Education Commons^™

Bringing Joy To Uninspired Teachers Of Math, Hal Melnick

All Faculty and Staff Papers and Presentations

This publication explores how to inspire teachers to find the joy in math so they can help their students do the same. Through a variety of tools, techniques, and helpful hints, the resource illustrates what high quality math instruction looks like and how teachers can reframe their own thinking about math to create deeper learning opportunities for their students.

Coaching: How A Focus On Adult Development Leads To Improvements In Student Learning, Jessica Charles, Milenis Gonzalez, Emily Sharrock

All Faculty and Staff Papers and Presentations

The Bank Street Education Center partners with schools and districts across the country to help improve teaching and learning at scale. This publication documents the professional learning processes, tools, and activities used by Bank Street facilitators in their coaching work with teachers and leaders and brings to light what strengths-based, developmentally meaningful teaching and learning looks like for both adults and children.

A Different Instructional Model To Improve Student Learning Outcomes In Gross And Applied Anatomy For Physical Therapy Students, Cherie Peters-Brinkerhof, Christine Mary Childers

San Marcos, Fall 2018

Teaching and learning anatomy in a DPT program poses a challenge to students and faculty because of the volume of material needed as foundational information for a PT curriculum. The aim of this study was to determine if a round-robin model of instruction in anatomy and applied anatomy labs, is more effective to meet the course learning objectives compared to a more traditional, separate class instruction.

Guiding Questions:

1. What were the faculty and students’ perception of the teaching method used for anatomy and applied anatomy?

2. What were the faculty's perceptions of the students’ understanding of the material presented? …

Learning To Look, Looking To Learn, Karen Rothschild, Marvin Cohen, Babette Babette Moeller, Barbara Dubitsky, Nesta Marshall, Matt Mcleod

All Faculty and Staff Papers and Presentations

In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students’ academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students:

(a) building teachers’ skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view …

Teaching Information Literacy And Writing Studies: Volume 1, First Year Composition Courses, Grace Veach

Purdue University Press Book Previews

This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, in the post-information age. Topics include: reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.

2018-2019 Undergraduate Academic Catalog, Cedarville University

Undergraduate Academic Catalogs

No abstract provided.

2018 Fall Faculty Conference: Our Place In A Global Society, Academic Affairs

Fall Faculty Conference

The 2018 Fall Faculty Conference features teaching showcases by Gwendolyn DeRosa (ESL), Erin Johnson (ESL), Jonathan Jonson (Art), Amanda Kline (Art), Chaz O'Neil (Art), Diane Ross (Education), Suzanne Schier-Happell (Religion & Philosophy), Kevin Svitana (Biology and Earth Science), and John Tansey (Chemistry).

Breakout sessions were led by Ryan Brechbill (Center for Career and Professional Development), Kristy Drobney (Academic Support Center) with Tahsha Harmon (Information and Technology Services) and Kera Manley (Disability Services) and Sarah Whybrew (Courtright Memorial Library), and Joan Monahan Watson (Director of Education, Digication).

Empoword: A Student-Centered Anthology & Handbook For College Writers, Shane Abrams

PDXOpen: Open Educational Resources

EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class.

Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to …

On The (Male) Fringes: How Early Religious Women Remain “Subordinate” In World History Textbooks, Erica M. Southworth

Faculty Creative and Scholarly Works

Second Wave feminist researchers identified male-dominated curriculum formats in late twentieth century curriculum materials. This study builds off their work and advances the conversation of women’s inclusion by current United States secondary world history textbook content via a feminist lens to determine the extent of women’s agency in the accounts of Judaism, Christianity, and Islam. The purpose was to determine if textbooks portrayed these patriarchal religions as exclusively male, thereby presenting inaccurate portrayals of the religions and the agents involved, which directly violates NCSS Standards. This study used critical discourse analysis to identify patterns of female marginalization and omission, indicating …

Lorraine Grace Libby Bowdoin Interview, Susie R. Bock

Lorraine Grace Libby Bowdoin Papers

Lorraine Grace Libby Bowdoin, Gorham State Teacher's College '59. A Portland native, she attended King Middle School and Portland High School. Mrs. Bowdoin taught for several school districts during her long teaching career and advocated tirelessly for mental health and elder issues.

