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Articles 1 - 17 of 17
Full-Text Articles in Education
Domestic Violence Blame Attributions Of Police Officers And College Students, Kyle Gamache
Domestic Violence Blame Attributions Of Police Officers And College Students, Kyle Gamache
Arts & Sciences Faculty Publications
This student explores domestic violence blame attributions of police officers and college students. A total of 387 college students from two institutions and 92 police officers were given the Domestic Violence Blame Attribution Scale (Petretic-Jackson et al., 1994). The results suggest that police officers and college students had significantly different ratings on the DVBS subscale scores, specifically that police officers had lower ratings of societal and perpetrator blame than college students. Continued exploration of the data showed that there were further differences within the samples. College students who had experienced domestic violence had different subscale scores than those that had …
The Formation Of A Professional Organization For Writing Across The Curriculum, Christopher Basgier, Michelle Cox, Brian Hendrickson
The Formation Of A Professional Organization For Writing Across The Curriculum, Christopher Basgier, Michelle Cox, Brian Hendrickson
Arts & Sciences Faculty Publications
In this chapter, we describe the rationale for and development of the Association for Writing Across the Curriculum (AWAC), which held its first meeting for members at the 2018 International Writing Across the Curriculum Conference. We first provide a historiography of previous WAC/WID-related efforts, including the specific contributions of each one, leading up to the more formalized process of establishing this new organization. Finally, we explain our aspirations of AWAC’s role in supporting a sustainable and inclusive scholarly WAC/WID community.
Reflecting On The Context Of A Teaching Philosophy, Judith Platania
Reflecting On The Context Of A Teaching Philosophy, Judith Platania
Arts & Sciences Faculty Publications
Teaching experience is only valuable when we reflect on our practices as professors. This reflection should expand our realization of the challenges we face in the classroom.As faculty, we have an obligation to our students and to ourselves to participate in continued assessment of our teaching philosophy.Not only is it important to do so from a pedagogical perspective, it reminds us of our responsibility to inform our students through evidence-based practices and the science of our respective disciplines.
A Brief Dialogue With Members Of The Wpa-L Working Group And Nextgen Listserv. [Where We Are: Dialogue And Disciplinary Space], S. Baniya, S. Doan, Brian Hendrickson
A Brief Dialogue With Members Of The Wpa-L Working Group And Nextgen Listserv. [Where We Are: Dialogue And Disciplinary Space], S. Baniya, S. Doan, Brian Hendrickson
Arts & Sciences Faculty Publications
No abstract provided.
The Poor And Marginalized Among Us: Contingent Faculty In Jesuit Universities, Christina Pawls, Richard D. Clark, Carrie Buchanan
The Poor And Marginalized Among Us: Contingent Faculty In Jesuit Universities, Christina Pawls, Richard D. Clark, Carrie Buchanan
Arts & Sciences Faculty Publications
Faculty of institutions of higher learning have an opportunity to discuss, debate,and discern how to create workplaces that are just and inclusive.As members of Jesuit institutions, wehave a moral obligation to do so. How, then, can Jesuit universities justify the poor treatment of contingent faculty, who are now a majority not just in our institutions but in the country as a whole? Tenure-track employment is a fading tradition in universities throughout the United States. The data also show that non-tenure-track faculty, particularly the growing number of part-time adjunct faculty, constitute a population of marginalized, often poor,employees working alongside more privileged …
Scaffolded Student Collaboration:Writing Fellow Integration For Enriched Critical Analysis, Karen Bilotti, Margaret Case
Scaffolded Student Collaboration:Writing Fellow Integration For Enriched Critical Analysis, Karen Bilotti, Margaret Case
Arts & Sciences Faculty Publications
This is an article about student mentor-ship in University Writing Centers.
Pedagogy For The Pedosphere, Loren B. Byrne, Rachel K. Thiet, V Bala Chaudhary
Pedagogy For The Pedosphere, Loren B. Byrne, Rachel K. Thiet, V Bala Chaudhary
Arts & Sciences Faculty Publications
No abstract provided.
