Education Commons^™

You Live Where? Maximizing O&M Services In Rural And Remote Areas Through Distance Consultation, Amy T. Parker, Mary J. Tellefson

Special Education Faculty Publications and Presentations

The region served by Portland State University’s Orientation and Mobility (O&M) and Visually Impaired Learner (VIL) hybrid preparation program is geographically vast. The states of OR, WA, ID, MT, AK, and HI comprise 28% of the US's geography, covering more than 1,061,000 square miles. Because of regional personnel shortages, faculty must prepare candidates to serve geographically dispersed children and adults with visual impairment or deaf-blindness using technologies that support distance-based consultation.

As a part of a federally funded grant from the US Department of Education, faculty in the O&M program developed an online learning module for candidates to use as …

Pedagogy Of The Edges: Anarchism And The Implicate Order, Jenka Soderberg

Leadership for Sustainability Education Comprehensive Papers

The ecological, structural and epistemological crisis that the planet is facing right now cannot be resolved within the modern educational model. Education can be a means for the transformation of society to a more just, sustainable future – but only if education itself is transformed and re-envisioned by looking to the perspectives that have been most marginalized. This new kind of pedagogy will develop outside the realm of an academic discourse, and will be found in transformative social justice movements and the relationships that are formed in these movements.

Building A Culture Of Collegiality Through Transformative Faculty Support, Rowanna L. Carpenter, Celine Fitzmaurice, Maurice Hamington, Annie Knepler, Vicki Reitenauer

University Studies Faculty Publications and Presentations

Portland State University’s (PSU) motto Let Knowledge Serve the City identifies a key piece of the University’s DNA as a community-engaged institution. As educators in PSU’s signature general education program, University Studies, we work intentionally as colleagues to catalyze transformative teaching and learning to build--with our students--a just world.

In AY 2016-17, through an iterative process involving faculty, administrators, staff, and students, University Studies adopted vision and mission statements to reflect and ground our efforts:

Vision: Challenging us to think holistically, care deeply, and engage courageously in imagining and co-creating a just world.

Mission: University Studies’ inclusive pedagogy

• provokes students …

Using Problems Of Practice To Leverage Clinical Learning, Maika Yeigh

Curriculum and Instruction Faculty Publications and Presentations

Teacher preparation is a complex endeavor. Preparation programs are designed to transform regular humans into adept teachers through carefully constructed coursework and clinical experiences. University programs and the K-12 school systems both play important roles in the process; however, tensions have persisted between university coursework and clinical field work—a divide between "theoretical" and "clinical". The 2010 NCATE Blue Ribbon Panel Report issued a call to action, and asked teacher preparation programs to reconceptualize approaches to pre-service teacher learning by placing clinical experiences at the heart of the work in an effort to bridge traditional theoretical and clinical divides. This article …

In Service Together: University Students And Incarcerated Youth Collaborate For Change, Deborah Smith Arthur, Jamie Valentine

University Studies Faculty Publications and Presentations

Through the lens of two courses at Portland State University (PSU), this article addresses critical service learning pedagogy as transformational for both incarcerated youth and university students. In one course, PSU students share a writing/art workshop with youth in juvenile detention though The Beat Within (https://www.thebeatwithin.org). Another course brings together PSU students and young men incarcerated at MacLaren Youth Correctional Facility in an inside/out course format (https://www.insideoutcenter.org). Working collaboratively, students have developed a variety of service-learning projects. This article explores the impact of critical service learning courses on both incarcerated young people and university students.

Catching The Wave: Are Biology Graduate Students On Board With Evidence-Based Teaching?, Emma C. Goodwin, Jane N. Cao, Miles Fletcher, Justin L. Flaiban, Erin E. Shortlidge

Biology Faculty Publications and Presentations

Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions nationwide, we sought to understand the progress these graduate students are making in adopting EBT through qualitative exploration of their perceptions of and experiences with both EBT and instructional professional development. Initial inductive content analysis of interview transcripts guided the holistic placement of participants within stages of Rogers’s diffusions of …

Hidden In Plain Sight: Findings From A Survey On The Multi-Major Professional Writing Course, Sarah Read, Michael J. Michaud

English Faculty Publications and Presentations

In this article, we report on findings from a survey of writing instructors who teach the multimajor professional writing course (MMPW) across diverse institutional contexts. We marshal these findings to advance a series of arguments about the situation of the MMPW course in U.S. higher education.

Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid

Northwest Journal of Teacher Education

High school, community college, and university faculty attempted to address student readiness for first-year college English classes by working with each other across sectors in an ongoing, collaborative professional development project, Successful Transitions to College (STC). STC demonstrates that teachers can work across sectors to smooth transitions for students who often navigate multiple educational systems throughout their K-16 experience. This professional development work intentionally built opportunities for faculty to work collaboratively while honoring teaching expertise and shared problem solving. Interest in student transition across academic sectors has created a fresh realization for many teachers—one of the best ways to …

Understanding Complexities: Teacher Voices On Differentiating Literacy Practices, Kimberly K. Ilosvay Edd, Elise Pepe

Northwest Journal of Teacher Education

The fact that populations attending U.S. schools are diverse, in terms of cultural representation, SES, languages spoken, etc., means that it is imperative for teachers and teacher candidates to have knowledge of various ways students gain and use literacy. This qualitative study describes reported influences on decisions made and differentiated literacy practices present in classrooms deemed effective with diverse learners. Using a multidimensional framework (Cohen, 2006), analysis highlights social, emotional, ethical, and academic education. Findings reveal the importance of how teachers define literacy and how schools support teachers when designing literacy instruction for different learners. Differences in teacher beliefs and …

Co-Developing An Electronic Campus Equity Walkthrough Evaluation (Cewe) To Assess Students’ Sense Belonging And Equity Mindfulness, Oscar Fernandez

University Studies Faculty Publications and Presentations

In this presentation, attendance members learn how ePortfolios--and eWorkbooks--help students recognize their sense of belonging on a college campus. By asking a series of equity-minded, student-centered questions, the CEWE eWorkbook is a toolkit for assessing whether or not resources on campus are diverse and equitable for a variety of learners.

The Sharing Campus Equity Walkthrough Evaluation (CEWE) eWorkbook is available online: https://pebblepad.com/spa/#/public/GctzZ7RbZczmzs3q4q4jp3zRWy?historyId=Rsz4bQlCTk