Teaching and Learning Process Part One of Two

Teaching and Learning Process

This general collection of teaching and learning processes encompasses all glossary terms that were not easily assigned into the other eight categories of this glossary. Check the other eight topical glossaries for relevant terms that apply to your work. A comprehensive glossary is The Greenwood Dictionary of Education (Collins & O’Brien, 2011). A sample of specialty glossaries are available online: 

●      disabilities (https://www.washington.edu/doit/glossary-disability-related-terms)

●      literacy (https://www.literacyworldwide.org/get-resources/literacy-glossary) 

●      reading (https://iowareadingresearch.org/reading-glossary), and 

●      writing (https://www.unl.edu/writing/glossary) 

academic advising

1. Definitions: (a) Conversation between a student and a faculty or staff member regarding progress towards completing a program of study aligned with the student’s life goals; and (b) In some advising models, students talk with a trained student for some issues regarding advising such as scheduling options or sometimes on issues before the students meet with a staff or faculty member. 

2. Examples: Career aspirations, selection of an academic program of study, course enrollment selection, identification of life goals, and developing education action plans.

3: Compare with ACADEMIC COACHING, MENTORING, and PEER EDUCATOR.

academic coaching

1. Definitions: (a) Students implement more effective strategies through guidance by an advanced peer or professional. The relationship is designed to model successful learning behaviors and create accountability of the student to their coach for higher academic results. This coaching occurs through a series of meetings during the academic term; and (b) ACADEMIC COACHING may be provided by a faculty member, staff member, or a trained student.

2. Examples: Identify learning preferences, habits of working, and difficulties or barriers to success.

3. Compare with ACADEMIC ADVISING, MENTORING and PEER EDUCATOR.

academic literacies

1. Definition: (a) Understanding, writing, listening, speaking, critical thinking, and habits of mind that foster academic achievement expected of college students; (b) Understanding a range of academic vocabulary in context; (c) Making meaning beyond the level of a sentence; and (d) Evaluating information to determine if it is fact or opinion and knowing what counts as evidence (Weideman, 2014).

2. Compare with DISCIPLINARY LITERACIES.

academic skills

See BASIC ACADEMIC SKILLS

academic survival skills

See BASIC ACADEMIC SKILLS and STUDY SKILLS

academic tenacity

1. Definition: “Non-cognitive factors that promote long-term learning and achievement can be brought together under the label ACADEMIC TENACITY. At its most basic level, it is about working hard, and working smart, for a long time. More specifically, it is about the mindsets and skills that allow students to look beyond short-term concerns to longer-term or higher-order goals, and withstand challenges and setbacks to persevere toward these goals (Dweck et al., 2014, p. 4).

2. Examples: “(a) Belong academically and socially, (b) See school as relevant to their future, (c) Work hard and can postpone immediate pleasures, (d) Not derailed by intellectual or social difficulties, (e) Seek out challenges, and (f) Remain engaged over the long haul