Education Commons^™

Justification For An Apparel-Based Sustainability Course At The University Of Arkansas, Sydney Taylor

Apparel Merchandising and Product Development Undergraduate Honors Theses

The University of Arkansas' Apparel Merchandising and Product Development program does not currently offer a course on sustainability in the apparel and textile sector. Due to a lack of sustainability information, students may not have a thorough understanding of their degree. If students had the opportunity to learn about current sustainability-related topics before entering the workforce, they would have a new perspective and a deeper understanding of the industry, allowing them to potentially make good change.

By elaborating on the need for an apparel-based sustainability course to be offered at the University of Arkansas in the Apparel Merchandising and Product …

Developing A Curriculum Model For Differentiating Instruction For All Learners, Emma Riemenschneider

Curriculum and Instruction Undergraduate Honors Theses

The purpose of this study was to determine what types of teaching strategies most engage gifted and talented (GT) students. This study poses the question, "How can classroom teachers engage gifted and talented students while not advancing past the abilities of non-gifted and talented students?" Two surveys were developed and administered to public school teachers and students. The teacher participants of this study were nine classroom teachers at a junior high school in the northwestern part of the state. The student participants of this study were 99 seventh and eighth graders at a junior high school in the northwest part …

Collaboration To Institutionalize Service-Learning In Higher Education Organizations: The Relationship Between The Structures Of Academic And Student Affairs, Joanne A. Dreher

Graduate Doctoral Dissertations

Higher education organizations are distinguished by a structural divide between academic affairs and student affairs. Specific to this separation is the divide between the formal curriculum created and managed by faculty and the informal 'hidden' curriculum developed and delivered to students by student affairs professionals. This divide prompts questions about the role of structure and the cultures that are reinforced by those structures to influence collaboration to integrate new pedagogies such as service-learning.

Case study design was used to analyze three institutions in New England to understand the influence of organizational structures to institutionalize service-learning and to determine the degree …