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Articles 1 - 7 of 7
Full-Text Articles in Education
Reevaluating Student Engagement: Exploring And Applying Alternative Assignments In Higher Education Undergraduate Applied Saxophone, Anthony S. Cincotta Ii
Reevaluating Student Engagement: Exploring And Applying Alternative Assignments In Higher Education Undergraduate Applied Saxophone, Anthony S. Cincotta Ii
Dissertations, 2020-current
Undergraduate applied saxophone study revolves around the conservatory model. This inflexible model, often referred to as a master-apprentice relationship, can create an instructor-centric power dynamic which does not address the needs of the modern student. A classroom where the power lies so heavily with the instructor can stifle student engagement and can create a sense of disenfranchisement. In this setting, students have limited input on their assignment selections. While curricula have evolved with regards to being more culturally diverse, relevant, and inclusive, the approach that educators use to deliver the material has remained largely unchanged. There is limited research on …
Equitable Counselor Education: Promoting A Sense Of Belonging In Master's Counseling Students, Jessica E. Mastrangelo
Equitable Counselor Education: Promoting A Sense Of Belonging In Master's Counseling Students, Jessica E. Mastrangelo
Dissertations, 2020-current
The discrepancies in racial and ethnic demographics between counselors, counselor educators, and the clients they seek to serve are prominent (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2018). Mental health counseling and the field of psychology have a traditionally Eurocentric value system that has positioned the White population to benefit from services and to become clinicians. As such, the centering of the White experience has perpetuated a lack of diversity in the field. As the demographics of the United States population continues to diversify, counseling needs to produce a greater number of racially and ethnically minoritized counselors …
Threshold Concepts And Transfer: A Curriculum Mapping Tool For First-Year Writing, Kerry Smith
Threshold Concepts And Transfer: A Curriculum Mapping Tool For First-Year Writing, Kerry Smith
Masters Theses, 2020-current
Writing scholars Adler-Kassner and Wardle, Beaufort, and Devet have placed pragmatic learning goals of transfer at the core of education’s purpose. This thesis shares the assumption of pragmatic learning goals for education and examines these goals for transfer through Meyer and Land’s theory of threshold concepts in the context of first-year composition courses. Covering Meyer and Land’s foundational work on threshold concepts and Thorndike and Woodworth’s groundbreaking research that later informed Perkins and Salomon’s work in transfer, this thesis aims to contextualize this literature within and operationalize it for first-year writing programs’ curriculum course design through the creation and testing …
Learners’ Perspectives On The Use And Support Of Student Created Video Assignments At James Madison University, Annette Bruff Liskey
Learners’ Perspectives On The Use And Support Of Student Created Video Assignments At James Madison University, Annette Bruff Liskey
Showcase of Graduate Student Scholarship and Creative Activities
This research is an exploratory analysis of the use of student created video assignments at JMU, a pedagogical strategy that is increasingly common but not widely researched. The study collected quantitative data via an online survey of JMU students with the objective of examining the use, design, and outcomes of student created video assignments at James Madison University. Survey topics included the requirements of the assignment, the course that included the assignment, resources available and/or used to complete the assignment, students’ perceptions of the learning outcomes, as well as non-identifying information about each respondent’s demographics and academic experience at JMU. …
Assessing The Mental Health Awareness And Training Needs Of College Professors, Kendall Perez
Assessing The Mental Health Awareness And Training Needs Of College Professors, Kendall Perez
Masters Theses, 2010-2019
This study identified the relationship between college professor knowledge of mental illness, their ability to identify mental illness, and assist students exhibiting symptoms of mental health distress. The study utilized an explanatory mixed method research design and combined an initial faculty survey and with follow-up interviews. The design allowed for a deep examination of the research questions and helped identify the current needs of JMU professors. The study found that faculty felt ill prepared to identify and refer students to mental health resources. Other findings suggested that the majority of respondents were willing to participate in mental health training, yet …
Exploring Diversity Workforce Experiences Of Ahrd Alumni, Kayce Croy
Exploring Diversity Workforce Experiences Of Ahrd Alumni, Kayce Croy
Masters Theses, 2010-2019
Diversity plays a crucial role in everyday life, especially in academic and workplace settings. Despite increased attention to the value of diversity across settings, institutions of higher education, businesses, and organizations often do not provide adequate diversity initiatives to prepare students and employees for life and work in diverse environments. Therefore, to understand diversity education practices from formal college education and workforce experience, alumni who have graduated within the last five years from the Adult Education/Human Resource Development (AHRD) graduate program at James Madison University (JMU) were surveyed.The current study utilized a mixed methods survey approach that provided data on …
An Epic Teaching Experience: A Case Study Of Pedagogically Innovative Undergraduate Classrooms, Tiffany T. Runion
An Epic Teaching Experience: A Case Study Of Pedagogically Innovative Undergraduate Classrooms, Tiffany T. Runion
Showcase of Graduate Student Scholarship and Creative Activities
This qualitative study examined seven professors who taught undergraduate classes in Spring 2016 in the EPIC (Enhancing Pedagogy through Innovative Classrooms) spaces housed in the Student Success Center at James Madison University. Each professor who participated in the study was interviewed, observed teaching in the EPIC space two times and then re-interviewed for this study. A collective case study methodology was used to compare the experiences of the seven professors in the EPIC classrooms. This study explored the uses of the amenities of the EPIC classrooms and the pedagogies used in these classrooms.