Teaching and Learning in an Academic Environment
Teaching and Learning in an Academic Environment: Read the attached article “Educating a new generation: Teaching baby boomer faculty about millennial students.” (Mangold, 2007) What are your thoughts on this article…
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Teaching and Learning in an Academic Environment
Paper details
Write a 500-1000 word paper, adhering to APA format on the following topics, using at least five references synthesized into your discussion:
- Read the attached article “Educating a new generation: Teaching baby boomer faculty about millennial students.” (Mangold, 2007) What are your thoughts on this article? Do you think this an accurate characterization of the faculty-student dyad?
- Visit Health Professionals Advancing LGBT Equality and discuss what lesbian, gay, bisexual, and transgender persons need to discuss with healthcare providers. How would you discuss LGBT issues with students in class to promote unbiased patient care?
- What is the current evidence regarding the use of learning style inventories? Describe how you might utilize such tools in your teaching approach in order to creatively develop your approach to student education.
- What are several strategies that affect student motivation and what strategies can be implemented to overcome barriers to motivation?
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Solution
Teaching and Learning in an Academic Environment
Educating a New Generation
In contemporary nursing practice, the nursing curriculum extensively benefits from technological tools and advances that enable the faculty to meet the needs of all nursing learners. The emerging technologies improve the quality and efficiency of nursing education, thereby improving competence, supporting diverse learning methodologies, and facilitating inclusion. With the millennial generation having an adept understanding of technology, the role, scope, and perspectives of Baby boomer faculty members have to shift to meet the learning needs of the generation.
Nursing comprises of a cohort of millennial nurses, baby boomers, traditionalists, and generation X nurses. Each group has different education perspectives, specifically on the approaches and models used to facilitate learning. The choice of education model used by the nurses stems down to the way new generation students grasp knowledge in nursing practices.
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Mangold (2007) accurately characterizes the faculty-student dyad, underlining the impact of generational influences on the faculty-student relationship. By highlighting the teaching and learning preferences of the two generations, Mangold (2007) provides a framework that supports sustainable learning interactions between millennial learners and boomer nursing educators.
Millennial students pride themselves in quick and apt learning using new technologies in evolving their nursing practices. The students have preferences to texting and using e-mails to pass information, often involving abbreviations and acronyms. These skills can be exceptionally effective: the older generation find technological practices unfamiliar and unaccepted to their traditional practice.
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Baby boomer nurses are typical in their nursing practice expressing profound attitudes, work ethic, and exemplary loyalty in their places of work. They are used to informal communication, such as face-to-face appointments and phone calls (Mangold, 2007). Texting is minimal, and when they do, abbreviations and acronyms are not used as with millennial students. The students ought to work hand in hand with their peers for improved patient outcomes in the multigenerational patient population.
Lesbian, Gay, Bisexual, and Transgender Disparities
As people continue to identify with individuals from the LGBT community, need arises to make nursing learners fully aware of their environments and social dynamics. Nursing education has the right frameworks to promote inclusion and acceptance in care facilities and the provision of competent and effective care regardless of sexual orientation. As an educator, I will include LGBT content in my nursing curriculum, involving all students irrespective of their gender or orientation in a manner that fosters equal inclusion (Fredriksen-Goldsen et al., 2014).
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This involves applying an Anti-bias lens as a form of social-emotional learning classroom tool used to address and discuss existent gender and sexual issues with learners (Lim, Brown Jr, & Kim, 2014). The tool is vital in establishing deep insights of gender disparities, encouraging students to uphold and seek inclusion in practice and care delivery.
Learning Style Inventory
Learning style inventories are developed to help students determine their preferred learning strategies. The learning systems propose that learners possess varying strengths and weaknesses when it comes to acquiring knowledge. Over the decades, tools and devices have been developed to measure rates at which different individuals learn and utilize knowledge (Cox, Clutter, Sergakis, & Harris, 2013).
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The tools are practical, especially in classroom settings, where learners are primarily diverse in their natural abilities. Despite of learning style inventories being the most sought after classroom tool, current evidence finds instructional learning effective for better educational results. The research states that students whose learning styles get identified do not perform better than their peers whose styles are unmatched. Current studies point out that understanding the learning styles has no effect on the performance of the learner (Rogowsky, Calhoun, & 2015). It is from the studies that effective techniques bringing out positive outcomes in classrooms and ensure efficient learning experiences.
Drivers for De-Motivation
Institutional Barriers
Students in an institution follow set rules and regulations that mainstream student behavior and work ethics among educators. Some rules can be unfavorable and too strict, creating undue pressures in students, making them de-motivated to achieve goals (Pintrich, & Garcia, 2012). Rules ought to be involving and engaging for learners to explore educational capabilities.
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Interpersonal barriers
A classroom setting provides a platform where students learn and reflect on their own experiences. In achieving academic excellence and success, self-assessment enables one to understand themselves and determine will drivers. These barriers affect motivation to achieve individual and educational goals.
Instructional Barriers
Learners have academic strengths and weaknesses: they shape one’s ability to understand themselves and their potential. Finding a balance between capacity and potential motivates students to seek knowledge and ideas from resources available around them.
Overcoming Motivational Barriers
Promoting Growth Mindset
Overcoming motivational barriers is an individual and collective effort by students and educators. Teachers are responsible for their students with whom they should instill discipline and develop a positive growth mindset. This involves commending students for academic effort and hard work thereafter, assessing progress and overall results.
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Fostering Healthy Relationships
Teachers and students are responsible for academic success and failures hence the need to cultivate meaningful relationships in the process. Developing mentoring lessons and extracurricular activities inspire students to achieve higher education levels. Healthy relationships are the foundations for improves and conducive learning environments.
References
- Cox, L., Clutter, J., Sergakis, G., & Harris, L. (2013). Learning style of undergraduate allied health students: clinical versus classroom. Journal of allied health, 42(4), 223-228.
- Fredriksen-Goldsen, K. I., Hoy-Ellis, C. P., Goldsen, J., Emlet, C. A., & Hooyman, N. R. (2014). Creating a vision for the future: Key competencies and strategies for culturally competent practice with lesbian, gay, bisexual, and transgender (LGBT) older adults in the health and human services. Journal of gerontological social work, 57(2-4), 80-107.
- Lim, F. A., Brown Jr, D. V., & Kim, S. M. J. (2014). CE: Addressing health care disparities in the lesbian, gay, bisexual, and transgender population: A review of best practices. AJN The American Journal of Nursing, 114(6), 24-34.
- Mangold, K. (2007). Educating a new generation: teaching baby boomer faculty about millennial students. Nurse educator, 32(1), 21-23.
- As you continue privateEssaywriters.com has the top and most qualified writers to help with any of your assignments including how to manage stress in workplaces. All you need to do is place an order with us (Teaching and Learning in an Academic Environment).
- Pintrich, P. R., & Garcia, T. (2012). Self-regulated learning in college students: Knowledge, strategies, and motivation. In Student motivation, cognition, and learning (pp. 129-150).
- Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of educational psychology, 107(1), 64.Routledge.
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