Curriculum and Instruction Commons^™

"We Support You... To An Extent": Identities, Intersections, And Family Support Among First-Generation Students In A School Of Social Work, Miranda Mosier

School of Social Work Faculty Publications and Presentations

Family support is a critical part of college student retention. Given the strength of parental educational attainment in predicting access and persistence among college students (Choy, 2001), some have questioned the capacity for families to support first-generation college students. Family support may be especially critical for first-generation college students, who value interdependence more highly than continuing generation students (Stephens et al., 2012). This paper centers the perspectives of first-generation students in a school of social work and their experiences of family support. Focus group conversations were analyzed using the Listening Guide/Voice-centered relational data analysis (Brown & Gilligan, 1992). My interpretations …

Jcctl Mailer – September 28, 2021, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on September 28, 2021.

• Finding Balance while Supporting Student Mental Health Needs, by Becky Colgan and Michele Montenegro

• Resource: How to Publish Your First Book

• Campus Working Group Grant

• Mellon Travel Grants

• Online resource: Help Your ADHD Learners Land the Plane, Karen Costa

Jcctl Mailer – August 25, 2021, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on August 25, 2021

• Updates on JCCTL Teaching and Mentoring resource page
• Brent Talbot and Josh Eyler's talks
• About "Teaching Square"

Jcctl Mailer – July 12, 2021, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on July 12, 2021

• JCCTL Teaching and Mentoring resources page
• Featured resource guide from Josh Eyler's talk
• Data Visualization for Social Justice: The Case of Torn Apart/Separados, Dr. Roopika Risam, Associate Professor of Secondary and higher Education and English at Salem State University
• Jennifer Gonzalez interview with Peter Brown, author of "Make it Stick: The Science of Successful Learning"

The Pedagogy Of The Youth Teachers Of The Cuban Literacy Campaign, Yuleisy Mena

FIU Electronic Theses and Dissertations

Abstract

The Cuban Literacy Campaign of 1961 turned teenagers into teachers. This study interviewed three former youth teachers and recorded their experiences through the oral history lens and method. The study focused on the pedagogical components of their lived experience, often overlooked by scholars who have mainly focused on the campaign’s political and economic history from the top down. In turn, issues of identity surfaced that helped explain the personal motivations for participating in the campaign and produced counter-narratives in the process. The interviews compiled allowed a bottom-up history to be archived, highlighting the stories of people omitted from the …

Jcctl Mailer – February 26, 2021, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on February 26, 2021.

Contents:

Moodle-related PSA: Formatting PDF files in Apple Preview

Readings & Resources

• Three things that the workload dilemma might really be about
• How to use student feedback to improve your online course
• Teaching and mentoring resources from the JCCTL

Upcoming Events:

• Friday Forum: Faculty and Student Perspectives on Open Education at Gettysburg College

Grants and other Funding Opportunities

• Johnson Creative Teaching Summer Grant
• Johnson Teaching Grant
• Digital Literacy Assignment Grant
• The Johnson Center Teaching with Special Collections Grant
• Mellon Grant Opportunity …

Jcctl Mailer – January 28, 2021, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on January 28, 2021.

Contents:

Upcoming Events:

• An effective first day of class

Readings & Resources

• Are we assigning too much work to our students?
• Resource guides: Rethinking the syllabus and "derailment prevention"

Grants and other Funding Opportunities

• Open Educational Resources (OER) Grants
• Faculty-Created Working Group

Jcctl Mailer – January 19, 2021, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on January 19, 2021.

Contents:

Upcoming Events:

• What you say and how you say it: The Syllabus as a guiding document
• Derailment prevention: Course design strategies for fostering respectful dialogue
• Understanding our students’ lives outside the classroom
• An effective first day of class

Readings & Resources

• 8 Strategies to Prevent Teaching Burnout, Flower Darby
• What do we do and say on the all-important first day of class

Grants and other Funding Opportunities

• Open Educational Resources (OER) Grants
• Faculty-Created Working Group

Jcctl Mailer – January 14, 2021, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on January 14, 2021.

Contents:

Upcoming Events:

• What you say and how you say it: The Syllabus as a guiding document
• Derailment prevention: Course design strategies for fostering respectful dialogue

Grant and other Funding Opportunities

• Open Educational Resources (OER) Grants
• Faculty-Created Working Group

Other Recommended Resources

• How to Teach a Good First Day of Class, James M. Lang
• First Day of Class, Vanderbilt University Center for Teaching
• Leading Lines podcast
• National Center for Faculty Development & Diversity, Spring Webinar Schedule

Interdisciplinary Team Teaching Reflections On Praxis And Pedagogy In An Undergraduate Classroom, Danielle Nielsen, Diane Sabenacio Nititham, Marc Polizzi

Faculty & Staff Research and Creative Activity

Much scholarship available on team-teaching focuses on K-12 programming, with limited examples in post-secondary education. Adding to the growing research on college-level team-taught courses, this reflection describes how interdisciplinary team-teaching can offernot only a pedagogically innovative experience for students but also highlight the strengths of the faculty in their teaching and research areas. In addition to reviewing the differences between interdisciplinary and multidisciplinary curricula, we reflect on our experience deliveringGlobalization as a team-taught course, designing learning outcomes and course material, and negotiating classroom strategies, highlighting successful components and considering future iterations.

