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Internalized Oppression: Exploring The Nuanced Experiences Of Gender And Sexuality In Historically Black Colleges And Universities, Kathryn Kendal Ryan
Internalized Oppression: Exploring The Nuanced Experiences Of Gender And Sexuality In Historically Black Colleges And Universities, Kathryn Kendal Ryan
The Great Lakes Journal of Undergraduate History
In the American South at the turn of the century, quality education was scarce and legislative laws were put in place to ensure that African American individuals remained far away from Predominantly White Institutions (PWIs). As a result, Historically Black Colleges and Universities (HBCUs) became a catalyst for change in a “separate but equal” driven society. This article will explore the significance of Historically Black Colleges and Universities in elevating Black Americans throughout the twentieth century while assessing the conservative nature of the institutions and their inflexibility towards the various nuances of African American communities. While not particular to HCBUs, …
Empathy Mapping: Bridging Cultural And Linguistic Divides In International Online Education, Juliet Lammers
Empathy Mapping: Bridging Cultural And Linguistic Divides In International Online Education, Juliet Lammers
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
The concept of empathy, commonly used in user experience (UX) design, has gained traction in distance education communities (Matthews et al., 2017). Empathy offers designers insight into users and their contexts (Neubauer et al., 2017) and helps designers “understand how instruction would be experienced” (Parrish, 2006), thus improving the overall outcome (Lewis & Contrino, 2016; Neubauer et al., 2017; Parrish, 2006). UX designers use a visualization tool called empathy mapping to chart information about their users. Empathy maps are used at the outset of a project and continue to evolve and inform the project as new data emerges. This paper …
Developing Critical Thinking With Rhetorical Pedagogy, Elizabeth Ismail
Developing Critical Thinking With Rhetorical Pedagogy, Elizabeth Ismail
OSSA Conference Archive
The development of critical thinking skills is emphasized as a fundamental attribute of successful graduates (Ritchhart & Perkins, 2005; Willingham, 2008). Some critical thinking textbooks inform students to “see beyond the rhetoric to the core idea being stated” (Moore and Parker, 2009, p. 21); however, other scholars have begun to suggest that rhetoric is intrinsically interrelated to critical thinking and plays a pivotal role in everyday interactions (Saki, 2016). This paper explores the later.