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Articles by Suzanne Graham
McBee Institute director receives distinguished career award
James C. Hearn, professor of higher education and interim director of the Louise McBee Institute of Higher Education, recently received the 2023 Howard R. Bowen Distinguished Career Award from the Association for the Study of Higher Education. The Bowen Award is given in recognition of a professional life “devoted to the study of higher education and a career that advanced the field through scholarship, leadership and service,” according to the association’s website.
Teaching Academy announces 16 new members
The University of Georgia Teaching Academy inducted 16 new members on Nov. 9 at a ceremony held at the UGA Special Collections Libraries. The 2023 inductees represented 12 colleges and schools across the university. Josef Broder, associate dean of academic affairs in the College of Agricultural and Environmental Sciences and chair of the Teaching Academy executive board, welcomed the new members by highlighting recent accomplishments of the academy.
Faculty discuss ways to harness AI potential
With a focus on generative artificial intelligence in teaching and learning at the University of Georgia, the 33rd Academic Affairs Faculty Symposium brought together faculty members across campus to discuss the impact of AI on their fields and deliver recommendations to improve student experiences with AI-powered tools.
Associate professor puts social theory into practice
Amy Stich removes barriers in higher education while studying them It took a nudge from a mentor before Amy Stich began to pursue a doctoral degree and a career in higher education. As a first-generation college student from a working-class family in central New York, Stich recognized the significance of her background as soon as she started her undergraduate career. She fought feelings of not belonging in higher education to ultimately recognize the value of her perspective.
Research into practice: Listening strategies in an instructed classroom setting
Hostname: page-component-6b67cbd877-fdvp9 Total loading time: 0 Render date: 2023-02-14T12:24:13.987Z Has data issue: true Feature Flags: { "useRatesEcommerce": false } hasContentIssue true Published online by Cambridge University Press: 21 December 2016 Rights & Permissions[Opens in a new window] Extract This paper considers research and practice relating to listening in instructed classroom settings, limiting itself to what might be called unidirectional listening (Macaro, Graham &...
Teaching Academy welcomes new members
The University of Georgia Teaching Academy inducted its 2022 new member class on Nov. 10 during a dinner and reception. The 13 inductees include recent Meigs Distinguished Teaching Professors, recipients of the Russell Award for Excellence in Undergraduate Teaching and several at-large members recognized for teaching excellence. Each new member prepared a statement of their teaching philosophy for the ceremony.
UGA Institute of Higher Education named for Louise McBee
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UGA Institute of Higher Education named for Louise McBee
The late UGA administrator and state legislator left UGA a gift of over $3.5 million Following a transformational gift of over $3.5 million from the estate of M. Louise McBee, the University of Georgia paid tribute to the former administrator and state legislator with the naming of the Louise McBee Institute of Higher Education (IHE). The President’s Cabinet approved the naming in its Sept. 29 meeting, introduced by petition from the institute.
Teaching Academy Fellows Program connects new faculty with campus leaders
The UGA Teaching Academy launched the 10th cohort of early-career fellows program in August. Like previous years, the program brings together promising instructional faculty with experienced mentors across campus to promote excellence in the classroom. The only change is that this fall they have been meeting online rather than in person.
Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles
Abstract Reading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self-regulated learning, persistence relates to learners’ self-efficacy and use of strategies to aid task completion and regulation of engagement.
Victoria Graham & Suzanne Graham
Seychelles elections: Just 193 votes decided it last time But since 2016’s contested elections, 17 electoral amendments have been approved to hopefully make this year’s vote more free, fair and transparent. The Seychelles takes to ...
Seychelles is likely to maintain its record of free and fair elections in upcoming polls
The Seychelles takes to the polls this week for its presidential and legislative elections. The elections are running concurrently in order to save money. This is because the COVID-19 pandemic has taken a toll on the tourism-based economy since the Seychelles closed its borders in March and only began phased re-opening in June.
Faculty Symposium brings best forward
More than 30 faculty members and administrators from across campus participated in the 30th Academic Affairs Faculty Symposium held virtually Aug. 7 and 10. During the two-day “Teaching and Learning in the Connected Environment: Bringing the Best Forward” symposium, attendees reflected on their recent teaching experiences and shared tips and wish lists since the pivot to online instruction in March.
UGA researchers get NSF award to study relationships between college locations, opportunities for experiential learning
Researchers in the UGA Institute of Higher Education were awarded $690,027 by the National Science Foundation to study how students’ access to experiential learning opportunities is affected by their proximity to areas with major economic and workforce activity.
TCRecord: Article
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You! IMMEDIATE CALL FOR CHAPTER ABSTRACTS Call for proposals:The Journal of Social Studies Research Call for Papers - Journal of Educational Controversy by Suzanne E. Graham, Carla M. Evans, Beth S.
Poorer kids are being left behind when it comes to learning languages
The UK has a reputation (rightly or wrongly) for struggling to learn foreign languages. A recent survey showed, for example, that 62% of the population can’t speak any other language apart from English. Part of the issue is that language learning in schools faces huge challenges. GCSE uptake remains stuck at around 50% and the number of students taking an A-level in a language has declined by about a third since 1996.
Poorer children are being left behind when it comes to learning languages
The British have a reputation (rightly or wrongly) for struggling to learn foreign languages. A recent survey showed, for example, that 62% of the population can’t speak any other language apart from English. Part of the issue is that language learning in schools faces huge challenges. GCSE uptake remains stuck at around 50% and the number of students taking an A-level in a language has declined by about a third since 1996.
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