His 103: United States History To 1865 Mock Trial Exercise, Jennifer M. Black

Pennsylvania Grants for Open and Affordable Learning (PA GOAL)

In the summer of 2021, Profs. Jennifer Black, Allan Austin, and Mary Kay Kimelewski were awarded a grant from the Pennsylvania Department of Education (PA Goal program) to rework Misericordia's introductory US History courses to use open-access texts in lieu of costly textbooks. Their goal was to make learning more affordable for their students, while increasing the range of voices represented in the US History survey courses. The attached teaching resources represent the fruits of their labors.

This classroom exercise was developed by Jennifer Black (Misericordia University History Department) and is shared as part of the deliverables for the summer …

His 103: United States History To 1865 Syllabus, Jennifer M. Black, Allan W. Austin, Mary Kay Kimelewski

Pennsylvania Grants for Open and Affordable Learning (PA GOAL)

In the summer of 2021, Profs. Jennifer Black, Allan Austin, and Mary Kay Kimelewski were awarded a grant from the Pennsylvania Department of Education (PA Goal program) to rework Misericordia's introductory US History courses to use open-access texts in lieu of costly textbooks. Their goal was to make learning more affordable for their students, while increasing the range of voices represented in the US History survey courses. The attached teaching resources represent the fruits of their labors.

This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support …

His 104: United States History Since 1865 Syllabus, Jennifer M. Black, Allan W. Austin, Mary Kay Kimelewski

Pennsylvania Grants for Open and Affordable Learning (PA GOAL)

In the summer of 2021, Profs. Jennifer Black, Allan Austin, and Mary Kay Kimelewski were awarded a grant from the Pennsylvania Department of Education (PA Goal program) to rework Misericordia's introductory US History courses to use open-access texts in lieu of costly textbooks. Their goal was to make learning more affordable for their students, while increasing the range of voices represented in the US History survey courses. The attached teaching resources represent the fruits of their labors.

This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support …

His 103: United States History To 1865 Discussion Questions, Alyssa Chesek, Jennifer M. Black, Allan W. Austin, Mary Kay Kimelewski

Pennsylvania Grants for Open and Affordable Learning (PA GOAL)

In the summer of 2021, Profs. Jennifer Black, Allan Austin, and Mary Kay Kimelewski were awarded a grant from the Pennsylvania Department of Education (PA Goal program) to rework Misericordia's introductory US History courses to use open-access texts in lieu of costly textbooks. Their goal was to make learning more affordable for their students, while increasing the range of voices represented in the US History survey courses. The attached teaching resources represent the fruits of their labors.

These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski …

His 104: United States History Since 1865 Discussion Questions, Alyssa Chesek, Jennifer M. Black, Allan W. Austin, Mary Kay Kimelewski

Pennsylvania Grants for Open and Affordable Learning (PA GOAL)

In the summer of 2021, Profs. Jennifer Black, Allan Austin, and Mary Kay Kimelewski were awarded a grant from the Pennsylvania Department of Education (PA Goal program) to rework Misericordia's introductory US History courses to use open-access texts in lieu of costly textbooks. Their goal was to make learning more affordable for their students, while increasing the range of voices represented in the US History survey courses. The attached teaching resources represent the fruits of their labors.

These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski …

Implementation Plans For Course Redesigns: An Exploration Of Identified Strategies, Rebecca Campbell, Benjamin Blankenship

To Improve the Academy: A Journal of Educational Development

Institutions are redesigning gateway courses—lower-division courses known to create student success bottlenecks—to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the implementation plans created during a SSCR. Results demonstrated that the majority of the strategies planned focused on the Learning key performance indicator (KPI), and the minority of the planned-for strategies focused on the Monitoring Student Performance KPI. A more granular analysis of the Learning strategies revealed five themes: Content, Assessment, Pedagogy, Syllabus, and Student Success. Additional results indicated …

Beyond Instructional Development: An Exploration Of Using Formal Pedagogy Training To Benefit Perceived Quality Of Life And Sense Of Community In Graduate Students, Matthew Mahavongtrakul, Ashley Hooper, Daniel Mann, Brian Sato

To Improve the Academy: A Journal of Educational Development

The Association of American Colleges and Universities calls for improvements in teaching preparation in graduate programs as a transferable skill for future faculty. However, the amount of institutional and faculty support for these programs is limited. For the relatively few programs that exist, rarely do they have their outcomes assessed in a data-driven manner. This is disconcerting considering that participation in professional development can improve work-life balance, and graduate students often work long hours, suffer from mental health issues, and face increasing career competition. In this case study, we explore how two teaching development programs impacted pedagogical knowledge, perceived quality …