Education Commons^™

Breaking The Fourth Wall: Co-Constructing Evaluative Practices In The Graduate Methods Classroom, Kelly W. Guyotte, Carlson H. Coogler

Feminist Pedagogy

This article centers on the authors' experiences co-teaching a semester-long qualitative ABR course by exploring a pedagogical practice implemented by Kelly—the co-construction of an evaluation rubric between teacher and student. We focus on this practice in particular because we believe it is uniquely situated for graduate student teaching. Typically, instructors develop course assessments on their own, establishing their own criteria for what should be included within an assignment. Students, then, refer to rubrics as they compose their assignments ensuring they ‘meet’ or ‘exceed’ the articulated criteria, with little opportunity to provide feedback on how their work is evaluated. Breaking the …

‘Hot Girl Teaching’ In A Faith-Based Environment, Niya Pickett Miller

Feminist Pedagogy

There is much to learn from Megan Thee Stallion, the self-proclaimed “Hot Girl Coach.” However, her provocative lyrics and hyper-sexuality are challenging to interject into communication-themed classes at a predominantly white, faith-based university where many students come with an expectation for learning that resists mainstream trends and upholds conventional Christian values and conservative ideological ways of thinking about socio-political issues. This commentary offers a faith-based and feminist perspective about how including Black popular culture, and (more broadly) culturally diverse texts in predominately white, faith-based classrooms can work and why such centering does not contradict biblical principles.

Facing Gender Absence: Questioning The International Relations Curriculum From A Peripheral Feminist Perspective And Practice, Alessandra Jungs De Almeida, Jocieli Decol

Feminist Pedagogy

The International Relations field is historically tied to masculine, European, and white hegemonic ideologies. As a result, gender and feminist debates rarely appear on the construction of the International Relations university curriculum and its teaching practices. Considering this scenario, the main goal of this critical commentary is to present ways to face gender and feminist absence in the International Relations classroom. We demonstrate how inside-outside classroom interaction and debates can be a powerful tool to transform International Relations teaching and curriculum, opening space to feminist pedagogical perspectives and practices.

Silence As An Educational Tool To Deconstruct Normative Societal Structures And Create Epistemic Trust, Milad Mohebali, Elmira Jangjou

Feminist Pedagogy

This article advances a teaching strategy to help students reflect on how they engage in class discussion by considering silence and silencing of voices in classroom discussions among peers as epistemic violence where a student’s capacity as a knower is questioned. We provide examples of silence(ing) we experienced as graduate international students from the Global South studying educational policy and leadership studies in the United States, to then share how we have used silence as a pedagogical tool to deconstruct the assumptions of the field and the society that keeps the silence as normative. We introduce third thinging as a …

A Review Of Brenda Cossman's The New Sex Wars, Ashley Barnes-Gilbert

Feminist Pedagogy

In The New Sex Wars: Sexual Harm in the #MeToo Era, Brenda Cossman unpacks the contemporary debates of the #MeToo movement through the lens of the 1970s and 1980s feminist sex wars. Cossman seeks to deconstruct the binary conversation of the feminist sex wars, both in the past and present. She offers an alternative read of these debates, rooted in anti-carceral feminism and reparative justice. This book is a must read for scholars, activists, and educators alike, as she provides innovative analytical approaches that transform feminist praxis inside and outside the classroom, the academic journal, the courtroom, and the online …

Social Justice Begins With Me: The Making Of "Seeking Social Justice Podcast" For An Undergraduate-Level Interdisciplinary Class, Ziwei Qi

Feminist Pedagogy

Instructors face several pedagogical challenges in effectively engaging undergraduate students in developing social justice competency (Adams, 2007). The overall pedagogical framework of social justice education is to integrate "affective, personal, social, and experiential dimensions of teaching and learning" (Adams, 2007, p.15). Most importantly, social justice education demands equity of voice from students who yearn to equip them with skills to tackle social injustices because of differential distributions of power and privilege. The "Seeking Social Justice Podcast" project prepares students to understand diverse groups of people residing in the United States and their communities, including racial and ethnic groups and other …

On Teaching Diversity And Inclusion, Clara Bradbury-Rance

Feminist Pedagogy

In 2020, I was asked to design a module called “Diversity and Inclusion in Practice” for a new online MA. To design a module around this theme was to reckon with a paradox. Scholars such as Sara Ahmed, working across feminist, queer, and critical race studies, have given us theoretical and methodological frameworks not simply for celebrating “diversity” but for exploring this term itself as a function of power. While the use of terms such as diversity and inclusion may be a strategic necessity for social justice work around higher education’s current agenda, this “language of diversity” (Ahmed 2012: 51) …

Editor’S Introduction – Getting The Language, Tools, And Love Of Bell Hooks, Qiana Cutts

Feminist Pedagogy

No abstract provided.

