Abstract
Faculty face a number of challenges in the classroom when delivering course material. The challenges include student ways of learning, student sense making of the material, and cognitive load in the minds of the students as they try to integrate the course with what they know and what they need to learn. An instructor’s style is also a major ingredient in delivering course material. Communication science combined with Distance Magnitude Estimation (DME) can be a tool for faculty in working with these and other challenges. The article presents an actual DME based map and then illustrates how the map can be incorporated into building a course and refining its delivery. The article also shows how the DME map can add to assessment of student learning.
Highlights
The complexities of teaching public administration cannot be underestimated
For purposes of illustration of the distance magnitude estimation (DME) approach to working through teaching in a complex environment public administration will be the discipline of focus
Public administration history and its educational basis are fully connected to the Progressive Movement of the late 19th and beyond [2] .Since its beginnings in the Progressive Movement, public administration has added to its education with a body of research defined as public administration and has encompassed a full array of other disciplines such as health care administration, sciences such as biology, other social sciences including sociology and anthropology, and even communication science
Summary
The complexities of teaching public administration cannot be underestimated. Naturally, these complexities are not limited to the public administration classroom. Gallagher [3] finds the classroom is complex because of the ways students work to learn He says, “The classroom, with its complex social structure and kaleidoscope of cognitive and psycho-sociological variables, has not often been the object of serious research ‘. At some very crucial point in course delivery, an instructor will have to navigate the complexities of psycho-social variables by “blending”, as Gallagher calls it, the instructor’s style, background, experience, and course content knowledge to work with this kind of classroom complexity. Further adding to the blend is what Hayne and McDaniel [4] call roles the faculty member is called on to play in addition to instructor Those roles include expert, trainer, and Science Journal of Education 2018; 6(3): 103-109 community organization speaker and representative of his or her university. The teacher must try to work through what students’ experiences are with the presentation of concepts and lessons as students have encountered them
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