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Articles 1 - 19 of 19
Full-Text Articles in Education
Teaching Critical Language Awareness To Combat Failure Of Black Language In Education, Kathleen Turner Ledgerwood
Teaching Critical Language Awareness To Combat Failure Of Black Language In Education, Kathleen Turner Ledgerwood
Feminist Pedagogy
Currently most educational systems teach students there is a singular, “correct” way to write. Moralizing language regarding an arbitrary system of standardized English writing, a White Mainstream English (WME) connotes a failure for other languages to conform to a white standard. I teach at a small, open-enrollment, Historically Black University in the Midwest where most of my students explain that their biggest fear is academic failure. The majority of my students self-identify as Black and are Pell Grant eligible. When I surveyed my students, they reported that their biggest fear is failure, both in the class and in the university …
Pedagogical Failures: Reshaping Policies And Practices For Positive Student Well-Being, Teresa Runge
Pedagogical Failures: Reshaping Policies And Practices For Positive Student Well-Being, Teresa Runge
Feminist Pedagogy
Mental health issues in college students are on the rise. In this critical commentary, I analyze traditional pedagogical practices that fail to acknowledge and meet the evolving mental health needs of our students, and I offer suggestions for reshaping policies and instruction to align with feminist pedagogy. By weaving feminist pedagogy principles and practices into our teaching, we can guide and influence the positive outcomes of our learning environments, creating safe places for student well-being.
A Call To Examine Queer Instructors’ Identity Disclosures In The Classroom, Mac Clark
A Call To Examine Queer Instructors’ Identity Disclosures In The Classroom, Mac Clark
Feminist Pedagogy
Despite the academy and students’ attitudes progressing towards queer instructors (Boren & McPherson, 2018), there is limited scholarship regarding the disclosure of queer identities in the classroom. In ignoring issues of queer disclosure, the communication discipline fails to challenge heteronormative assumptions of instructor identity. My Critical Commentary asks feminist scholars to go beyond traditional conceptions of instructor identities to combat this marginalization. I assert researchers should prioritize deconstructing heteronormativity, apply queer theory, and revisit notions of the classroom closet in their scholarship. By doing so, I argue communication scholars will equip institutions to better support queer faculty and students alike.
Ungrading As A Tool To Combat Students’ Fear Of Failure, Sarah M. Scott
Ungrading As A Tool To Combat Students’ Fear Of Failure, Sarah M. Scott
Feminist Pedagogy
Atychiphobia, the fear of failure, has been correlated with academic procrastination, imposter syndrome, cheating behaviors, and negative self-efficacy. This critical commentary argues that ungrading, as a feminist pedagogical practice, is a useful way to encourage students to embrace, rather than fear, failure. By reframing failure as a process of discovery, failure becomes a necessary, expected, and embraced part of learning that helps to combat the traditional and often adversarial relationship between educators and students.
Using “Slow” To Reframe Failure: Fusing Wisdom From The Slow Movement With Self-Compassion Principles To Transform Communication Failures, Christine E. Crouse-Dick
Using “Slow” To Reframe Failure: Fusing Wisdom From The Slow Movement With Self-Compassion Principles To Transform Communication Failures, Christine E. Crouse-Dick
Feminist Pedagogy
This pedagogical approach invites students to critically examine conventional conceptions of failure. Informed by principles of the Slow Movement and self-compassion, this teaching activity prompts recurring reflection on who has power to define failure and how our responses to perceived failures shape our identities, relationships, and trajectories. Through reflective writing, speaking, and listening exercises, students are encouraged to reframe evaluations of communication failures with a lens that prioritizes contemplation, holistic context, self-companionship, and openness. By challenging masculinized notions of failure that lack self-compassion, this approach cultivates a growth mindset and helps students find more equitable, collectively compassionate interpretations of perceived …
Agriculture In The Middle School Classroom, Amy Prescott
Agriculture In The Middle School Classroom, Amy Prescott
Agricultural Education: Graduate Internship Reports
This internship consisted of substitute teaching in the San Luis Coastal Unified School District. Regular teaching assignments at Los Osos Middle School developed into a project designed to infuse agricultural concepts in core subjects at the school. The project involved developing lessons to be taught in humanities courses. Determining the impact of teaching agricultural content in the courses was included as a part of the project.
