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Articles 1 - 22 of 22
Full-Text Articles in Education
Teaching Strategies: Culturally Relevant And Responsive Teaching, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Culturally Relevant And Responsive Teaching, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Culturally Relevant and Responsive Teaching are teaching methodologies that address the need to support academic success for all students from a diversity of cultural backgrounds. This document is not meant to be comprehensive or prescriptive, but provides a general outline of these teaching strategies and offers some ways you might incorporate them into your courses. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Assessment And Feedback Strategies: Learning Analytics, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Assessment And Feedback Strategies: Learning Analytics, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Learning analytics is driven by use of digital environments in education. This allows us to quickly gather and filter information about student engagement and performance. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies/
Learning Theories: Multimedia Learning Theory, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Learning Theories: Multimedia Learning Theory, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Mayer and Moreno’s (1999) Cognitive Theory of Multimedia Learning states that deeper learning can occur when information is presented in both text and graphics than by text alone. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories/
Active Learning Strategies: Audience Response Systems, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Active Learning Strategies: Audience Response Systems, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Polling students during class to ensure that they are understanding the concepts that we're lecturing about and adjusting our teaching based on those results has been a useful strategy. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies/
Learning Theories: Social Cognitivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Learning Theories: Social Cognitivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Social Cognitivism is a learning theory developed by Albert Bandura in the 1960’s in response to the extremist behaviorist views and psychoanalytic views of learning. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories/
Learning Theories: Constructivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Learning Theories: Constructivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Jean Piaget (1896-1980) is considered the father of the constructivist view of learning. As a biologist, he was interested in how an organism adapts to the environment and how previous mental knowledge contributes to behaviors. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories/
Learning Theories: Behaviorism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Learning Theories: Behaviorism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Behaviorism is a learning theory with a focus on purely objectively observable behaviors. It discounts any independent activities of the mind. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories/
Learning Theories: Multiple Intelligences, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Learning Theories: Multiple Intelligences, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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The Theory of Multiple Intelligences (Gardner, 1985) hypothesized that all human beings, barring any physical disabilities, have seven types of intelligences: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories/
Think, Pair, Share & Peer Instruction, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Think, Pair, Share & Peer Instruction, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Think, Pair, Share (Lyman, 1987) and Peer Instruction (Mazur and Hilborn, 1997) are types of Classroom Assessment Techniques that are related strategies. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies/
Assessment And Feedback Strategies: Feedback, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Assessment And Feedback Strategies: Feedback, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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The purpose of giving feedback to students is far more important than simply issuing a course grade. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies/
Assessment And Feedback Strategies: Authentic/Performance Assessment, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Assessment And Feedback Strategies: Authentic/Performance Assessment, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Authentic Assessment is a form of assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies/
Learning Theories: Cognitivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Learning Theories: Cognitivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Cognitivism focuses on inner mental activities , so looking inside the mind is essential in order to understand the process of human learning. Learners themselves are seen as living informational processing systems. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories/
Learning Theories: Connectivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Learning Theories: Connectivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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The idea of being connected through technology has brought a change in learning environments, innovations, and changes in the disciplines of study themselves. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories/
Iron Range Engineering - An Overview Of Design And Open-Ended Problem Solving Activities In An Interdisciplinary, Project-Based Learning Program, Elizabeth Pluskwik
Iron Range Engineering - An Overview Of Design And Open-Ended Problem Solving Activities In An Interdisciplinary, Project-Based Learning Program, Elizabeth Pluskwik
Integrated Engineering Department Publications
Project-based learning (PBL) in engineering education is growing at a rapid pace. The Iron Range Engineering (IRE) Program of Minnesota State University Mankato, is an upper division (3rd and 4th year) undergraduate engineering education program based on the Aalborg, Denmark PBL model. Students work in teams to solve industry-sourced projects each semester. The learning of engineering is accomplished in three domains - technical learning of engineering concepts, professionalism, and design, which we call the “three-legged stool” of engineering education. The program promotes entrepreneurial mindset and innovative open-ended problem-solving in context. Fifty students are enrolled in 3rd and 4th-year studies at …
Engineering Students’ Perceptions Of Belongingness In Civil Engineering, Lisa Benson, Candice Bolding, Jennifer Harper Ogle, Catherine Mcgough Spence, Joseph Murphy, Rachel Lanning
Engineering Students’ Perceptions Of Belongingness In Civil Engineering, Lisa Benson, Candice Bolding, Jennifer Harper Ogle, Catherine Mcgough Spence, Joseph Murphy, Rachel Lanning
Integrated Engineering Department Publications
