Education Commons^™

Critical Transitions In Faculty Learning: Helping Faculty Become Learning-Centered Teachers, Judith Longfield

Centers for Teaching Excellence Staff Presentations

No abstract provided.

Toward A Posthuman Education, Nathan Snaza, Peter Appelbaum, Siân Bayne, Dennis Carlson, Marla Morris, Nikki Rotas, Jennifer Sandlin, Jason Wallin, John A. Weaver

Department of Curriculum, Foundations, & Reading Faculty Publications

The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the “posthuman condition” or the “posthuman era,” our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism’s justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on …

Honors Research Symposium Program Fall 2014, University Honors Program Students And Staff

University Honors Research Symposium Programs

No abstract provided.

Negotiating A Teaching Philosophy, Judith Longfield

Centers for Teaching Excellence Staff Presentations

A teaching philosophy is a statement of your beliefs about teaching and learning. If you are preparing for tenure or promotion, or applying for a teaching award, you will need to make sure your teaching philosophy is as well prepared as possible. In this interactive series you’ll learn strategies to help you describe your approach to teaching and learning. Come prepared to write.

Judith Longfield is currently an Instructional Services Coordinator at Georgia Southern University and the winner of an Indiana University system-wide teaching award. In addition to helping faculty learn to teach effectively, her research interests include the scholarship …

Honors Research Symposium Program [Spring 2014], University Honors Program Students And Staff

University Honors Research Symposium Programs

No abstract provided.

Critical Transitions In Faculty Learning: The Teaching Academy Story, Judith Longfield

Centers for Teaching Excellence Staff Presentations

Parker Palmer speaks of the “privatization of teaching” as one of the factors that prevent faculty from growing “more fully into the demands of the teacher’s craft.” At the same time, new methodologies of teaching and learning are changing the landscape of higher education. Because of privatization, faculty and TA are often unaware of how learning works and continue to rely heavily on lecture. During this interactive session, participants will learn how an eight-week “course” known as the Teaching Academy transformed participants’ attitudes towards learning-centered teaching. By assuming the role of students while learning about teaching using these new methodologies …

Loss, Melancholy And Reverie In Education, Marla Morris

Department of Curriculum, Foundations, & Reading Faculty Publications

Technology damages our sense of how to read and study as scholars. This loss (of knowing how to read and study) makes for melancholy. Melancholy is brought on as a result of not being able to find spaces of reverie in which to read and study. We need spaces of reverie in which to read and study. We need spaces of reverie so as to delve deeply into our studies and to produce and generate knowledge.

The Use Of Personal Responders In The Elementary Reading Classroom, Mitzi B. Helms

Instructional Technology Education Specialist Research Papers

This quasi-experimental study utilized a pretest-posttest design to determine if personal responders increased students’ comprehension level in a first grade classroom. The control group was the group that was taught reading comprehension strategies using traditional teaching methods. The experimental group was taught reading comprehension strategies using personal responders. This group was instructed using the same strategies as the control group except the experimental group used personal responders in the place of pencils and worksheets. The researcher was the instructor for the experimental group, and another first grade teacher at the school was the instructor for the control group. Each group …