Education Commons^™

Somebody Has To Pay Rent: The Critical Autoethnography Of A Low Income Student, Shelbi M. Schadendorf

Journal of Undergraduate Research at Minnesota State University, Mankato

Conducted through the qualitative research method of autoethnography, and presented through the lens of critical analysis, this study explores the oppressive experience as a low income student in an institute of higher education. Written as an attempt to make the struggle as a low income students more visible, the focus of this study is both an exploration into the commodification of higher education and the culture surrounding how we treat, or don’t acknowledge, low income students.

Through the presentation of the author’s experience as an autoethnography, the insight gained from first hand experience can be shared through an accessible, but …

Cognitive Load Theory: Applications In Medical Education, Adam W. Wissman

Technical Communication Capstone Course

This article examines how cognitive load theory can help instructional designers in medical education design material and content to best suit their audience. Through the examination of schema construction, working and long-term memory, biologically primary/secondary knowledge, and novice and experienced learners, this article proposes instructional design best practices. This article separates these best practices into three categories: activities, pre-lecture resources, and teaching strategies, which can be applied to either novice learners or experienced learners.

Reading Curriculums And Interventions, Andrew P. Johnson

Elementary and Literacy Education Department Publications

This paper describes some ideas for designing and implementing research-based reading interventions for struggling readers (mild, moderate, and severe).

The Sex/Gender Distinction In Contemporary Gender And Women's Studies Introductory Textbooks, Kyle Lighty

All Graduate Theses, Dissertations, and Other Capstone Projects

Understanding the sex/gender distinction and the social constructions of sex and gender are important learning outcomes in contemporary gender and women's studies introductory courses. These theories challenge hegemonic binary ideas about the relationships between sex and gender and between male and female identity formations. Little academic attention has been paid to how teaching materials, specifically textbooks, explore these topics, despite the potential for them to influence students and instructors. This study address this gap in the literature by using critical discourse analysis (CDA) to examine the methods being used to explore the sex/gender distinction and social constructions of sex and …