Event Title
Teaching graduate students a relationship-oriented model of leadership while reaching for national and international learning experiences
Location
Resnick
Format
Podium Presentation
Start Date
24-1-2015 10:00 AM
End Date
24-1-2015 10:30 AM
Abstract
INTRODUCTION: Leadership when implemented in a graduate course requires building a community of inquiry and considering global perspectives on a subject matter. New cohorts of students will join a task force of global players as communications among regions of the globe continue to increase.
PURPOSE: To describe a relationship-oriented model of leadership that focuses on innovative classroom strategies implemented in a blended (hybrid) model of education. This model of teaching requires that graduate students and professors create presence, ensure commitment and think of learning opportunities and learning experiences beyond the classroom and the nation.
METHODOLOGY: The following experience describes an innovative 16-week intervention course that is taught using a blended model in an entry-level doctoral program in occupational therapy. The fostering of leadership, international connections and access of our students to the global market is explained though a model of collaboration with professionals in Greece, Argentina, Ireland, Austria and Brazil.
RESULTS: Outcomes are described in terms of students’ self-report in narratives that describe their learning experiences. Themes of “significant impact”, “inspiration”, “really grasping a concept” and “publishing our experience” appeared to capture the experience of students participating in this course.
CONCLUSIONS: Practical strategies to utilize a relationship-oriented model of leadership can be implemented in both traditional (face-to-face) and blended learning environments. Student’s outcomes appeared related to increased motivation for learning, inspiration, and an urge to share their experience in peerreview publications, as well as increased satisfaction with the teaching experience.
Teaching graduate students a relationship-oriented model of leadership while reaching for national and international learning experiences
Resnick
INTRODUCTION: Leadership when implemented in a graduate course requires building a community of inquiry and considering global perspectives on a subject matter. New cohorts of students will join a task force of global players as communications among regions of the globe continue to increase.
PURPOSE: To describe a relationship-oriented model of leadership that focuses on innovative classroom strategies implemented in a blended (hybrid) model of education. This model of teaching requires that graduate students and professors create presence, ensure commitment and think of learning opportunities and learning experiences beyond the classroom and the nation.
METHODOLOGY: The following experience describes an innovative 16-week intervention course that is taught using a blended model in an entry-level doctoral program in occupational therapy. The fostering of leadership, international connections and access of our students to the global market is explained though a model of collaboration with professionals in Greece, Argentina, Ireland, Austria and Brazil.
RESULTS: Outcomes are described in terms of students’ self-report in narratives that describe their learning experiences. Themes of “significant impact”, “inspiration”, “really grasping a concept” and “publishing our experience” appeared to capture the experience of students participating in this course.
CONCLUSIONS: Practical strategies to utilize a relationship-oriented model of leadership can be implemented in both traditional (face-to-face) and blended learning environments. Student’s outcomes appeared related to increased motivation for learning, inspiration, and an urge to share their experience in peerreview publications, as well as increased satisfaction with the teaching experience.
