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Articles 1 - 7 of 7
Full-Text Articles in Education
Building A Humanities-Focused Creative Industries Minor At Portland State University, Kathi Inman Berens
Building A Humanities-Focused Creative Industries Minor At Portland State University, Kathi Inman Berens
English Faculty Publications and Presentations
"Building a Humanities-Centered Creative Industries Minor at Portland State University" is a presentation made by Kathi Inman Berens representing collective work by Berens, Dr. Rachel Noorda and Dr. Susan Kirtley (all of Portland State; see slide 2). Identifies opportunities for a humanities-focused minor in creative industries instruction in the U.S., using Ooligan Press of the PSU Book Publishing Master's program as a curricular model of experiential learning.
Where's The Learning In On-Campus Student Employment? An Inquiry Into The Experiences Of Undergraduate Student Employees, Patricia Ann Dorman
Where's The Learning In On-Campus Student Employment? An Inquiry Into The Experiences Of Undergraduate Student Employees, Patricia Ann Dorman
Dissertations and Theses
Student employees spend a significant amount of time at work. Prior research has primarily focused on the deleterious academic impacts on students, with little consideration of how student employment could be effectively framed as an educationally purposeful activity. This qualitative study explored how individual, social, and organizational factors influence learning while working on campus. In-depth, semi-structured interviews were conducted with undergraduate student employees who work within student affairs units. The findings indicate that on-campus employment is a site for learning; particularly competency development in communication, professionalism, problem solving, and leadership skills. Interdependent personal, interpersonal, and environmental factors of campus employment …
The Experiential-Learning Track: Career Exploration, Student Interest, & Applied Classroom-Learning In Small Rural Junior-Senior High Schools, Michael Turnlund
The Experiential-Learning Track: Career Exploration, Student Interest, & Applied Classroom-Learning In Small Rural Junior-Senior High Schools, Michael Turnlund
Northwest Journal of Teacher Education
Budgetary constraints can limit academic programs and elective offerings in small rural high schools. It is difficult to staff schools with teachers who hold the required credentials to offer elective courses that match student interests and future career or post-secondary education goals. This article details a strategy used by one small school in Idaho to address the problem. The Experiential-Learning Track Program allows for “hands-on” opportunities tied to learning objectives, and targets career and post-secondary education goals of individual students. Outcomes of the project included an increase in student population numbers and more connections with the local community.
Learning Sustainability Leadership: An Action Research Study Of A Graduate Leadership Course, Heather L. Burns
Learning Sustainability Leadership: An Action Research Study Of A Graduate Leadership Course, Heather L. Burns
Educational Leadership and Policy Faculty Publications and Presentations
This study used action research methodology to examine the development of sustainability leadership in a graduate leadership course. The research investigated the impact of this leadership course, which was designed using transformative learning theory with attention to integrating thematic content, multiple and non-dominant perspectives, a participatory process, and a contextual place-based approach. Grounded theory was used to explore if and how students’ understanding of sustainability leadership changed, and the pedagogical strategies that were most influential to their learning. Results revealed that students came to understand sustainability leadership as: the facilitation of a shared process, a process of emergence, and a …
Establishing Foundations For Investigating Inquiry-Oriented Teaching, Estrella Maria Salas Johnson
Establishing Foundations For Investigating Inquiry-Oriented Teaching, Estrella Maria Salas Johnson
Dissertations and Theses
The Teaching Abstract Algebra for Understanding (TAAFU) project was centered on an innovative abstract algebra curriculum and was designed to accomplish three main objectives: to produce a set of multi-media support materials for instructors, to understand the challenges faced by mathematicians as they implemented this curriculum, and to study how this curriculum supports student learning of abstract algebra. Throughout the course of the project I took the lead investigating the teaching and learning in classrooms using the TAAFU curriculum. My dissertation is composed of three components of this research. First, I will report on a study that aimed to describe …
A Few Questions We're No Longer Asking About Assessment : The Assessment Landscape And Possible Futures, Todd Lundberg, Gary R. Brown, Robin Jeffers
A Few Questions We're No Longer Asking About Assessment : The Assessment Landscape And Possible Futures, Todd Lundberg, Gary R. Brown, Robin Jeffers
Office of Academic Innovation Publications
This presentation addresses the current assessment landscape, possible and quickly emerging futures. Presenters, all experienced assessment designers/practitioners, address the topic from a 4-year/national, a 2-year/Washington state, and an educational policy perspective. To guide the conversation, presenters pose "what if" questions based on the changing needs of students and current research into effective pedagogies.
Connecting Curriculum Content With Community Service: Guidelines For Student Reflection, Dilafruz R. Williams, Amy Driscoll
Connecting Curriculum Content With Community Service: Guidelines For Student Reflection, Dilafruz R. Williams, Amy Driscoll
Educational Leadership and Policy Faculty Publications and Presentations
As faculty embrace community service as part of the teaching/learning process, most often they simultaneously adopt reflection as a critical component of that process. In fact, the most commonly accepted and used approach to facilitate the conceptual connections of service learning is reflection (Stanton 1991). In other words, students must be asked to reflect if we want them to connect the academic content of our courses with the community experience in which they are engaged. Reflection is a process of thoughtful self analysis directed to the development of awareness and attitudes. It has been used to describe a cognitive process …