Educators Of Prospective Teachers Hesitate To Embrace Evolution Due To Deficient Understanding Of Science/Evolution And High Religiosity, Guillermo Paz-Y-Miño-C, Avelina Espinosa
Educators Of Prospective Teachers Hesitate To Embrace Evolution Due To Deficient Understanding Of Science/Evolution And High Religiosity, Guillermo Paz-Y-Miño-C, Avelina Espinosa
Arts & Sciences Faculty Publications
Acceptance of evolution by educators of prospective teachers remains superficially studied despite their role in having mentored schoolteachers whose weak support of evolution is known. Here, we contrast the views of New England educators of prospective teachers (n = 62; 87% Ph.D./doctorate holders in 32 specializations) with those of the general faculty (n = 244; 93% Ph.D./doctorate holders in 40 disciplines), both members of 35 colleges and universities, and with college students (n = 827; subsample of the 35 institutions) who were polled on: (1) the controversy evolution vs. creationism vs. intelligent design (ID), (2) their understanding of how science/evolution …
New England Faculty And College Students Differ In Their Views About Evolution, Creationism, Intelligent Design, And Religiosity, Guillermo Paz-Y-Miño C, Avelina Espinosa
New England Faculty And College Students Differ In Their Views About Evolution, Creationism, Intelligent Design, And Religiosity, Guillermo Paz-Y-Miño C, Avelina Espinosa
Arts & Sciences Faculty Publications
Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n = 244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n = 161), private secular (n = 298), and religious (n = 185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only …
On The Theory Of Evolution Versus The Concept Of Evolution: Three Observations, Guillermo Paz-Y-Miño C, Avelina Espinosa
On The Theory Of Evolution Versus The Concept Of Evolution: Three Observations, Guillermo Paz-Y-Miño C, Avelina Espinosa
Arts & Sciences Faculty Publications
Here we address three misconceptions stated by Rice et al. in their observations of our article Paz-y-Miño and Espinosa (Evo Edu Outreach 2:655–675, 2009), published in this journal. The five authors titled their note “The Theory of Evolution is Not an Explanation for the Origin of Life.” First, we argue that it is fallacious to believe that because the formulation of the theory of evolution, as conceived in the 1800s, did not include an explanation for the origin of life, nor of the universe, the concept of evolution would not allow us to hypothesize the possible beginnings of …
Introduction: Protistan Biology, Horizontal Gene Transfer, And Common Descent Uncover Faulty Logic In Intelligent Design, Avelina Espinosa
Introduction: Protistan Biology, Horizontal Gene Transfer, And Common Descent Uncover Faulty Logic In Intelligent Design, Avelina Espinosa
Arts & Sciences Faculty Publications
THE International Society of Protistologists (ISOP) organized a pre-meeting workshop entitled ‘‘Horizontal Gene Transfer and Phylogenetic Evolution Debunk Intelligent Design,’’ as part of the 1st North American Section meeting held June 11–13, 2009, at Roger Williams University, Bristol, RI, USA. This workshop focused on the acceptance of Darwinian evolution in the United States and the role of intelligent design (ID) in the ongoing controversy between scientific knowledge and popular belief. Intelligent design, a doctrine born in the 1980s, proposes that a ‘‘Designer’’ is responsible for the complexity in biological systems and that Darwinism cannot explain holistically the origin and evolution …
Lots Of Moving Parts: Is Service-Learning Sustainable In A College Classroom?, Jessica Skolnikoff, Robert Engvall, Kc Ferrara
Lots Of Moving Parts: Is Service-Learning Sustainable In A College Classroom?, Jessica Skolnikoff, Robert Engvall, Kc Ferrara
Arts & Sciences Faculty Publications
Engagement in the immediate community has long been a stated goal of most colleges and universities. Grand university mission statements (including our own) often convey a “commitment to community service.” While our rhetoric is lofty, how do we actually commit ourselves to pursuing this objective? How might we truly “engage” a community of scholars with the larger community? Is “true” service-learning sustainable in a college classroom? This paper addresses one method of engagement that exists on our campus: one section of the Core Curriculum “Human Behavior in Perspective,” has been transformed into a service-learning course. This course integrates the model …
Second-Generation West Indian Women, Television And The Dialogical Self, Kamille Gentles-Peart
Second-Generation West Indian Women, Television And The Dialogical Self, Kamille Gentles-Peart
