Education Commons^™

Strategies For Teaching 21st Century Skills To Tomorrow's College Students, Ann Marie Smeraldi, Kenneth J. Burhanna, Joanna Mcnally, Jennifer Schwelik

Ann Marie Smeraldi

Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills. The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.

Strategies For Teaching 21st Century Skills To Tomorrow's College Students, Ann Marie Smeraldi, Kenneth J. Burhanna, Joanna Mcnally, Jennifer Schwelik

Michael Schwartz Library Publications

Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.

The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.

A Critical Look At Four Multicultural Reform Efforts In One Urban College Of Education, Mary Gove, Dinah Volk, Kristine Lynn Still, Grace Hui-Chen Huang, Sashelle Thomas-Alexander

Teacher Education Faculty Publications

The article describes multicultural reform projects at an urban college of education including analyses of student's descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author's assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized.