Curriculum and Social Inquiry Commons^™

Global Engineering Ethics: What? Why? How? And When?, Rockwell F. Clancy Iii, Qin Zhu

Journal of International Engineering Education

Even though engineering programs, accreditation bodies, and multinational corporations have become increasingly interested in introducing global dimensions into professional engineering practice, little work in the existing literature provides an overview of questions fundamental to global engineering ethics, such as what global engineering ethics is, why it should be taught, how it should be taught, and when it should be introduced. This paper describes the what, why, how, and when of global engineering ethics – a form adopted from a 1996 article by Charles Harris, Michael Davis, Michael Pritchard, and Michael Rabins, which has influenced the development of engineering ethics for …

Bard Early College: Milestones, Looking Back, Ray Peterson

Early College Folio

The author, whose professional experience includes serving as the founding principal of the first Bard High School Early College, maps the milestones of that experience and others through decades of early college leadership. Focusing on anecdotes and personal stories, this essay gives voice and texture to discourse about early college then and now as well as students, teachers, and the future of Bard's High School Early College program.

The Early College Research Tradition And The People Who Made It: A History Of Interventions That Shaped The Field, Russ Olwell

Early College Folio

Early college as an educational reform has had a unique trajectory over the past two decades. School reform in the United States (with a few exceptions) has been a top-down movement, and the majority of attention has centered on grades three through eight, the grade levels the No Child Left Behind Act focused on. Early college, by contrast, has been a grassroots movement in many areas and has focused on high school students and their aspirations for college. This article describes the story of early college through the lens of individuals whose research helped to reorient the field and broaden …

Table Of Contents

Early College Folio

Table of Contents, Early College Folio, Volume 2, Issue 1 (December 2022).

Contributors

Early College Folio

Contributors, Early College Folio, Volume 2, Issue 1 (December 2022).

Editor's Note, K. Yawa Agbemabiese

Early College Folio

Editor's Note, Early College Folio, Volume 2, Issue 1 (December 2022).

Celebrating Twenty Years Of Early College In Nyc By Bard And Suny Eci, John B. Weinstein, Andrea Soonachan, Stephen Tremaine

Early College Folio

The slideshow published here, originally presented by early college leaders Stephen Tremaine and Andrea Soonachan, reflects on the accomplishments of 22 early college programs operating in New York City over the last 20 years. The introduction by Early College Folio editor-in-chief John B. Weinstein grounds the presentation in Weinstein's own experiences as a witness to the historic milestones and future-facing initiatives of the early college movement.

The House Of Seminar Needs Overhaul: The General Education Seminar In Theory And Practice, Matthew J. Park

Early College Folio

Matthew Park's intellectual and institutional history of the General Education Seminars at Bard College at Simon’s Rock. This historical analysis, which the author revolves around a discussion of the genealogy and philosophy of Seminar more broadly, serves as a multidisciplinary lens through which teachers and students of Seminar across the Bard Early Colleges may center current and future discussions of the course(s).

Learning Within Socio-Political Landscapes: (Re)Imagining Children’S Geographies, Kathryn Lanouette, Katie Headrick Taylor

Occasional Paper Series

No abstract provided.

Learning To See More Clearly: Extending Lucy Sprague Mitchell’S Vision For Geography Teaching, Abigail Kerlin, Ellen Mccrum

Occasional Paper Series

In 1934, Lucy Sprague Mitchell called for teachers and students to make maps in order to better understand the world around them. Her inquiry method is still critical to developing geographic thinking in students and can be extended further. Map making can not only clarify relationships in our environments, it can also be used to develop students’ abilities in perspective taking. Making maps, sharing and juxtaposing of maps can support students in understanding that others experience the world differently. Maps can tell stories of our experiences in space that can expand our understanding of one another. This understanding of a …

Stories From Islita Libre: Digital Spatial Storytelling As An Expression Of Transnational And Immigrant Identities, Jennifer Kahn, Daryl Axelrod, Matthew Deroo, Svetlana Radojcic

Occasional Paper Series

In this essay, we examine the relationship between students’ spatial literacies of their neighborhoods and communities and their transnational identities, the latter which have complex, broad spatial and temporal dimensions. Over four months, we, a team of university researchers, led a series of instructional activities with a class of racially, ethnically, and linguistically diverse first- and second-generation immigrant students in an 11th grade introduction to research course. Here, we document the ways in which students learned about various data sources for inquiry to create digital, layered map-based stories about the factors that shape their (and others’) immigrant experiences in their …

How Urban Forest School Gave Us The Connections We Needed During The Pandemic, Margaret Nell Becker

Occasional Paper Series

In the wake of the pandemic, teachers were asked to change their curriculums to meet the health, safety, and social-emotional needs of our students. Urban Forest School provided a way for my students to learn safely outside, while also helping to reconnect with a world that they had been isolated from for an entire year. This paper will detail how, through unstructured play outside, my students created meaningful landmarks that provided sites for multi-faceted learning and connection during the pandemic.

