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Full-Text Articles in Education

Student Collaboration Online In A Critical Thinking Course, Bob Schoenberg Jan 2011

Student Collaboration Online In A Critical Thinking Course, Bob Schoenberg

Human Architecture: Journal of the Sociology of Self-Knowledge

This article identifies several benefits of student online collaboration and describes a number of collaborative tools that can be used without charge. The author also shares with readers several different strategies for promoting collaboration, including some of his personal tips and suggestions, based on his experience of teaching an online course on Critical Thinking at UMass Boston. The author argues that online education offers many opportunities for students to learn a variety of subjects, think critically and work collaboratively. However, for online faculty to be effective in their teaching they need training and experience.


When Literature Is Evangelical: Pedagogies Of Passion, J. Ken Stuckey Jan 2010

When Literature Is Evangelical: Pedagogies Of Passion, J. Ken Stuckey

Human Architecture: Journal of the Sociology of Self-Knowledge

This essay examines how to teach from a point of passion to engage students with narrative study in a manner that moves them beyond the preoccupation with the pragmatic applications of reading and writing. I discuss two key teaching activities that allow students to see literature as a scholarly discipline in its proper context as a very personal philosophical tenet: A. “The Read-In and Write-In”; and B. “Bring a Friend to Class Day.”


Constructing The Innocence Of The First Textual Encounter, Alex Mueller, Cheryl Nixon, Rajini Srikanth Jan 2010

Constructing The Innocence Of The First Textual Encounter, Alex Mueller, Cheryl Nixon, Rajini Srikanth

Human Architecture: Journal of the Sociology of Self-Knowledge

Three faculty members from UMass Boston's English Department—a team responsible for the department’s M.A. course on the Teaching of Literature and for the training of novice teachers of literature—examine the complex process of reading texts that they teach as if they are encountering them as their students do, for the first time. Accepting the proposition that reading texts in the classroom places the student at the center of an experience that originates in the instructor, they suggest that teachers must be prepared to relinquish their “expert” attachment to the text by defamiliarizing it to themselves ...


The Structure Of Higher Learning In Fin-De-Siècle America: Bureaucracy, Statistical Accounting, And Sociocultural Change, Donald A. Nielsen Jun 2009

The Structure Of Higher Learning In Fin-De-Siècle America: Bureaucracy, Statistical Accounting, And Sociocultural Change, Donald A. Nielsen

Human Architecture: Journal of the Sociology of Self-Knowledge

This article draws on the ideas of Thorstein Veblen to diagnose current trends in the higher learning in America. It focuses on the increasing rationalization, bureaucratization and emphasis on statistical accounting as well as the dominance of administrative elites within the middle levels of higher education. It traces the impact of these methods throughout a range of academic areas, including hiring and evaluation of faculty, the place of students, the content and conduct of intellectual programs, and the operation more generally of the academic organization.


Nemesis Of C. Wright Mills’ Promise: Sociology, Education And The Changing Context And Meaning Of Teaching And Learning, Festus Ikeotuonye Jun 2009

Nemesis Of C. Wright Mills’ Promise: Sociology, Education And The Changing Context And Meaning Of Teaching And Learning, Festus Ikeotuonye

Human Architecture: Journal of the Sociology of Self-Knowledge

In this paper, I argue that education is in many ways a site for the perennial exercise of power. I posit that education is also a register of the struggles integral to the establishment of dominant systems of thought that mirrors the broader power/knowledge nexus. Through a critical analysis of the penetration of corporate and commercial values into the sphere of higher education, I aim to demonstrate the link between the larger historical scene and the varied appearances of the "designs for instrumental action" that ultimately set the conditions for their own propagation. The reduction of "science" to "technique ...


