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Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Spring 2023, Volume 16, Issue 1

Feminist Mothering And The Needs-Focus Approach Of Writing Centers: A Literature Review, Sophia Wohlwend

Celebration of Scholarship 2023

Within academia, English fields have developed a reputation for being less professional or academically rigid compared to STEM. This undervaluation of English studies, particularly Writing Center work, poses many issues to the people who pursue these careers, specifically harming the women who decide to take these jobs. Typically, English fields are viewed as being nurturing and caring in a way that is deemed less respectable and coddling towards students. Thus, spaces like Writing Centers are branded as “domestic spaces” housing undesirable, feminine traits. As a result of these negative attitudes, this “women’s work” is judged as poorer in quality. According …

Making Sense Of The Financial Data On The Ohio School Report Card, Lisa Shoaf

2023 Faculty Bibliography

No abstract provided.

Where Do I Start? A Pathway For Personal Growth For Faculty Committed To Creating Inclusive Classrooms, Robbie Bishop-Monroe, Joanna Garcia

2023 Faculty Bibliography

This commentary offers insights into how accounting faculty can begin to create more inclusive, equitable experiences for students. Many faculty are well intentioned and desire to improve the student experience but may not know where to start. We introduce a pathway of reflection, education, and action that we believe can help faculty get started on this process. Reflection is the process of assessing one’s own identity, influences, biases, and personal experiences with diversity and privilege. Education involves seeking out information and experiences that can enhance cultural competence, particularly around gaps identified through reflection. Action refers to practical steps taken to …

Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Fall 2022, Volume 15, Issue 2

Information Cascades In The Classroom: The Relationship Between In-Class Feedback And Course Performance, Amanda C. Cook, James Bland, Andrew Meisner

The Journal of Economics and Politics

Technology is used in undergraduate courses to engage students and provide feedback about understanding. TopHat is an application which displays multiple choice questions mid-class. In this field experiment, we determine if displaying or hiding the distribution of peer responses has an impact on exam scores. When students see peer responses, we observe information cascades on both correct and incorrect answers. Getting an individual TopHat question correct predicts a 1.3 percentage point increase on final exam scores, however we find no difference in predictive power between treatments. Participating in one negative cascade predicts that a student will score approximately five percentage …

Holy Cross Comes To Cleveland: A Partnership In Catholic Secondary Education, James Gutowski

2022 Faculty Bibliography

In 1943 Bishop Edward F. Hoban came to Cleveland, Ohio, as coadjutor bishop to Archbishop Joseph Schrembs. Having risen to the episcopacy under the tutelage of Archbishop George Mundelein of Chicago, Hoban shared his mentor’s propensity for expanding and streamlining the work of his diocese, including education. Hoban’s efforts to expand Catholic high school education in Cleveland began at the same time that the Brothers of Holy Cross, led by Brother Ephrem O’Dwyer, C.S.C., sought to become an independent province within their congregation. Over the next twenty years, this confluence of institutional needs induced brother and bishop to develop a …

Molly And The Mathematical Mysteries: Ten Interactive Adventures In Mathematical Wonderland, B P. Barger, P Bloem, D W. Cueto, A Francis, J Graff, N Johnson, Sara K. Parrish, I Larison, W Stephens

2022 Faculty Bibliography

No abstract provided.

Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Spring 2022, Volume 15, Issue 1

Rhetorical Tweeting: A Social Media Pedagogy For The First-Year Writing Classroom At John Carroll University, Nick Imbrogno

Masters Essays

No abstract provided.

Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Spring 2021, Volume 14, Issue 1

Conversation Among Physical Chemists: Strategies And Resources For Remote Teaching And Learning Catalyzed By A Global Pandemic, Andrea N. Giordano, David Gardner, William W. Kennedy, Chrystal D. Bruce

2021 Faculty Bibliography

In the midst of a global pandemic in spring 2020, physical chemistry faculty gathered to share strategies and resources for teaching remotely. During this conversation, instructors created a shared document compiling the challenges they faced in spring 2020 and ways to improve teaching and learning in the physical chemistry classroom and laboratory when institutions reopened in the fall. We present a content analysis of the shared document that provides a snapshot of physical chemists’ thoughts at that moment in June 2020. The themes that emerged from our analysis are assessment, choice of learning objectives, course management, opportunities, resources, student motivation, …

Molly And The Mathematical Mysteries: Ten Interactive Adventures In Mathematical Wonderland, Sara K. Parrish

2021 Faculty Bibliography

Global Perspectives on STEM

Breaking The Rules [Of Summer], Ashley Kaye Dallacqua, Sara K. Parrish, Mindi Rhoades

2021 Faculty Bibliography

Shaun Tan’s picture book/app, Rules of Summer, challenges conceptions of literature and literacy for young people, placing visuals at the center of the narrative in dissonance with printed text. This article explores this nonlinear, yet complex text and reactions to it from preservice and practicing teachers. We explore possibilities for schools, particularly with considering intersections between art education and literacy. We believe teachers can use artful texts like Rules of Summer in interdisciplinary ways to challenge their students, and themselves, to break rules around instruction, literacy practices, art education, and the current testing culture. We find that this narrative invites …

Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Fall 2021, Volume 14, Issue 2

The Extent To Which Antiracist English Teachers Still Conveyed Racism, Josephine Schuman

Senior Honors Projects

No abstract provided.