Learning Within Socio-Political Landscapes: (Re)Imagining Children’S Geographies, Kathryn Lanouette, Katie Headrick Taylor

Occasional Paper Series

In this special issue, we bring together educators and researchers to (re)imagine what it means to teach and learn within the immediacy of the here and now, an orientation crucial to confronting contemporary threats to children’s lives, democracy, and the planet. We seek to extend and broaden Mitchell’s original conceptualization by centering the past and future alongside the immediacies of the now, elevating Black, Indigenous, and People of Color (BIPOC) perspectives in children’s geographies and exploring potentialities of mapping in analog as well as emerging digital forms. We also aim to carry forward her commitments to listening to children with …

More Than Civil Engineering And Civic Reasoning: World-Building In Middle School Stem, Alejandra Frausto Aceves, Daniel Morales-Doyle

Occasional Paper Series

This narrative essay describes a project in an urban sixth grade science class that began as an effort to link civic engagement with disciplinary learning in chemistry. The ways in which students took up this project prompted the authors to see urban infrastructures as engineered sites of learning with world-making possibilities. By interrogating the ways in which science and engineering practices are imbued with values and happen in places, teachers can engage young learners in critical examinations of their built worlds. The authors argue that there is an opportunity in K-8 engineering education to avoid reproducing some of the pathologies …

Investigating Influences On Intercultural Sensitivity Through Undergraduate And Graduate Students’ Reflections On Identities, Daphne Fauber, Kathryn Mueller

The Journal of Purdue Undergraduate Research

Due to a shifting global environment and unique personal circumstances, traditional in-person learning experiences that foster cross-cultural interactions and learning, including study abroad programs, have become unavailable to many. In light of this issue, we investigated how a virtual cross-cultural course, such as Global Social Justice in Education (GSJE), could allow undergraduate and graduate students to explore their cultural identities and enhance their intercultural sensitivity. Data for this study was collected via three distinct GSJE reflections completed by a single cohort of 11 Purdue graduate and undergraduate students who interacted with international participants. Purdue participant reflections were analyzed and coded …

Are Students' Basic Psychological Needs Fulfilled In Remote Learning Environments?: A Mixed Methods Study, Lindsay M. Griendling, Victoria J. Vanuitert, Sean D. Mcdonald

Middle Grades Review

Self-determination theory (SDT) posits that three basic psychological needs (i.e., autonomy, competence, and relatedness) must be fulfilled to promote positive outcomes among individuals participating in social environments. Teachers can provide supports to fulfill these needs within classroom environments to help them become autonomously motivated to engage in tasks and activities. Unfortunately, school closures and the shift to remote learning during the COVID-19 pandemic may have challenged teachers’ ability to create need-supportive classroom environments due to issues such as reliable access to technology, teacher preparedness in facilitating remote learning, and negative impacts to mental health and well-being. However, the extent to …

Living, Learning, Serving: Outcomes Of Combining A Living-Learning Program With Service-Learning Courses, Allen Brizee, Kate Figiel-Miller, Marianna Carlucci

Jesuit Higher Education: A Journal

Abstract

This article discusses a two-year IRB-approved programmatic case study that measured the outcomes of merging a living-learning program (LLP) with service-learning. The study compared student survey data from four different pedagogical models, one of which was the hybrid LLP-service-learning model where service-learning students also participated in the LLP. We also interviewed instructors who used the LLP with their service-learning pedagogy. We used a one-way ANOVA and a non-parametric test to code and analyze the survey data. We used grounded theory to code and analyze interview data. Survey data revealed that the LLP-service-learning hybrid model scored the lowest of the …

Reimagining The Humanistic Tradition: Using Isocratic Philosophy, Ignatian Pedagogy, And Civic Engagement To Journey With Youth And Walk With The Excluded, Allen Brizee

Jesuit Higher Education: A Journal

The world is in a perilous place. Challenged by zealots, autocrats, a pandemic, and now a war in Europe, elected officials and their constituents no longer exchange ideas in a functioning public sphere, once a hallmark of the humanistic tradition. The timeliness of the Universal Apostolic Preferences (UAPs), therefore, is profound as they provide beacons of light for dark times. In this article, I trace Isocratic philosophy through Ignatian pedagogy and contemporary civic engagement to argue that we can use these three models to help us Journey with Youth and Walk with the Excluded. Key to this approach is a …

Contributors

Early College Folio

Contributors, Early College Folio, Volume 1, Issue 2 (May 2022)

Table Of Contents

Early College Folio

Table of Contents, Early College Folio, Volume 1, Issue 2 (May 2022).

Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil

Early College Folio

Book Review: Iris Martin Cohen’s Last Call on Decatur Street (Park Row, 2020), a novel set in pre-Katrina New Orleans. Cohen, who grew up in the French Quarter, is a Simon’s Rock alumna.