Arts & Sciences Faculty Publications
Employing the Bakhtinian concept of the dialogical self, this article examines how second-generation West Indian immigrant women negotiate their multiple cultural and national positions in the United States. Further-more, it examines the manner in which the American media, particularly television, are reflective and constitutive of this process of identity formation. The article speaks to the theme of the journal issue in several ways. It highlights the polyphonic voices in the individual, and how these “selves” influence and are influenced by the cultural communities to which the individual belongs. With the “third world” immigrant as its subject, the article also necessarily …
Integrating Horizontal Gene Transfer And Common Descent To Depict Evolution And Contrast It With ‘‘Common Design, Guillermo Paz-Y-Mino C., Avelina Espinosa
Integrating Horizontal Gene Transfer And Common Descent To Depict Evolution And Contrast It With ‘‘Common Design, Guillermo Paz-Y-Mino C., Avelina Espinosa
Arts & Sciences Faculty Publications
Horizontal gene transfer (HGT) and common descent interact in space and time. Because events of HGT co-occur with phylogenetic evolution, it is difficult to depict evolutionary patterns graphically. Tree-like representations of life’s diversification are useful, but they ignore the significance of HGT in evolutionary history, particularly of unicellular organisms, ancestors of multicellular life. Here we integrate the reticulated-tree model, ring of life, symbiogenesis whole-organism model, and eliminative pattern pluralism to represent evolution. Using Entamoeba histolytica alcohol dehydrogenase 2 (EhADH2), a bifunctional enzyme in the glycolytic pathway of amoeba, we illustrate how EhADH2 could be the product of both horizontally acquired …
Assessment Of Biology Majors’ Versus Nonmajors’ Views On Evolution, Creationism, And Intelligent Design, Guillermo Paz-Y-Mino C., Avelina Espinosa
Assessment Of Biology Majors’ Versus Nonmajors’ Views On Evolution, Creationism, And Intelligent Design, Guillermo Paz-Y-Mino C., Avelina Espinosa
Arts & Sciences Faculty Publications
The controversy around evolution, creationism, and intelligent design resides in a historical struggle between scientific knowledge and popular belief. Four hundred seventy-six students (biology majors n=237, nonmajors n=239) at a secular liberal arts private university in Northeastern United States responded to a five-question survey to assess their views about: (1) evolution, creationism, and intelligent design in the science class; (2) students’ attitudes toward evolution; (3) students’ position about the teaching of human evolution; (4) evolution in science exams; and (5) students’ willingness to discuss evolution openly. There were 60.6% of biology majors and 42% of nonmajors supported the exclusive teaching …
Grading Changes After A Writing Faculty Workshop, Glenna M. Andrade, Judith Platania
Grading Changes After A Writing Faculty Workshop, Glenna M. Andrade, Judith Platania
Arts & Sciences Faculty Publications
After a workshop on student outcomes for the first-year writing course, the 28 faculty participants discussed the implications of “Development” for critical thinking. This case study of one college’s participatory exercise in improving writing found that although the RWU faculty lacked consensus on the definition, simply discussing topic of “Development” may have had the unintended effect of fewer A grades in the following semester. Unfortunately, the percentage of A grades ascended in the subsequent semesters to suggest that without reinforcement, faculty returned to grade inflation.
Acceptance Of Evolution Increases With Student Academic Level: A Comparison Between A Secular And A Religious College, Guillermo Paz-Y-Mino C., Avelina Espinosa
Acceptance Of Evolution Increases With Student Academic Level: A Comparison Between A Secular And A Religious College, Guillermo Paz-Y-Mino C., Avelina Espinosa
Arts & Sciences Faculty Publications
Acceptance of evolution among the general public, high schools, teachers, and scientists has been documented in the USA; little is known about college students’ views on evolution; this population is relevant since it transits from a high-school/parent-protective environment to an independent role in societal decisions. Here we compare perspectives about evolution, creationism, and intelligent design (ID) between a secular (S) and a religious (R) college in the Northeastern USA. Interinstitutional comparisons showed that 64% (mean S + R) biology majors vs. 42/62% (S/R) nonmajors supported the exclusive teaching of evolution in science classes; 24/29% (S/R) biology majors vs. 26/38% (S/R) …