Lorraine Grace Libby Bowdoin's physical papers are expansive and cover her entire life and career, including items from her attendance at Camp Laughing Loon as a child and young teen, her school assignments from elementary through graduate school, photos of her family and friends, items from her run as a Maine house representative, and several meticulously organized scrapbooks …

Webinar: Firsthand Data Collection: Students Get Behind The Wheel Of Vehicle Dynamics, Roger Lindgren, Jordan Preston

TREC Webinar Series

Vehicle operating dynamics data have a fundamental impact on the design of roadways, but collecting this type of data is not part of your typical college curriculum. Instead, engineering students are handed a textbook, leaving them without a firsthand experience of how accelerations and decelerations “feel” to the driver, the ultimate consumer of their designs. Seeking to change this norm, Roger Lindgren and C.J. Riley, civil engineering professors at the Oregon Institute of Technology, undertook a NITC education project to incorporate more real-world data collection and analysis into transportation courses. This webinar will offer a detailed look at the recently …

District-Wide Instructional Initiative Framework, Jessica Charles, Tracy Fray Oliver, Doug Knecht, Emily Sharrock

All Faculty and Staff Papers and Presentations

Describes the Bank Street Education Center's District-wide Instructional Initiative Framework, a tool that guides the Center's partnership work with school districts who are engaged in a process of instructional improvement. The Framework was developed out of research on district improvement, organizational development, school leadership, and professional learning, as well as the Center's own experience implementing large-scale district reform in the largest school district in the nation: New York City.

2018 Great Expectations Spring Faculty Conference: Otterbein University And The Public Good, Academic Affairs

Spring Great Expectation Faculty Conference

The 2018 Great Expectations Spring Faculty Conference featured a talk by John C. Burkhardt, drawing on his work to talk about how faculties can be more inspired and effective.

John C. Burkhardt is a professor of clinical practice in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. He was the founding director and currently leads the National Forum on Higher Education for the Public Good, which was established in 2000 to better understand and influence the changing role of higher education within a diverse, dynamic, democratic society. For three years, 2013-2016, John directed …

Refusing To Let The Dust Settle: Creative Evaluation Of A Concept-Based Curriculum, Jeannette Kates, Phd, Gnp-Bc, Rn, Mary Hanson-Zalot, Edd, Rn, Julia Ward, Phd, Rn, Jamie Smith, Msn, Rn, Ccrn, Valerie Clary-Muronda, Phd, Msn-Ed, Rn

College of Nursing Posters

Concept-based curricula are being implemented in nursing education as a means to shift the emphasis from content to an emphasis on concepts and conceptual learning (Giddens & Brady, 2007). This paradigm shift requires concomitant changes in how faculty teach and how students learn. In concept-based curricula, teachers use student-centered learning activities, such as case studies, questions, or problems to engage students in active learning (Giddens, Caputi, & Rodgers, 2015).

Transition With Purpose: Pathways From English Language To Academic Study, Michele Miller, Anne Greenhoe

PDXOpen: Open Educational Resources

This Open Access Textbook will guide students through their English language to academic degree studies.

Part one of this textbook is a guide for moving from ESL study to academic study at Portland State University*. It includes the resources students will use to understand policies and processes governing their degree study and their transition to academic coursework.

Part two focuses on how academic skills are used across various disciplines and is comprised of activities and assignments designed to practice these skills.

Key elements include culture and expectations in an American university, transferring academic skills from ESL to content-specific academic courses, …

Learning To Teach: Observing And Reflecting, Nancy Nager

All Faculty and Staff Papers and Presentations

This video series, “Learning to Teach,” provides a platform for professional development in early childhood education. It introduces viewers to compelling early childhood classroom footage accompanied by facilitated discussions about observations and teaching practices. You will get a hands-on look at how beginning teachers learn to closely observe children and engage in reflective conversations about children, materials, the classroom environment and themselves.

2018 Research & Scholarship Schedule, University Of Southern Maine

1st Annual USM Research & Scholarship Symposium

Symposium schedule and workshop descriptions.

Usd Teacher Residency Program Impact: Culturally Responsive Pedagogy, Ben Schaap, Amy Schweinle, Karen J. Kindle

School of Education Research Center

USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. This report examines the effect of two semesters of student teaching over a traditional one-semester model on teacher candidates’ confidence in culturally responsive pedagogy. Students reported much greater preparedness both to design and to implement instruction that incorporates students’ readiness, background, and culture, among other factors.