Encounters Between Immigrant Students And U.S. Urban Universities, Maria Natalicia Rocha-Tracy Jan 2009

Encounters Between Immigrant Students And U.S. Urban Universities, Maria Natalicia Rocha-Tracy

Human Architecture: Journal of the Sociology of Self-Knowledge

The intention of this article is to gain an in depth understanding of immigrants' experiences and their encounters with institutions of higher education, focusing on the nature of academic barriers and students' coping strategies in response to them. The situation of undocumented students, both in and out of universities, will receive special attention. Findings are based on a 2006 survey of a convenience sample of 149 students, both immigrant and non-immigrant, at two universities in Boston, Massachusetts, one public and one private. The sample included 106 females and 43 males; 27 students classified themselves as racial minorities. All but seven ...


From Juicy To Rooftop And Other Lines In Between: Teaching Remedial Reading To First Year College Students, Darlene Ferguson-Russell Jan 2009

From Juicy To Rooftop And Other Lines In Between: Teaching Remedial Reading To First Year College Students, Darlene Ferguson-Russell

Human Architecture: Journal of the Sociology of Self-Knowledge

The qualitative method of story is used in this article to discuss the author's work in teaching a remedial college reading course for the first time. The article highlights the instructional methods and community-building exercises used to critically teach basic reading to an educationally and culturally diverse group of first year college students at a predominantly White institution. The author discusses the approach to the course and interactions with students using a culturally responsive teaching framework. She illustrates how reading instruction can be contoured around music, popular culture issues and students' interests in order to exercise essential reading skill ...


Beyond The Single Classroom: The Paired Dimension In Inclusive Teaching, John Fobanjong, Patricia White Jan 2009

Beyond The Single Classroom: The Paired Dimension In Inclusive Teaching, John Fobanjong, Patricia White

Human Architecture: Journal of the Sociology of Self-Knowledge

As recently as ten years ago, inclusive learning was seen by some as a mere buzzword. Today, for many, it is the wave of the future. At most institutions of higher learning, faculty are increasingly adopting and incorporating inclusive learning strategies their courses. This article goes beyond the single faculty approach in inclusive learning, and examines an approach that involves pairing up faculty in two unrelated disciplines, and providing a continuum that takes learning from one classroom to the next.


Varying Pedagogy To Address Student Multiple Intelligences, Leeann Griggs, Sally Barney, Janet Brown-Sederberg, Elizabeth Collins, Susan Keith, Lisa Iannacci Jan 2009

Varying Pedagogy To Address Student Multiple Intelligences, Leeann Griggs, Sally Barney, Janet Brown-Sederberg, Elizabeth Collins, Susan Keith, Lisa Iannacci

Human Architecture: Journal of the Sociology of Self-Knowledge

The Multiple Intelligences Theory, first addressed by Dr. Howard Gardner, is based on the theory that people learn utilizing different types of intelligences. For decades, the traditional way of thinking about higher education was large, impersonal, lecture hall style presentations followed thereafter by an exam of some sort. It was hypothesized that most students do not work from an intelligence that is most receptive to lecture, the means by which many college courses are delivered. The goal of this inquiry was to determine if the teaching methodologies most often used by the participant instructors were aligned with the intelligence strength ...


Transgender Realities: Student Lives And Community Challenges, Kimberly Smirles, Ann Wetherilt, Melanie Murphy, Elijah Patterson Jan 2009

Transgender Realities: Student Lives And Community Challenges, Kimberly Smirles, Ann Wetherilt, Melanie Murphy, Elijah Patterson

Human Architecture: Journal of the Sociology of Self-Knowledge

Transgendered students face a number of personal and social issues, a great deal of which emanate from people's ignorance about transgenderism. As an educational community, it is the duty of its members to create a safe and supportive environment for everyone. Seeing the relevance of gender in all its forms and across disciplines is one way to raise awareness and broaden people's perspectives on the complexity of living in a gendered society. Yet, a common misperception is that discussions about transgenderism are limited to specific disciplines or courses, such as Psychology, Human Sexuality, or Gender Studies. Even faculty ...