Diminishing Graduate Student-Teacher Power Dynamics Through Care And Vulnerability, Takhmina Shokirova, Lisa Ruth Brunner
Diminishing Graduate Student-Teacher Power Dynamics Through Care And Vulnerability, Takhmina Shokirova, Lisa Ruth Brunner
Feminist Pedagogy
In this critical reflection, we discuss the concepts of ‘care’ (hooks, 1994) and ‘vulnerability’ (Cano Abadía, 2021) as they relate to the student-teacher power dynamics instructors often face – consciously or not – in graduate-level post-secondary contexts. We suggest that, when practiced together, care and vulnerability offer ways to diminish power imbalances between instructors and students.
“I Thought I Knew”: Teaching Graduate Students New Ways Of Understanding Meanings Of Diverse Social Identities, Maria S. Johnson
“I Thought I Knew”: Teaching Graduate Students New Ways Of Understanding Meanings Of Diverse Social Identities, Maria S. Johnson
Feminist Pedagogy
Instructors should not assume that graduate students understand meanings of terms for various social identities. In this article, I highlight a teaching activity I created titled, “What’s in a name?” that requires graduate students to research historical and contemporary uses of various racial, ethnic, gender, sexuality, and immigration terms. The assignment helps graduate students develop inclusive vocabulary and deepen their understanding of their positionality. It also supports braver classroom contexts for students and instructors. The assignment is best facilitated by instructors informed of diverse social identities, open to difficult conversations, and aware of the influence of their own social identities …
Gamified Ungrading: Playing With Andragogy And Feminist Instructional Design, Stefani Boutelier
Gamified Ungrading: Playing With Andragogy And Feminist Instructional Design, Stefani Boutelier
Feminist Pedagogy
This article explored an original graduate-level teaching activity of gamification and ungrading through a feminist instructional design lens. We can understand outcomes of gamified equitable grading experiences by de-centering adult interpretations and habits of colonial educational structures–not only for the learners but as current and future leaders. These strategies were evaluated with student self-evaluations, feedback loops, and reflexivity through modeling and co-reflection. The outcomes and potential for replication of a gamified ungrading experience bring forward a humanized curriculum for all levels of learners and designers.
Teaching Citation Politics Through Literature Review Topographies: Towards Cultivating Relational Writing Practices, Mairi Mcdermott
Teaching Citation Politics Through Literature Review Topographies: Towards Cultivating Relational Writing Practices, Mairi Mcdermott
Feminist Pedagogy
Feminism teaches how power works and circulates through our often-unquestioned everyday practices. Since becoming a professor, I have committed myself to this feminist teaching by demystifying--and reimagining--habituated practices, relations, and expectations in higher education that produce and are produced through cis-hetero-patriarchal capitalist White supremacy. Since literature reviews and citation practices are core materials scholars work with, I invite doctoral students to consider different ways these materials can be engaged in efforts to craft transgressive knowledges and worlds through our research. In this article, I describe an assignment designed to disrupt hegemonic patriarchal inheritances in the conventions of writing literature reviews …
Turning Theory Into Practice: An Application Of Queer Family Theory For Graduate Students, Shawn N. Mendez, Samuel H. Allen
Turning Theory Into Practice: An Application Of Queer Family Theory For Graduate Students, Shawn N. Mendez, Samuel H. Allen
Feminist Pedagogy
This paper describes an original teaching activity for instructors of graduate students. Leveraging a critical, transformative, and intersectional pedagogical perspective applied to graduate education, this paper prepares instructors to effectively teach queer theory through an application of the Hegemonic Heteronormativity (HH) model, introduced by Allen and Mendez in 2018. The HH model identifies heteronormativity as a pervasive, three-pronged hegemony, each of which shifts and changes intersectionally and over time. The three-part assignment described in this paper asks students to read the Hegemonic Heteronormativity manuscript independently before reviewing the model with instructor facilitation. Then, students apply the model to real-life examples …
It’S Not On The Syllabus: The Case For Policy Writing In Modern Graduate Education, Andrea N. Hunt
It’S Not On The Syllabus: The Case For Policy Writing In Modern Graduate Education, Andrea N. Hunt
Feminist Pedagogy