“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger

Early College Folio

In the summer of 2020, Dr. Jane Wanninger participated in a National Endowment for the Humanities (NEH) Summer Institute hosted by Agnes Scott College to learn about implementing digital storytelling in the classroom, which ironically, had to be completed digitally due to the COVID-19 pandemic. Her experience was the inspiration for this issue of Early College Folio as she pitched her ideas using the phrase “digital by necessity.” Issue Editor Julia Carey Arendell interviewed Jane, captured here, on all that she learned to think more deeply about using the virtual tool of digital storytelling as a teacher, a student, and …

A Review Of Xr Classrooms In Institutions Of Higher Education, Brandon Patterson, Tallie Casucci

Frameless

This talk will review the literature and examine existing physical spaces using virtual reality (VR) and augmented reality (AR), often referred together as extended reality (XR), to teach learners in an academic setting. Attendees will better understand best practices and ways of addressing potential challenges when designing a physical XR classroom space for higher education. A physical XR classroom provides institutions with a dedicated space for educational courses and workshops, which utilize XR for both one- off sessions and an entire semester (Pirker, Holly, and Gütl 2020). The talk will help answer the question, why a dedicated XR classroom?

My First Time Ungrading: Approach Used And Reflections, Heather Leslie

Feminist Pedagogy

A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead) edited by Susan Blum and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed into the ungrading movement by reading articles from Teachers Going …

Disabled Lives And Pandemic Lives: Stories Of Human Precarity

Occasional Paper Series

The idea for Carol Rogers-Shaw’s essay began in April 2020, six weeks into the initial COVID lockdown, at her Zoom-based PhD dissertation defense. Carol’s dissertation brought together a narration of her life as a person with a disability and her work as a high school teacher of students with identified disabilities, conceptualized and reconceptualized through the lens of critical disability studies.

Is There A Lesson From Comparing The Covid-19 Pandemic To The Experience Of Disability? A Response To Carol Rogers-Shaw’S “Disabled Lives & Pandemic Lives: Stories Of Human Precarity”, Tonette Rocco, Debaro Huyler

Occasional Paper Series

In “Disabled Lives & Pandemic Lives: Stories of Human Precarity,” Carol Rogers-Shaw narrates several stories that convey the anguish, trauma, loss, and horror experienced by many during the pandemic. Through storytelling, she demonstrates that “the pandemic experiences we shared might provide a foundation to build … parallels between living with a disability and living in a pandemic.” Even so, Rogers-Shaw cautions us not to get distracted by pandemic-related issues or inspirational stories. Instead, she correctly points out that COVID-19 pandemic experiences mirror the unpleasant aspects of daily life for people with disabilities.

Feisty Stories Of Living With Disability, Scot Danforth

Occasional Paper Series

Carol Rogers-Shaw’s rich memoir continues a fascinating tradition of autobiographical disability narratives that include works such as Stephen Kuusisto’s (1998) Planet of the Blind, Terry Galloway’s (2009) Mean, Little, Deaf Queer, Meri Nana-Ama Danquah’s (1998) Willow Weep for Me, and disability rights leader Judy Heumann’s (2020) Being Heumann. These exemplify what Garland-Thomson (2007) called “fresh and feisty disability narratives” (p. 119). Without apology, and often with great pride, these stories place the impaired and vulnerable body at the center of the plot structure. Through her own narrated experiences and by weaving in myriad encounters with her many disabled students, Rogers-Shaw …

Disabled Lives & Pandemic Lives: Stories Of Human Precarity, Carol Rogers-Shaw

Occasional Paper Series

In this article, I pay particular attention to four concerns that have come to the fore in startling ways for people worldwide during the pandemic. These include building empathy and community through the struggle to manage the fear of death, acceptance of disappointment and frustration, recognition the importance of being in tune with one’s body, and living with chronic grief. Drawing on stories from my life as a teacher and as a person with a disability, I hope to provide readers with both a way to reflect on the ongoing existential and practical concerns raised by the pandemic, and to …

On Turning Tables, Hubris, And Humility: Reflecting Upon Carol Rogers-Shaw’S “Disabled Lives & Pandemic Lives: Stories Of Human Precarity”, David J. Connor

Occasional Paper Series

What can be learned about the pandemic through the lens of disability, and conversely, what can we come to know about disability through the Covid-19 pandemic? Rogers-Shaw contemplates these reciprocal questions in a highly original essay that is wide in scope. After thinking about how to best describe the experience of reading her work, the word “wondrous” came to mind, as the essay is both delightful and powerful. Why? Because she examines and explores what has recently concerned many of us in education, that is, the pandemic’s impact upon the lives of both teachers and students with and without disabilities. …

Introduction To Carol Rogers-Shaw’S “Disabled Lives And Pandemic Lives: Stories Of Human Precarity”, Gail M. Boldt

Occasional Paper Series

The idea for Carol Rogers-Shaw’s essay began in April 2020, six weeks into the initial COVID lockdown, at her Zoom-based PhD dissertation defense. Carol’s dissertation brought together a narration of her life as a person with a disability and her work as a high school teacher of students with identified disabilities, conceptualized and reconceptualized through the lens of critical disability studies.