Teacher Candidates’ Critical Conversations: The Online Forum As An Alternative Pedagogical Space, Janet D. Johnson Jan 2009

Teacher Candidates’ Critical Conversations: The Online Forum As An Alternative Pedagogical Space, Janet D. Johnson

Human Architecture: Journal of the Sociology of Self-Knowledge

This article analyzes how teacher candidates in an English Education practicum course utilize an online forum to discuss issues of school equity and teaching for social justice. Throughout the discussions of their field experiences in an urban high school and a suburban middle school, the candidates offered descriptions and reflections, told stories, generated questions, and critically analyzed differences in equity, teaching, and students between the two settings. The research suggests that an online discussion forum can provide an alternative pedagogical space, or "second classroom" (Campano, 2007), for candidates to access, question, and revise dominant discourses about schooling. While candidates occasionally ...


Promoting Dialogue On The Transgender Experience In College Courses Through Films And Literature, Elizabeth H. Rowell Jan 2009

Promoting Dialogue On The Transgender Experience In College Courses Through Films And Literature, Elizabeth H. Rowell

Human Architecture: Journal of the Sociology of Self-Knowledge

Although transgender individuals have been part of every culture and society in recorded human history, many people today are unaware of gender variant individuals among them and discussions of rights and equality have usually excluded trans people. This lack of recognition and intolerance often makes being transgender today very difficult. Much work remains to be done to educate the public and improve the safety and well-being of trans people. College professors can help to promote understanding of and advocacy for gender variant individuals. This is an overview of one professor's experiences in weaving critical thinking and dialoguing about the ...


Teaching Cultural Competence In Print Advertising: Postmodern Ads And Multi-Race Clothing Models, Mary Ball Howkins Jan 2009

Teaching Cultural Competence In Print Advertising: Postmodern Ads And Multi-Race Clothing Models, Mary Ball Howkins

Human Architecture: Journal of the Sociology of Self-Knowledge

We recognize advertising imagery as propaganda for selling commodities but our students are less apt to recognize that it also reenacts the symbolic rituals of our postmodern society by implying the underlying structures of social stratification and power relations, of class, race, ethnicity, gender, language, sexual orientation, religion, age, and ability by using subtle visual tools. Postmodern "shock advertising" has presented some of the most controversial print ads in regard to race and sexual orientation, yet a more subtle ordering of differently raced models often reveals a hidden hierarchy that privileges blond and/or white models in clothing ads. This ...


Meditation As Teaching And Learning Tool: Theory, Practice, And Testimony, Wayne-Daniel Berard, Alexandria Hallam, Anne Geiwitz, Matthew R. Kerzner Jan 2009

Meditation As Teaching And Learning Tool: Theory, Practice, And Testimony, Wayne-Daniel Berard, Alexandria Hallam, Anne Geiwitz, Matthew R. Kerzner

Human Architecture: Journal of the Sociology of Self-Knowledge

This essay explores a pedagogical approach to teaching and learning based upon Eastern philosophy, particularly Zen, with specific attention to the writing process. Meditation, practiced in class, is central to this method. Together, students and teacher move from a Western, dualistic educational model in which teacher, learner and subject are separate and foreign to each other, to the East's emphasis upon the essential oneness of all things, including student, educator, and material. The essay details the theory underlying this approach, outlines specific classroom practices (particularly in the writing process), and offers testimony to the approach's effectiveness from two ...


Teaching Critical Thinking To Freshman Writers By Engaging Contemporary Artists’ Work, Angelika Festa Jan 2009

Teaching Critical Thinking To Freshman Writers By Engaging Contemporary Artists’ Work, Angelika Festa

Human Architecture: Journal of the Sociology of Self-Knowledge

Engaging fully with contemporary art requires analysis of the relationship between creative imagination, personal experience, and cultural context. This article discusses the study of contemporary works of art as an effective tool for fostering the development of critical thinking skills in a freshman writing class at an art college. In a carefully structured progression of written assignments, students are guided in the step-by-step exploration of the work of three specific artists and their writings. Close attention is paid to students' written responses to assignments to illustrate how close engagement with the work of specific contemporary artists is particularly well-suited to ...


