Leslie Cordie | Auburn University (original) (raw)

Papers by Leslie Cordie

Andragoške studije, 2023

Discourse on professionalisation and professionalism is a longstanding focus in adult education p... more Discourse on professionalisation and professionalism is a longstanding focus in adult education practice and research. Drawing on the theoretical framework of Freidson (2001) and Noordegraaf (2007, 2015), this qualitative research combined an explorative method and an in-depth analysis (Nutt Williams & Hill, 2012; Williams & Morrow, 2009). It focussed on the comparison of adult education programmes at the Master's level in three countries (document analysis), and the critical reflection on logics of action three adult educators of the referred countries themselves use to describe their work (semistructured interviews). Thematic content analysis was used to examine data concerning academic professionalisation and professionalism in adult education. Findings showed that the extent of promoting professionalisation appeared differently in each country,

Routledge eBooks, Jun 27, 2023

The WAC Clearinghouse; University Press of Colorado eBooks, May 24, 2023

The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with th... more The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms. The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

Higher Education Studies

This study examined connections between experiential learning practices, mandatory career courses... more This study examined connections between experiential learning practices, mandatory career courses, and positive first destination outcomes of graduates from a large public institution prior to and during the COVID-19 pandemic. The rising cost of education and competition among universities has led to consumer demands for information pertaining to their return on investment. Universities have been encouraged to provide first-destination outcomes for graduates as a way to show the value of their degree programs. To strengthen these outcomes, many programs encourage or mandate experiential learning known as high-impact practices (HIPs) and career courses to prepare emerging adult learners for the transition to employment or further education. However, little is known as to the impact these practices have on the first-destination outcomes of these graduating students. This study identified specific experiential practices which proved beneficial to securing employment or acceptance to co...

Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy

An individual with digital financial literacy has the knowledge and skills to use digital devices... more An individual with digital financial literacy has the knowledge and skills to use digital devices to make better financial decisions. The pervasiveness of financial technology (fintech) in the daily lives of adults in the United States creates digital literacy training and educational opportunities. This report from the field offers a brief literature review, a discussion on digital financial literacy, and the importance of fintech adult education. Our goal is to guide educators and others on how foundational knowledge on digital technologies in relation to financial literacy education can prepare adult learners for the use of fintech. Expanding the use of technology to financial literacy education and practices are as crucial as reading, writing, and numeracy in today's digital economy.

In this paper, we describe the use of ePortfolios at a public, land-grant university and document... more In this paper, we describe the use of ePortfolios at a public, land-grant university and document how the ePortfolio has been used to develop more authentic learning experiences. We discuss the best practices for ePortfolios and its varied use as a teaching and learning tool. In addition, we discuss the challenges of implementing ePortfolios. For these examples, we provide strategies for helping both undergraduate and graduate students communicate how their academic experiences connect with the expectations of employers. All of these efforts are directed through an online, outward‐facing ePortfolio by providing examples of relevant, professional experiences, combined with reflective writing (i.e., authentic learning). Students who identify the narrative themes running through their experiences, and use those themes to develop an online presence, are able to reflect, construct, and articulate a professional identity through the ePortfolio. Students then can answer the critical questi...

Context: Since March 2020 and the global pandemic, our 'new normal' is comprised of emerg... more Context: Since March 2020 and the global pandemic, our 'new normal' is comprised of emerging COVID-19 variants, intermittent national lockdowns, restricted social interactions, and a continuation of remote online teaching and working from home. FAVE professionals have engaged with digital technologies, and related pedagogies and practices, in response to the need to deliver of their programmes through Emergency Remote Online (ERO) teaching. Approach: This qualitative case study examined the perspectives of an online Community of Practice comprised of eight FAVE educators. The study took a methodological approach where each participant served as a case, representing a unique aspect of the 'remote' digital educator experience. Findings: The experience of creating and sustaining ERO teaching as described by the participant-researchers is both challenging and rewarding. Findings establish the importance of developing an educator digital mindset that is proactive, rather ...

Further, Adult and Vocational Education (FAVE) is changing - in the need for new pedagogi-cal res... more Further, Adult and Vocational Education (FAVE) is changing - in the need for new pedagogi-cal responses to digitalization as well as programmes designed to help students acquire the knowledge, skills and experience necessary to prepare them for digitalization and the digital world. It is increasingly clear that FAVE teachers must develop new and different skills and perspectives. Programmes worldwide are responding with innovative models of education and embracing fundamentally different ideas of educational digital pedagogy and curriculum. Yet evidence that these 'new' responses are effective is limited and we need additional research to understand the experience and the impact of these models on FAVE teachers. This paper shares the findings from an online questionnaire (Phase 1) of a study of FAVE teachers' evolving professional identity to become critically reflective digital practitioners. The genesis of this study was pre-COVID but is all the more relevant and press...

