informal Learning Tool

2013 ◽  
pp. 356-377 ◽  
Author(s):  
Kevin R. Guidry ◽  
Laura Pasquini
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Informal Learning ◽  
Learning Tool ◽  
Student Orientation ◽  
Education Professionals ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Higher Education Professionals

This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

Emotional Support Animals: How to Accommodate All Students

2020 ◽  
Vol 23 (4) ◽  
pp. 127-138
Author(s):  
Holly Ann Foster ◽  
Courtney L. Robinson ◽  
James W. Thomas ◽  
LuAnn Knight-Crenshaw
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Emotional Support ◽  
Educational Environment ◽  
Education Administration ◽  
Complex Case ◽  
Graduate Courses ◽  
Education Professionals ◽  
Higher Education Professionals

This case study is designed for use in graduate courses in student affairs and higher education administration. This case presents some of the challenges that higher education professionals face concerning policies and laws as they relate to student mental illness and emotional support animals. Requests for emotional support animals are becoming more common, and institutions must determine how to accommodate such requests as required by law, while also ensuring a safe educational environment for all students. This case highlights the complex issues that administrators must confront as well as provides students the opportunity to evaluate important issues via the deconstruction of this complex case.

scholarly journals Graduate students share their experiences of building helping skills: A case study

2020 ◽  
Author(s):  
Michael Houdyshell ◽  
Natasha Ziegler
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Graduate Program ◽  
Well Being ◽  
Discussion Section ◽  
Education Professionals ◽  
Helping Skills ◽  
Diversity And Inclusion ◽  
Higher Education Professionals

Higher education needs individuals working with students to have the skills to handle a variety of issues related to success and well-being. Graduate programs preparing higher education professionals to work with students provide the opportunity for skill-building to occur. However, how do graduate students perceive their skill development in courses offered in a graduate program, specifically related to basic helping skills? This study, conducted in a College of Education at a university located in the southern United States posed two questions to find out more about the attributes graduate students contribute in the development of their knowledge of helping skills, and documenting the lived experiences of graduate students practicing helping skills. Five graduate students enrolled in a new course on helping skills were part of this case study. Three themes emerged after collecting and coding data during the course. The three themes were: building helping skills, confidence and comfortability, and multicultural, diversity and inclusion. The discussion section includes recommendations to always offer a helping skills course in graduation programs preparing individuals to work in higher education, any course on helping skills should have a multicultural focus, and the course curriculum should include a mix of clinical and practical elements.

scholarly journals Exploring higher education professionals’ use of Twitter for learning

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Muireann O'Keeffe
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Professional Learning ◽  
The Real ◽  
Education Professionals ◽  
Online Spaces ◽  
Higher Education Professionals

Twitter has become a hot topic of conversation in professional learning circles. However much of the commentary related to professional learning and Twitter is at best circumstantial rhetoric, which fails to illustrate the real experiences and complexities of professional learning in online spaces. This case study explored how eight higher education professionals engaged with Twitter for professional learning purposes. Data was collected and analysed from participant Twitter profiles and subsequent interviews explored professional learning on Twitter with participants.Using the Visitor and Resident typology this paper highlights that participants were involved in a range of types of participation on Twitter. Participatory activities on Twitter were considered using Wenger’s (1998) concepts of participation and non-participation. Although participants of this research supported Twitter for professional learning, this study indicates that professionals were hesitant to establish presence and participate in social networking activities via Twitter. Consequently further research is needed to unpick the complexities of participation in online spaces. 

scholarly journals Higher Education Professionals Navigating Anti-Immigration Policy for Undocumented Students

2019 ◽  
pp. 089590481985782
Author(s):  
Zelideh R. Martinez Hoy ◽  
David H. K. Nguyen
Keyword(s):  
Higher Education ◽  
Immigration Policy ◽  
Undocumented Students ◽  
Federal State ◽  
Access To Higher Education ◽  
Higher Education Access ◽  
Education Access ◽  
Education Professionals ◽  
Higher Education Professionals

Higher education professionals are critical to undocumented students’ educational success as their access to higher education is heavily dependent on being able to interpret and navigate policies. This study presents an analysis of policies that impact higher education access for undocumented students coupled with a qualitative case study that examines how anti-immigration policy affects the experiences of higher education professionals who worked directly with undocumented students in the state of Indiana. The authors help readers understand the experiences and challenges facing these “pathfinders” as they attempt to navigate the mazes of federal, state, and institutional policy to help their undocumented students.

scholarly journals Queer leadership : an exploration of LGBTQ leadership in higher education

2017 ◽  
Author(s):  
◽  
Jonathan Thomas Pryor
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Education Student ◽  
Policy And Practice ◽  
Student Affairs Practitioners ◽  
Education Professionals ◽  
Staff Members ◽  
Leadership In Higher Education ◽  
Higher Education Professionals ◽  
Advocacy Leadership

This study explored the experiences of staff members at two distinct college campuses who advocated for the advancement of LGBTQ equity through change in campus policy and practice. In this project I conceptualized a queer leadership framework based on grassroots leadership in higher education (Kezar and Lester, 2011). Findings from the multi-site case study identified two unique approaches higher education professionals engaged queer leadership through: a) Queer Activist Leadership and b) LGBTQ Advocacy Leadership. Participants were responsible for creating meaningful change on each campus, relying on campus partnerships with students, faculty, and staff members. These successes establish important considerations for student affairs practitioners, particularly those who work for institutions who do not have designated support programs for LGBTQ equity and inclusion. Findings from this study identified gaps and successes in staff leadership advocacy, demonstrating multiple ways LGBTQ advocates and queer activists may engage in in queer leadership work in higher education student affairs.

scholarly journals Academic Librarians and Student Affairs Professionals: An Ethical Collaboration for Higher Education

2017 ◽  
Vol 28 (1) ◽  
pp. 11 ◽  
Author(s):  
Laura Urbanski Forrest
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Career Counseling ◽  
Academic Advising ◽  
Student Affairs Professionals ◽  
Academic Librarians ◽  
Future Research ◽  
Collaborative Relationships ◽  
Education Professionals ◽  
Higher Education Professionals

Librarians’ ethical directives point toward a collaborative effort in providing support for students outside the classroom. Academic librarians often focus on collaborative relationships with teaching faculty at institutions of higher education, but they should also form partnerships with other higher education professionals. Currently, few such partnerships have been reported in the literature. Staff who work in student affairs, including academic advising, career counseling, and other academic support offices would benefit greatly from librarians’ expertise. Specific suggestions for building such collaborations are given, and proposals about future research and possible collaborations are offered. 

scholarly journals Challenges of collaborative education and academic learning in engineering higher education

2020 ◽  
Vol 8 (8) ◽  
pp. 192-202
Author(s):  
Marcelo de Jesus Rodrigues da Nóbrega ◽  
Patrícia Guedes Pimentel ◽  
Flavio Maldonado Bentes
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Collaborative Teaching ◽  
Academic Learning ◽  
Professional Relationship ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Collaborative Education ◽  
Everyday Problems ◽  
Education Process

The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

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