Editors’ Note: Necit, Cit, And Teaching Transformations 2009, Jay R. Dee, Vivian Zamel, Mohammad H. Tamdgidi Jan 2009

Editors’ Note: Necit, Cit, And Teaching Transformations 2009, Jay R. Dee, Vivian Zamel, Mohammad H. Tamdgidi

Human Architecture: Journal of the Sociology of Self-Knowledge

This introductory editors' note presents a brief history and statement of aims of the New England Center for Inclusive Teaching (NECIT), the Center for the Improvement of Teaching (CIT), and the overlap of the interests and contributions of the above with those of the mission of Human Architecture: Journal of the Sociology of Self-Knowledge and its annual Teaching Transformations series. The editors note that the first seven studies in the present issue were gathered through the conference activities of NECIT while the second series of articles emerged from the conversations and presentations at the annual CIT conference at UMass Boston ...


Innovative Models For Organizing Faculty Development Programs: Pedagogical Reflexivity, Student Learning Empathy, And Faculty Agency, Jay R. Dee, Cheryl J. Daly Jan 2009

Innovative Models For Organizing Faculty Development Programs: Pedagogical Reflexivity, Student Learning Empathy, And Faculty Agency, Jay R. Dee, Cheryl J. Daly

Human Architecture: Journal of the Sociology of Self-Knowledge

This study reports on the impact of faculty development seminars convened at seven colleges and universities by the New England Center for Inclusive Teaching (NECIT). In these semester-long seminars, faculty participants reflected on their professional lives, identified strengths and competencies that they could share with others, and assumed the posture of being learners themselves, as they encountered new ideas and innovations that could enhance their work as scholars and teachers. The seminar process was more organic and free-form than the structured workshops and training sessions that are often offered to faculty through more conventional, functionally-oriented faculty development programs. This more ...


Studying Ourselves As Scholar-Teachers In The Age Of Hiv And Aids In Southern Africa, Mathabo Khau, Kathleen Pithouse Mar 2008

Studying Ourselves As Scholar-Teachers In The Age Of Hiv And Aids In Southern Africa, Mathabo Khau, Kathleen Pithouse

Human Architecture: Journal of the Sociology of Self-Knowledge

In southern Africa, critically high levels of HIV and AIDS have brought about an expectation that all teachers should integrate HIV- and AIDS-related education into their subject areas. Research suggests that such integration can be supported by teacher education that takes account of the vital mediating role that teachers' experiences and perspectives play in HIV- and AIDS-related education. In this essay, we reflect on our experiences of learning and teaching in a graduate course for teachers called "Studying ourselves as scholar-teachers in the age of HIV and AIDS in southern Africa" which took place at a university in South Africa ...


Editors’ Note: Teaching Transformation, Mohammad H. Tamdgidi, Vivian Zamel Jan 2008

Editors’ Note: Teaching Transformation, Mohammad H. Tamdgidi, Vivian Zamel

Human Architecture: Journal of the Sociology of Self-Knowledge

The articles that appear in this issue of Human Architecture: Journal of the Sociology of Self-Knowledge reflect the diversity and richness of presentations at the 2008 Annual Conference on Teaching for Transformation organized by the Center for the Improvement of Teaching at UMass Boston. Representing faculty across different disciplines, these essays reflect these teachers' creative and thoughtful pedagogical approaches, their focus on challenging and engaging learners, and their commitment to both excellence and inclusion. The title chosen for this volume, "Teaching Transformation"--one which will regularly appear in the CIT proceedings issues of Human Architecture--highlights a two-fold interest and commitment ...


Beyond The Clip: Critical Uses Of Film In The Non-Film Course, Leonard Von Morzé Jan 2008

Beyond The Clip: Critical Uses Of Film In The Non-Film Course, Leonard Von Morzé

Human Architecture: Journal of the Sociology of Self-Knowledge

This essay considers ways of using film in the classroom to facilitate and deepen students' critical interpretations of their culture. Noting that digitalization has the effect of leveling distinctions between textual and visual media, the essay considers the pedagogical importance of understanding rather than abolishing such distinctions, because without them films might be reduced to mere illustrations of texts. The essay considers the multimedia classroom as a space of opportunity, in which teaching students to write critically about their culture becomes more challenging but also more urgently important, particularly with respect to visual representations of race in the contemporary United ...