Witnessing Engaged Voices: A Feminist Pedagogy Of Inclusion, Alana M. Nicastro, Patricia Geist-Martin

Feminist Pedagogy

When student perspectives, needs, and wants are left out of academic discourse, the discursive structures necessary to encourage, organize, and evaluate their voice are absent. Students then become ambivalent instead of exercising their voice and decisively assessing the value of their contributions. This original teaching activity targets the problematics that constrain voices in the classroom and invites readers and listeners to consider their positionality and action as a commitment to a Feminist Pedagogy of Inclusion (FPoI). In this way, students and professors can deliberately hold a space where the act of witnessing is more than simply observing voice. The intended …

My First Time Ungrading: Approach Used And Reflections, Heather Leslie

Feminist Pedagogy

A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead) edited by Susan Blum and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed into the ungrading movement by reading articles from Teachers Going …

Pivoting Feminist Praxis: From Writing Collective To Pandemic Pedagogies, Sabine Lebel, Lauren Cruikshank, Casey Burkholder

Feminist Pedagogy

No abstract provided.

Evaluating Creative Choice In K-12 Computer Science Curriculum, Kirsten L. Mork

Master's Theses

Computer Science is an increasingly important topic in K-12 education. Ever since the "computing crisis" of the early 2000s, where enrollment in CS dropped by over half in a five year span, increasing research has gone into improving and broadening enrollment in CS courses. Research shows the importance of introducing CS at a young age and the need for more exposure for younger children and young adults alike in order to work towards equity in the field. While there are many reasons for disinterest in CS courses, studies found one reason young adults do not want to study CS is …

Graduate Internship Report - Foothill High School, Bakersfield, Donald Vernon Clark

Agricultural Education: Graduate Internship Reports

This document focuses on addressing the 11 quality criterias of the Bakersfield Foothill agriculture department. Current status, ideas for imporovment, and areas to improve on are addressed in each criteria. The supporting documents are concurrently used for the Agriculture Incentive Grant review process at Foothill High School. After the completion of this project the Bakersfield Foothill Agriculture Department is in compliance with the quality criteria of the Agriculture Incentive Grant expectations.

Aged 539 Graduate Internship Report, Derek L. Silva

Agricultural Education: Graduate Internship Reports

The Galt High School Agriculture Department is committed and dedicated to promoting and developing personal growth, career technical skills and rigorous/ relevant instruction for all students. Offering several pathways in the Agri-Science, Ornamental Horticulture and Ag Mechanics personalized to student’s career and technical skills interest areas through engaging hands on laboratories and industry insight and certification.

In order to accomplish the skills and abilities listed above, the Galt High School Agriculture Department currently overs the following courses for the 2017-2018 school year: Introduction to Agriculture Mechanics 1, Agriculture Mechanics 2, Agriculture Power Mechanics 1, Advanced Agriculture Mechanics, Agricultural Construction BITA …

Value Analysis Of Cm Professional Certifications For Newly Graduated Cm Students, Christopher J. Coglianese

Construction Management

The construction industry has a staggering amount of professional certifications available to those who want to prove experience and expertise. There is usually a financial reason behind this. The more certifications a person has, the more likely he will be promoted and be paid more. As Cal Poly seniors entering the job market, they share these same incentives, and luckily there are plenty of certifications available to them. However, there are too many to choose from and some are too expensive. The question then lies, which certifications should graduating seniors spend their resources on? To answer this simple question, an …

Designing An Authentic Behavioral Research Experience In The Classroom Using Siamese Fighting Fish, Betta Splendens, Gianne Souza, Ronald M. Coleman

STAR Program Research Presentations

Recently there have been major shifts in biology education towards emphasizing the teaching of the scientific process to more closely reflect actual scientific practices. Authentic research experiences require the development of many higher order cognitive skills. Creating an authentic research experience that appropriately scaffolds the development of these complex skills while engaging individual student motivation remains challenging in classroom settings. Some common challenges include limited time available for working with large numbers of students, cramped working areas, and limited funding and materials resources. Using the Siamese Fighting Fish, Betta splendens, we have created an economically viable authentic animal behavioral …

Let Me Lae-Something On You, Or How I Found My Way Back To Education Through Laes, Robert Sean Myers Ii

Liberal Arts and Engineering Studies

No abstract provided.

Talking Back, With Reawakened Voices: Analyzing The Potential For Indigenous California Languages Coursework At California Polytechnic State University, Logan Cooper

Ethnic Studies

The legacy of colonialism in the United States, including genocidal practices and cultural assimilation, has left Indigenous languages endangered. Native peoples, scholars, and activists have been working to revive and heal the languages of America’s first peoples, and the cultures those languages speak to, yet more work remains in the field of language revitalization. California Polytechnic State University, San Luis Obispo currently does not offer any course specifically teaching or discussing Indigenous languages, even those of the Chumash people who know the San Luis Obispo area as their ancestral homelands.