Prior research shows that engineering students with low feelings of belongingness tend to switch to non-technical majors. With the understanding that aspects of student motivation, identity, and personality, as well as their academic performance, affect their sense of community in engineering, this study seeks to assess these student attributes over time. The context for this study is a single civil engineering program that is undergoing both curricular and cultural changes as part of an NSF-funded project. The data and findings presented here are part of a larger study of how student attitudes and beliefs change during their experiences in a …
Intercultural Competencies Among Undergraduates In The College Of Arts & Humanities At Minnesota State University, Mankato, Jonathon Arndt, Olivia Thomas
Intercultural Competencies Among Undergraduates In The College Of Arts & Humanities At Minnesota State University, Mankato, Jonathon Arndt, Olivia Thomas
Education Presentations at National and International Conferences
This study examined the impact of an intercultural communication course in arts and humanities on the intercultural competency (ICC) among a group of university students. ICC was defined as “the capability to accurately understand and adapt behavior to cultural difference and commonality.” Globalization has led to increased contact between different cultures, so individuals must know how to communicate between one another and to understand the culture behind the communication (Melles & Frey, 2017). Students must strive for acceptance and understanding of religion, language, communication style, music, or any other aspect of culture. The research questions were: (1) What is the …
Preparing Teachers For A Diverse Classroom, Sean O'Rourke, Jonathon Arndt
Preparing Teachers For A Diverse Classroom, Sean O'Rourke, Jonathon Arndt
Education Presentations at National and International Conferences
This project investigated the research question: How do changes in inter-cultural competency (ICC) compare among pre-service teachers at three data collection points? Intercultural competency was defined as “the capability to accurately understand and adapt behavior to cultural differences and commonalities” (Hammer & Bennett, 2010). The study was based on the Developmental Model of Intercultural Sensitivity (Bennett, 1986), which identified five orientations toward cultural differences: denial, polarization, minimization, acceptance, and adaptation. Data was collected from 48 undergraduate students who majored in elementary education. Investigators hypothesized that students would have a statistically significant change in their ICC from the beginning of their …
Developing Intercultural Competency Among Undergraduate Students In The College Of Allied Health And Nursing, Linnea Carlyle, Sarah Hagar
Developing Intercultural Competency Among Undergraduate Students In The College Of Allied Health And Nursing, Linnea Carlyle, Sarah Hagar
Education Presentations at National and International Conferences
This study examined intercultural competence (ICC) among a group of university undergraduate students who were early in their studies. Mareno & Hart (2014) noted that demographic patterns have shifted toward becoming more racially and ethnically diverse. Therefore, health care providers must be equipped to provide culturally competent care to patients. This study will help universities develop curriculum that fosters student development of their ICC. For this study, ICC was defined as the capability to accurately understand and adapt behavior to cultural difference and commonality (Hammer & Bennett, 2010). The study responded to these research questions: (1) What is the starting …
Preparing Scientists With Intercultural Competence To Work With Global Communities, Zachary Koestler, Nicole Stalcar
Preparing Scientists With Intercultural Competence To Work With Global Communities, Zachary Koestler, Nicole Stalcar
Education Presentations at National and International Conferences
The mission of our College of Science, Engineering, and Technology (CSET) is to “prepare students for professional careers and advanced study, while connecting with local, regional and global communities” (Minnesota State University, Mankato, 2018). Faculty members face a significant challenge: preparing the next generation of increasingly diverse scientists. Culturally responsive teaching uses “the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2010, p. 31). In one example, Downey, Lucena, Moskal, et al. (2006) suggested that an integrated experience will enable larger numbers …
Expanding Full-Service Community Schools Into Rural Minnesota, Rachel Cox Raverty, Lindsey Gilbert, Jessica Goettl, Claire Otto, Korissa Smith
Expanding Full-Service Community Schools Into Rural Minnesota, Rachel Cox Raverty, Lindsey Gilbert, Jessica Goettl, Claire Otto, Korissa Smith
Master of Social Work Student Policy Advocacy Briefs
Communities throughout rural Minnesota would greatly benefit from full-service community schools to support academic achievement and contribute to thriving communities. Lack of health and human services, mental health disparities, and cultural divides are among the greatest concerns for students in rural areas. One in 5 children birth to eighteen has a diagnosable mental health condition and 1 out of every 10 children experience a mental health problem that is severe enough to impair how they function at home, in school, and in their communities. When youth come to school hungry or experiencing in-home trauma, academic success is hard to achieve. …
Report From The Stem 2026 Workshop On Assessment, Evaluation, And Accreditation, Rebecca Bates, Angela Arnold, Cary Komoto, Peggy Brickman, R. Alan Cheville, Elizabeth Longley, Jose Mestre, Mihaela Sabin, James Warnock
Report From The Stem 2026 Workshop On Assessment, Evaluation, And Accreditation, Rebecca Bates, Angela Arnold, Cary Komoto, Peggy Brickman, R. Alan Cheville, Elizabeth Longley, Jose Mestre, Mihaela Sabin, James Warnock
Integrated Engineering Department Publications
A gathering of science, technology, engineering, and math (STEM) higher education stakeholders met in November 2018 to consider the relationship between innovation in education and assessment. When we talk about assessment in higher education, it is inextricably linked to both evaluation and accreditation, so all three were considered. The first question we asked was can we build a nation of learners? This starts with considering the student, first and foremost. As educators, this is a foundation of our exploration and makes our values transparent. As educators, how do we know we are having an impact? As members and implementers of …
Report From The Stem 2026 Workshop On Assessment, Evaluation, And Accreditation, Rebecca Bates, Angela Arnold, Cary Komoto, Peggy Brickman, R. Alan Cheville, Elizabeth Longley, Jose Mestre, Mihaela Sabin, James Warnock
Report From The Stem 2026 Workshop On Assessment, Evaluation, And Accreditation, Rebecca Bates, Angela Arnold, Cary Komoto, Peggy Brickman, R. Alan Cheville, Elizabeth Longley, Jose Mestre, Mihaela Sabin, James Warnock
Reports
A gathering of science, technology, engineering, and math (STEM) higher education stakeholders met in November 2018 to consider the relationship between innovation in education and assessment. When we talk about assessment in higher education, it is inextricably linked to both evaluation and accreditation, so all three were considered. The first question we asked was can we build a nation of learners? This starts with considering the student, first and foremost. As educators, this is a foundation of our exploration and makes our values transparent. As educators, how do we know we are having an impact? As members and implementers of …