Graduate students gain experience in a variety with different forms of writing while completing their studies; however, policy writing is less common although it is applicable to a variety of disciplines. Policy writing is an extension of theory and needs to be approached from a feminist perspective. Policy writing can be conceptualized as a critical feminist praxis where graduate students use their disciplinary skills in more applied work to engage in important conversations related to their field of study. This article provides some strategies for policy writing for graduate students that use existing skills such as forming arguments and applying …
Breaking The Fourth Wall: Co-Constructing Evaluative Practices In The Graduate Methods Classroom, Kelly W. Guyotte, Carlson H. Coogler
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 …
Politics In The Classroom: A Survey On College Students’ Comfortability To Share Their Views, Ashley Rene Tuell
Politics In The Classroom: A Survey On College Students’ Comfortability To Share Their Views, Ashley Rene Tuell
Communication Studies
The following study used theories of belongingness and spiral of silence to investigate students’ comfortability when sharing their political views in class. This study employed a survey distributed to a convenience sample of Cal Poly San Luis Obispo students. The survey contained multiple choice and free response questions that encompassed political affiliation, willingness to share political views in class, and demographics. The results of the survey were interpreted using SPSS statistics software, specifically ANOVA tests and Fisher’s LSD. The findings of this study ultimately indicated that liberal students feel more comfortable sharing their views than moderates and conservatives. Findings also …
A Study On Ethical Hacking In Cybersecurity Education Within The United States, Jordan Chew
A Study On Ethical Hacking In Cybersecurity Education Within The United States, Jordan Chew
Master's Theses
As the field of computer security continues to grow, it becomes increasingly important to educate the next generation of security professionals. However, much of the current education landscape primarily focuses on teaching defensive skills. Teaching offensive security, otherwise known as ethical hacking, is an important component in the education of all students who hope to contribute to the field of cybersecurity. Doing so requires a careful consideration of what ethical, legal, and practical issues arise from teaching students skills that can be used to cause harm. In this thesis, we first examine the current state of cybersecurity education in the …
A Comparison Of Western And Eastern Soft Systems Approaches, John L. Anaya, John L. Anaya, John L. Anaya
A Comparison Of Western And Eastern Soft Systems Approaches, John L. Anaya, John L. Anaya, John L. Anaya
Master's Theses
Soft System Approaches have been developed worldwide to help problem-solvers and decision-makers develop solutions to complex problems, such as aerospace systems. Soft System Approaches were designed to help lower the disorder of developing a complex system by increasing understanding of a situation. Four Soft System Approaches were investigated, two from the West and two from the East. Within the context of the paper, the West refers to thought patterns associated with thinkers and scientists in Europe and North America, and the East refers to those from and around China. The two from the West are Peter Checkland’s Soft Systems Methodology …
Real #Hotgirl Sh*T: Practical Application Of Intersectional Re-Presentation Instruction, Jessica F. Love
Real #Hotgirl Sh*T: Practical Application Of Intersectional Re-Presentation Instruction, Jessica F. Love
Feminist Pedagogy
This critical commentary outlines how the Real #HotGirl Sh*T: Megan Thee Stallion & Mediated Hip Hop, Black Feminist and Communication Pedagogy promotes active learning via popular culture and digital media, and it provides a practical model for employing intersectionality in classroom settings. Previous critical media pedagogy exploring minority media re-presentation primarily focused on the effects of master narratives produced by traditional media. This syllabus's incorporation of social and digital media helps students understand how collective minority groups use and interact with media as a political tool to challenge re-presentational regimes. More importantly, this syllabus employs real-world examples of popular culture …
‘Hot Girl Teaching’ In A Faith-Based Environment, Niya Pickett Miller
‘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.
Megan Thee Stallion’S Southern Black Feminist Poet(Ic)S And The #Hotgirlsemestersyllabus, Qiana Cutts
Megan Thee Stallion’S Southern Black Feminist Poet(Ic)S And The #Hotgirlsemestersyllabus, Qiana Cutts
Feminist Pedagogy
In this critical commentary, I celebrate the artistry, activism, and career of Megan Thee Stallion and explore the #HotGirlSemesterSyllabus as a pedagogical tool for a course on Southern Black Feminist Poet(ic)s. I also introduce #HotGirlSemesterSyllabus Accompaniment: Performance, Literary, and Visual Art as a syllabus companion and arts integration resource.