This best practice session is about how the use of Groupware is helping Distance Education grow a... more This best practice session is about how the use of Groupware is helping Distance Education grow at Auburn University. Computer-mediated communication. Multi-modal collaboration. Groupware. Maneuvering through the lingo or terminology and trying to define Groupware is difficult for one person. If you put ‘human’ in front of any of the previous three terms and add more people trying to define Groupware can just add to the confusion. The mystery deepens when using the different software programs to try to ‘simplify’ a business or work-related process. The confusion is intensified or especially true when developing distance learning courses at any higher education institution. At Auburn University, Groupware has helped our team in Distance Learning & Outreach build a quality distance learning process by defining roles and responsibilities. More importantly, Groupware has led to a ‘people-centered’ approach toward distance learning courses at Auburn, thus creating better outcomes for the...

Journal of Leadership Studies, 2018

Encyclopedia of Strategic Leadership and Management

Student leadership programs are prominent within educational institutions and continue to be alte... more Student leadership programs are prominent within educational institutions and continue to be altered in order to incorporate emerging leadership concepts. This chapter provides an introduction to changing leadership variables that are affecting students. Also included is an overview of leadership development programs and research and relevant student leadership programs and research studies. Best practices for developing capacity and creating student leadership development experiences are provided as well as future trends in the field.

Training and preparing your faculty to teach online requires a new toolkit of teaching/learning s... more Training and preparing your faculty to teach online requires a new toolkit of teaching/learning strategies. The most common type of training is on the course management software (CMS) , which allows faculty to facilitate access to online lectures, assignments, discussions, quizzes, etc. In most cases, though, the training needs to go beyond the CMS toward a better understanding of instructional technologies and the facilitation of learning in an online environment. The key to a successful online course lies in faculty understanding their strengths and weaknesses in teaching online. The main strategy for faculty development is working directly with faculty and helping coordinate/collaborate with various learning resources across campus. Faculty members are assisted in navigating the critical pedagogical issues involved in teaching online. We help faculty repurpose teaching materials from the face-to-face classroom to the online environment, and provide shared resources, demo courses, and cheat sheets for setting up online courses.

Handbook of Research on Learning Outcomes and Opportunities in the Digital Age

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing t... more Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today&#39;s learners.

Electronic Journal of eLearning, II (2) Dec, 2004

The study investigated liberal arts and science faculty's (1) overall adoption of WebCT, a course... more The study investigated liberal arts and science faculty's (1) overall adoption of WebCT, a course management software, (2) use of different WebCT functions, (3) perceptions of technology's impact on teaching, and (4) demographic factors that might explain the differences between WebCT adopters and non-adopters. Only 37% of respondents reported using WebCT. The most frequently used WebCT tools were the content and syllabus tools, grade book, and e-mail. WebCT adopters versus non-adopters indicated that technology saved them time on daily tasks and enabled them to improve their teaching. No significant differences of demographics factors were found.

Collaboration in learning communities at an international level allows for individual growth in f... more Collaboration in learning communities at an international level allows for individual growth in faculty members and develops the profession and practice of teaching. This qualitative study interviewed ten Core Fulbright Scholars, exploring their perceptions of the Fulbright, the support for international experiences, and the formation and sustainability of professional collaborations. We contribute to the literature on international scholarship, collaboration, and support for faculty learning and development. Lastly, we discuss the need for future research on further faculty opportunities that broaden understanding of the critical importance of international connections and communities of practice in the 21st century

The International Journal of Teaching and Learning in Higher Education, 2020

This paper develops the concept of mentoring through co-teaching as a framework for faculty devel... more This paper develops the concept of mentoring through co-teaching as a framework for faculty development in higher education. Mentoring relationships provide an excellent method of improving growth and development of workers within virtually every profession. As a structure for professional development, a mentoring model centered on the concept of co-teaching can maximize instructional competency and scholarship for both faculty and graduate students in the higher education setting. Implementation of successful co-teaching strategies into the higher education mentoring environment requires consideration of several factors, including an understanding of the model, creation of a joint teaching plan, and ongoing development of a collaborative relationship. Creating learning through co-teaching experiences may enhance mentoring relationships, produce better faculty, enrich experiences for students, and empower all to become more effective and self-directed learners in the 21st century.