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Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
The Conversionism Theory of Education; Improving Instructional Practice in Higher Education Through Faculty Development
and Cross-Institutional Learning Communities
Author(s): Enoh Nkana
Citation: Enoh Nkana, (2020) "The Conversionism Theory of Education; Improving Instructional Practice in Higher Education Through Faculty Development and Cross-Institutional Learning Communities," Journal of Higher Education Theory and Practice, Vol. 20, ss. 1, pp. 136-140
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Enrollment of students with varied learning needs has contributed to a shift in the higher education learning environment. Current teaching and learning strategies are inadequate to meet the needs of these students. The educational theory of conversionism proposes that the developing needs of institutions of higher education can be met by converting the belief system held by stakeholders, especially college instructors, toward the capabilities of students with varying abilities; aligning higher education teaching and learning practices with proven best practices; and bringing awareness of the influence of instructor attitudes on student success. These goals can be met through development of inclusive practices in faculty development and implementation of cross-institutional learning communities.
