Discussion Perspectives Of Problems You View A Problem

Discussion Perspectives Of Problemshow You View A Problem And What Yo

Discussion: Perspectives of Problems How you view a problem and what you propose to effect positive change relative to the problem is closely related to your experiences and to your professional role. Individuals in different roles—for example, instructors and administrators—might explain and address the problem of poor learner engagement differently. To prepare for this Discussion, consider which degree path (PhD, EdD, or EdS) you have selected or are strongly considering. Review the “Degree Path Road Map” media piece from this module’s Learning Resources as you consider your degree path selection. In addition, think about the specialization you plan to pursue.

What professional roles are associated with the degree path and specialization you have selected? For this Discussion, select one of the professional roles associated with your degree and specialization. How might you address the problem in the case study based on this professional role? By Day 3 (of Module 6) Post a description of the professional role you selected and an explanation of how you would address the problem in the case study from the perspective of this role, and why.

Paper For Above instruction

As an aspiring educational administrator pursuing an EdD with a focus on leadership in higher education, I have chosen the role of an academic dean as my professional focus. The role of an academic dean is pivotal in shaping policies, fostering an environment conducive to learning, and addressing challenges such as student engagement and retention. In the context of the case study, which highlights low learner engagement, I would approach the problem with an emphasis on strategic leadership, collaborative problem-solving, and evidence-based interventions tailored to enhance student involvement and success.

The role of an academic dean involves overseeing academic programs, faculty development, and student services. This professional position offers a comprehensive view of institutional operations, enabling intervention at multiple levels. Addressing poor learner engagement requires understanding its underlying causes—be it curriculum relevance, teaching strategies, or student support systems—and implementing holistic solutions. As dean, I would start by conducting a thorough assessment involving faculty, students, and support staff to identify specific barriers to engagement. Creating open channels for feedback and fostering a culture of continuous improvement would be central to my approach.

Based on my role, I would implement targeted professional development for faculty focusing on active learning techniques, culturally responsive teaching, and formative assessment strategies. These methods have proven effective in increasing student participation and motivation (Freeman et al., 2014). Additionally, I would advocate for integrating technology that promotes interactive learning experiences, such as online discussion forums and collaborative projects, to accommodate diverse learning preferences. I would also work to strengthen academic advising and mentoring programs, recognizing that personalized support significantly boosts student engagement (Tinto, 2012).

From a leadership perspective, fostering a sense of community and belonging on campus is essential. I would initiate programs that encourage peer collaboration, student-led initiatives, and faculty-student partnerships. These efforts help build an inclusive learning environment where students feel valued and motivated to participate actively. Moreover, data analytics would be employed to track engagement metrics, allowing for continuous monitoring and adjustment of strategies (Kuh et al., 2015).

In sum, as an academic dean, my approach to addressing low learner engagement would be multifaceted, emphasizing leadership, collaboration, professional development, and data-driven decision-making. This comprehensive strategy aims not only to improve engagement but also to foster a supportive academic culture that promotes student success and institutional excellence.

References

• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., OKeefe, M., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
• Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. W., & Hayek, J. C. (2015). What Matters to Student Success: A Review of the Literature. National Postsecondary Education Cooperative.
• Tinto, V. (2012). Student Retention and Degree Completion: Facing Up to the Continual Challenge. Every Student Succeeding: An Agenda for Change in Higher Education.