By synthesizing revitalization and Indigenous activist literature with the narratives …

La Educación En La Lengua Materna: Una Mirada A La Escuela De Verano En Pacheco Elementary, Elizabeth Tjepkema

World Languages and Cultures

This project focuses on dual immersion elementary education and the importance of native language literacy by observing summer school at Pacheco Elementary. Native language literacy for Spanish-speakers is the foundation for successful second language acquisition and literacy. By having a solid foundation in Spanish literacy, elementary students are able to explore what it means to be fully literate in their own language before moving on to learning English in school. Through the observation of the processes of learning how to read and write in Spanish, I will gain a better understanding of the importance of Spanish literacy for Spanish-speaking children. …

A Sociological Perspective Of The American Education System, Duskin Hobbs

Social Sciences

The intension of this research project is to provide a critical analysis of the modern American school system, the policies that created and maintain it, the extensive effects of its practices, and the future of education under such a system. I will begin by tracing the evolution of the current order and discuss the impacts of government educational initiatives such as No Child Left Behind (George W. Bush) and A Race to the Top (Barack Obama) among others. To support these examples I will use secondary statistical research data, scholarly journals, government sources, and other forms of evidence. In this …

Quartz Hill High School Agricultural Education Program: A Guide To Restarting, Revising, And Rebuilding The Agricultural Education Program At Quartz Hill High School, Luke Gocke

Agricultural Education and Communication

At one point in time Quartz Hill High School had a successful Agricultural Education program. The program utilized the principle of Agricultural Education to develop each student to be a contributing member of society. The purpose of this project was to create a booklet on how to rebuild a high school agricultural education program. It was designed to help the author gain knowledge about agricultural education programs, to set a foundation for how one would rebuild a program, and to create new ideas on how to diversify a program of agricultural education. The booklet is designed to help the administration …

Investigating The Instructor's Role In New Student Sense Of Classroom Community, Alix E. Davidson

Master's Theses

The purpose of the study is to determine whether an instructor’s intentional effort to build community in his/her classroom results in a higher sense of classroom community among students. This study also examined what types of community building activities were conducted by each instructor and measured the students’ responses to each different activity. This was intended to establish a preliminary set of best practices for creating classroom community. A two-part questionnaire, including an adapted version of the Classroom Community Scale, was administered to instructors (n=5) and students (n=113) enrolled in two or four unit courses at California Polytechnic State University. …

Sustainable Development - Learning Objectives, Jane Qiong Zhang, Linda Vanasupa

Materials Engineering

This document is a list of learning objectives based on the framework of Fink’s taxonomy of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. It represents the aspirations for learning that the sustainable development is based on.

Sustainable Development - Activities, Jane Qiong Zhang, Linda Vanasupa

Materials Engineering

The document contains activities for students in higher education. These activities are focused on sustainable development issues related to sustainability. It is designed for the general engineering or science audience. Its design is based on the framework of the Fink Taxonomy of Significant Learning. Each activity includes a profile that indicates whether the activity involves direct or indirect information sources, whether the experience is doing or observing and whether it involves individual or group reflection. The profile also includes notes for faculty, an estimate of the time investment, a graphic of the developmental aims with respect to the six areas …

Energy - Activities, Jane Qiong Zhang, Linda Vanasupa

Materials Engineering

The document contains activities for students in higher education. These activities are focused on energy issues related to sustainability. It is designed for the general engineering or science audience. Its design is based on the framework of the Fink Taxonomy of Significant Learning. Each activity includes a profile that indicates whether the activity involves direct or indirect information sources, whether the experience is doing or observing and whether it involves individual or group reflection. The profile also includes notes for faculty, an estimate of the time investment, a graphic of the developmental aims with respect to the six areas of …

Energy - Learning Objectives, Jane Qiong Zhang, Linda Vanasupa

Materials Engineering

This document is a list of learning objectives based on the framework of Fink’s taxonomy of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. It represents the aspirations for learning that the energy is based on.

Fink Taxonomy Of Significant Learning, Jane Qiong Zhang, Linda Vanasupa

Materials Engineering

This document is graphical summary of the framework within the Fink Taxonomy of Significant Learning and the definition of each of the six areas of significant learning.

Systems Thinking - Activities, Jane Qiong Zhang, Linda Vanasupa

Materials Engineering

The document contains activities for students in higher education. These activities are focused on systems thinking issues related to sustainability. It is designed for the general engineering or science audience. Its design is based on the framework of the Fink Taxonomy of Significant Learning. Each activity includes a profile that indicates whether the activity involves direct or indirect information sources, whether the experience is doing or observing and whether it involves individual or group reflection. The profile also includes notes for faculty, an estimate of the time investment, a graphic of the developmental aims with respect to the six areas …

Systems Thinking - Assessment, Jane Qiong Zhang, Linda Vanasupa

Materials Engineering

The document contains an assessment activity for an individual or team project in higher education. These assessments are focused on systems thinking issues related to sustainability. It is designed for the general engineering or science audience. Its design is based on the framework of the Fink Taxonomy of Significant Learning. Each assessment consists of a scenario in which the student is an actor who must address some design dilemma. The assessment also includes an estimate of the time investment, a detailed list of learning objectives with respect to the six areas of development within the Fink Taxonomy, and a suggested …

Systems Thinking - Learning Objectives, Jane Qiong Zhang, Linda Vanasupa

Materials Engineering

This document is a list of learning objectives based on the framework of Fink’s taxonomy of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. It represents the aspirations for learning that the systems thinking is based on.