Reasserting Arts Education In K-12 Curriculum: A Qualitative Case Study And Pilot Programs, Amber Geary

Books

From September 2015 through September 2017, the Ruth and Elmer Wellin Museum of Art at Hamilton College conducted a cross-sectional study that asked, “What makes K-12 public school educators choose to use a museum as part of their curriculum?” At the time of this research, no qualitative studies—either regional or national—could be found on this subject. Studies addressing the “how” and the “what” involved in museum-school collaborations had been published, but none looked at the “why” that motivated such partnerships.

This mixed-method, regional study reflects perspectives of teachers and administrators on the museum-school collaboration dynamic after the introduction of the …

Descriptive Inquiry At Bank Street: Building Intellectual Community While Responding To Accreditation, Jessica Charles

All Faculty and Staff Papers and Presentations

Over the 2016-17 academic year, Bank Street Graduate School faculty and staff participated in a school-wide Descriptive Inquiry process to examine their programs and pedagogy. As part of the process, faculty met regularly to share their practices and to strengthen their well-established programs in teacher and leader preparation, museum education, and child life. Dean Cecelia Traugh initiated this process, drawing on her extensive experience implementing Descriptive Inquiry in higher education settings, in order to help faculty reflect on their practice, improve program quality, and build organizational coherence.

Supportive Residency Instructors: University Of South Dakota’S Teacher Residency Program, Ben Schaap, Amy Schweinle, Karen J. Kindle

School of Education Research Center

USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. Residency instructors serve as coaches and mediators when issues arise, but they also provide timely instruction on such topics as classroom management, educational assessment, and others. Students in the residency program strongly agree that USD’s residency instructors support their instructional growth, assist them in overcoming challenging situations, and provide support and feedback to succeed.

Graduate Bulletin, 2018-2019, Minnesota State University Moorhead

Graduate Bulletins (Catalogs)

No abstract provided.

Southern Adventist University Undergraduate Catalog 2018-2019, Southern Adventist University

Catalog, Undergraduate

Southern Adventist University's undergraduate catalog for the academic year 2018-2019.

Southern Adventist University Undergraduate Handbook & Planner 2018-2019, Southern Adventist University

Student Handbooks, Undergraduate

No abstract provided.

Revitalizing Labs For Physics 115, Kayli Wood

Summer Community of Scholars Posters (RCEU and HCR Combined Programs)

No abstract provided.

How Does Current Sex Education Perpetuate Rape Culture, Alec Deboard, Alyssa Williams

Undergraduate Research Posters 2018

Rape culture as it is used within this analysis refers to the general trend as a society to normalize the occurrence of sexual violence and can encompass behaviors such as acceptance and perpetuation of common rape myths, “slut-shaming”, and victimblaming. These behaviors are taught from a young age, mostly through the media or socialization. However, through examining sixteen sex education textbooks, certain themes seem to highlight the notion that children are exposed to rape culture through school systems. The aspects explored include discussions of consent (or lack thereof), forced stigma towards sexuality, perpetuation of harmful misconceptions including gender stereotypes, and …

A Universal Design For Learning (Udl) Workshop For Instructional Librarians, Courtney Seymour

2018 Diversity and Inclusion Certification Course

The Union campus is becoming increasingly diverse, including in the individual learning differences of its students. UNIVERSAL DESIGN FOR LEARNING (UDL) principles offer flexible guidelines for meeting the needs of students in the classroom.

Building A Foundation For Cultural Responsiveness, Denise Cyrus, Jill Douds, Sara Newell

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This site provides an overview of culturally responsive teaching philosophies and practices in order to make educators aware of the importance of having a culturally responsive mindset. This module also provides research, classroom practice resources, and thought-provoking videos meant to assist educators in using a culturally responsive mindset to improve their practices and positively impact all students.

View professional learning module.

Data-Driven Plcs, Camey Whitt, Desirae Ball, Jodi Witherspoon

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this professional learning module is to explore how PLCs can be strengthened by using data to support student learning. The goals of this professional learning module is that educators will understand and embrace the three big ideas that drive the work of an effective PLC: A Collaborative Culture, A Results Orientation, and A Focus on Learning.

Educators will develop the shared roles, responsibilities, and relationships within a PLC. Educators will be able to establish and measure the success of SMART goals that align with school and district goals. Educators will be able to answer the following four …

Taking The Lead: Enhancing Student Learning And Professional Collaboration Through Action Research, Meredith Lynch, Lindsey Weycker

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this module is:

To empower teachers in leadership development and leadership roles

To foster mutual respect and communication between adults working together

To encourage action research as a daily classroom practice

View professional learning module.