The Use Of Spike Lee’S Bamboozled To Promote Difficult Dialogues On Race, Stephen E. Slaner, Sandra Clyne Jan 2008

The Use Of Spike Lee’S Bamboozled To Promote Difficult Dialogues On Race, Stephen E. Slaner, Sandra Clyne

Human Architecture: Journal of the Sociology of Self-Knowledge

This paper will explore pedagogical strategies for using Spike Lee's cinematic coup Bamboozled to stimulate thoughtful discourse about race in the college classroom. The combined use of film excerpts, writing exercises and classroom discussion can help students to deconstruct racial stereotyping in the media. The students are asked initially not to converse about their emotional reactions to excerpts from the film, but to write about these responses for a brief ten to fifteen minute period. Having loosened up the flow of ideas through freewriting, the students are now ready to engage in a classroom discussion of the film clip ...


Check One: Tutor Hat, Teacher Hat, Facilitator Hat, Some/All/None Of The Above, Meesh Mccarthy, Erin O’Brien Jan 2008

Check One: Tutor Hat, Teacher Hat, Facilitator Hat, Some/All/None Of The Above, Meesh Mccarthy, Erin O’Brien

Human Architecture: Journal of the Sociology of Self-Knowledge

This autoethnographic essay uses a recent conference experience to delve into questions of process-oriented center-tutor identity. Through multiple lenses and descriptors, we attempt to reveal some of the intricate negotiations that characterize our multi-hatted educative work as tutors, teachers, and workshop facilitators within the UMass Boston community. We argue that the current context of increasing acceptance and recognition of writing center tutor authority and expertise necessitates a reexamination of tutor integrity, tutor/informant roles, and the tutor as a complex self. Anecdotal evidence from the conference presentation, workshop negotiations, and actual tutorials flesh out these autoethnographic snapshots. We forego closure ...


First-Generation College Students: Then And Now, Corinne R. Merritt Jan 2008

First-Generation College Students: Then And Now, Corinne R. Merritt

Human Architecture: Journal of the Sociology of Self-Knowledge

This article seeks to examine past and present first-generation college students, how they have changed demographically, and what colleges can do to assist them in meeting the challenges of higher education. A brief, descriptive memoir of the author as a first-generation college student precedes a concise review of current studies on this student population.


Making Assessment Everyone’S Business: The Use Of Dialogue In Improving Teaching And Learning, John Chetro-Szivos, Lauren Mackenzie Jan 2008

Making Assessment Everyone’S Business: The Use Of Dialogue In Improving Teaching And Learning, John Chetro-Szivos, Lauren Mackenzie

Human Architecture: Journal of the Sociology of Self-Knowledge

In the 2007/2008 academic year, five faculty in the Department of Communication Media at Fitchburg State College came together to seek ways to be proactive in addressing the challenges imposed by outcomes assessment. The goal of this study was to see if opportunities existed to find constructive ways to engage assessment beyond the positions of those who are opposed or cautious about it. This article introduces a communication perspective for studying assessment; provides a detailed overview of the components of the study; discusses the findings and connects them to a systemic approach for looking at assessment; and concludes by ...


Teach Others To Learn While You Are Learning To Teach: A Personal Journey In Linking Pedagogy And Technology, Tara Devi S. Ashok Jan 2008

Teach Others To Learn While You Are Learning To Teach: A Personal Journey In Linking Pedagogy And Technology, Tara Devi S. Ashok

Human Architecture: Journal of the Sociology of Self-Knowledge

I have found that "teaching others to learn while you are learning to teach" is a good statement of my pedagogy. Teaching began for me in 1983 and is a passion, which happens to overlap with my profession. It is a personal account of this journey that I share in this paper. The narrated experiences are of teaching in India and the United States. My teaching has been greatly enriched by my research in the field of human genetics. It has provided a unique perspective on learning. Some of the questions posed are: Do we have to know whether we ...