Teaching Magis At College: Meaning, Mission, And Moral Responsibility, Marcus Mescher

Jesuit Higher Education: A Journal

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Jesuit colleges and universities highlight terms like magis to accentuate the specific charism of Jesuit education. But when these words and phrases are separated from their context in Ignatian spirituality and the mission of the Society of Jesus, they risk becoming banal jargon. When magis is properly understood and effectively taught, it provides a fundamental horizon of meaning, calls everyone to partner in the mission of Jesuit education, and empowers faculty, staff, and students to embrace moral responsibility in a world marked by sin and suffering. In the praxis of teaching magis, contemplation, imagination, and vocation discernment are three …

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Developing Musicianship And 21st Century Learning Skills Using The Lisk “Creative Director” Series, Thomas Reynolds

Doctoral Dissertations

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ABSTRACT

DEVELOPING MUSICIANSHIP AND 21^st CENTURY LEARNING SKILLS USING THE LISK “CREATIVE DIRECTOR” SERIES SEPTEMBER 2018 THOMAS E. REYNOLDS, B.M.E., NEW ENGLAND CONSERVATORY OF MUSIC M.M.E. ITHACA COLLEGE Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Sara K. Jones The Edward S. Lisk “Creative Director” pedagogical techniques have been found to be invaluable in the instrumental music classroom for teaching overall musicianship skills. As educators address the teaching of 21^st century learning skills through all of the academic disciplines, many of the Lisk techniques for teaching overall musicianship skills also foster the teaching of 21^st century learning …

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Books And The Big Screen: The Book Is Always Better, Sheri A. Brown, Samantha Ertenberg

Georgia International Conference on Information Literacy

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What happens when an English professor and a librarian share their love of books and reading? A campus book club is born. Many students associate reading with what happens in the classroom or studying towards a specific goal. They don’t see the power of reading for enjoyment, entertainment, and pleasure. Stephen Krushen, in The Power of Reading, defines free voluntary reading (FVR), as “reading because you want to: no book reports, no questions at the end of the chapter. In FVR you don’t have to finish the book if you don’t like it. FVR is the kind of reading …

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Learning From Failure: Making The Feedback Loop Work, Natalie Bishop, Pam Dennis, Janet Land, Hannah Allford

Georgia International Conference on Information Literacy

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“I spend hours providing feedback, but I have no idea if my students read it” is a common phrase echoed across college campuses. While best practices in teaching pedagogy laud the feedback cycle, many instructors question the impact their feedback has on their students’ writing. As the feedback loop continues to be a trending cog in the machine of formative assessment and authentic education, an essential component of the loop is often overlooked: the conversation.

Presenters will focus on providing easy-to-implement “conversation” opportunities for students to respond to instructor feedback. This reflective practice provides insight into a student’s learning processes, …

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A Cause To Action: Learning To Develop A Culturally Responsive/Relevant Approach To 21st Century Water Safety Messaging Through Collaborative Partnerships, Angela K. Beale-Tawfeeq, Austin Anderson, William D. Ramos

International Journal of Aquatic Research and Education

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Globally, and in the United States, drowning is considered a “neglected public health threat” (WHO, 2014b). Reports have shown that there are groups of people in certain communities who are at greater risk. African Americans, as a group, have a drowning death rate 9% higher than that of the overall population, with the greatest disparity being among African American youth (Gilchrist & Parker, 2014). While many national programs and organizations present water safety awareness and drowning prevention efforts within communities, very few offer multi-sectorial collaborative efforts (WHO, 2017a) among culturally and linguistically diverse (CLD) aquatic stakeholders designed to empower, promote, …

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Elementary Teachers' Perspectives Of The Support Facilitation Instructional Model, Deborah Afolabi

Walden Dissertations and Doctoral Studies

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The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused …

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Ways Of Doing: Feminist Educational Development, Emily O. Gravett, Lindsay Bernhagen

To Improve the Academy: A Journal of Educational Development

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In response to the recent special call in To Improve the Academy, we offer the following collaborative essay that describes how feminism is our characterizing perspective on educational development. The essay details various, interrelated facets of feminism that inform our work in the field: gender, intersectionality, power, privilege, standpoint theory, and collaboration. Not only do these facets characterize our own feminist approach to educational development—from consultations to organizational development to publications—but, we argue, they also align well with the values and approaches of the field as a whole.

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