Transitioning To An Online Writing Center: Encouraging Inclusivity And Accessibility Throughout The Covid-19 Pandemic And Beyond, Kennedy Westfall

Masters Essays

No abstract provided.

Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Fall 2020, Volume 13, Issue 2

The Squeaky Wheel Gets The Grease: Ap Students Ask For More Critical Reading And Writing And Less Test Preparation, Heidi S. Lateulere

Masters Essays

No abstract provided.

Co-Navigating The Complexities Of School Reform: The Establishment And On-Going Maintenance Of Relational Trust In School Reform Efforts, Sarah C. Lightener, Sara K. Parrish, Robert Drewry, Patricia L. Scharer

2020 Faculty Bibliography

The purpose of this research was to examine the ways in which the principal and literacy coach collectively developed and maintained relational trust in order to establish school literacy reform efforts. Drawing from a larger set of data, we employed qualitative methods to explore interviews and surveys from the principals and literacy coaches at two different schools who were able to implement literacy reform for several consecutive years. The relational trust established between the coach and principal enabled them to co-navigate issues that might have otherwise impeded literacy reform efforts in their school. Acting together, the principal and the coach …

On Positioning, Deafness, And Educational Research: An Autoethnography On Deafness And Qualitative Research, Sara K. Parrish

2020 Faculty Bibliography

Combining autoethnography and disability studies in education, this article is an autoethnographic study of the different ways the author was positioned as abled and disabled by her institution’s review board when reviewing her qualitative research proposal. The author talks back to the prevailing understandings of disability and conceptions of research that emerged as she interacted with the review board. Through the article, the author problematizes the ableism that surfaced and seeks to redefine what it means to be a qualitative researcher in spite of and because of her deafness. She ends by arguing for a more inclusive understanding of what …

Of Research Reviews And Practice Guides: Translating Rapidly Growing Research On Adolescent Literacy Into Updated Practice Recommendations., Daniel Reynolds

2020 Faculty Bibliography

The demand for evidence-based instructional practices has driven a large

supply of research on adolescent literacy. Documenting this supply, Baye,

Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized

far more studies, with far more rigorous methodology, than had ever

been collected before. What does this mean for practice? Inspired by this article,

I investigated how this synthesis compared with the 2008 U.S. Institute of

Education Sciences practice guide for adolescent literacy. I also include two

contemporary documents for context: Herrera, Truckenmiller, and Foorman’s

(2016) review and the U.K. Education Endowment Foundation’s 2019 practice

guide for secondary schools. …

Explorations Of Classroom Talk And Links To Reading Achievement In Upper Elementary Classroo, Amanda P. Goodwin, Sun-Joo Cho, Daniel Reynolds, Stephanie Nunn, Rebecca Silverman

2020 Faculty Bibliography

The current study reports on a large-scale quantitative analysis of classroom talk practices and links to different measures of reading achievement within upper elementary classrooms. Data involving 745 fourth- and fifth-grade teachers and 18,844 students from the Measures of Effective Teaching (MET) study were used. Talk was quantified via various talk-related indicators from 2 observation protocols and a student survey. Dimensionality analyses suggest these indicators represent 4 factors consisting of teacher explaining, questioning, encouraging of student talk, and big-picture communicating. Links to 2 different standardized reading achievement measures were also modeled with improved ratings of teacher explanations and questioning predicting …

Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Spring 2020, Volume 13, Issue 1

Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Fall 2019, Volume 12, Issue 2

Faculty Notes, John Carroll University

Faculty Notes - John Carroll University

Spring 2019, Volume 12, Issue 1

The Apollo 1 Fire: A Case Study In The Flammability Of Fabrics, With Supplemental Material For On-Line Appendix, Gregory A. Dilisi

2019 Faculty Bibliography

No abstract provided.

Write In Front Of Us: Creating Linguistically Diverse Composition Classrooms, Sarah Davis

Masters Essays

No abstract provided.

Holy High-Flying Hero! Bringing A Superhero Down To Earth, Gregory A. Dilisi

2019 Faculty Bibliography

No abstract provided.

The Relationship Between Body Mass Index (Bmi) And Sedentary Behavior Is Mediated By Negative Peer Interaction In Boys, Jacob E. Barkley, Gregory S. Farnell

2019 Faculty Bibliography

To determine if self-reported negative social interaction mediates the relationship between sedentary behavior and body mass index (BMI) percentile in boys. Twelve overweight/obese (≥85th BMI percentile) and 14 non-overweight (<85th BMI percentile) boys (10.5 ± 1.5 years old) completed surveys assessing overt peer victimization and relational victimization. Children were individually given access to a gymnasium with physical activity equipment and sedentary alternatives for 30 minutes. Children could play with the equipment in any pattern they wished and the amount of time allocated to sedentary activities (sitting time) was recorded. Overt and relational victimization were moderately and positively associated with BMI percentile (r ≥ 0.40, p ≤ 0.04) and sitting time (r ≥ 0.40, p ≤ 0.05) and sitting time was positively associated with BMI percentile (r = 0.4, p = 0.05). After controlling for overt and relational victimization the correlation between sitting time and BMI percentile was non-significant (r ≤ 0.28, p ≥ 0.18). The positive relationship between BMI percentile and sedentary behavior was mediated by measures of negative social interaction.