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Curriculum and Social Inquiry Commons™
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Articles 1 - 30 of 1990
Full-Text Articles in Curriculum and Social Inquiry
Assessment Of Breastfeeding Education In Medical Training, Saranya Madan, Abigail Kuplicki
Assessment Of Breastfeeding Education In Medical Training, Saranya Madan, Abigail Kuplicki
Medical Student Research Symposium
In 2019, the Academy of Breastfeeding Medicine issued a revised set of educational objectives for medical trainees at various stages of education. In this statement, objectives for medical school were broken down into preclinical and clinical training objectives. In this project, our goal is to assess the degree to which medical training at Wayne State University School of Medicine is addressing these aims.
The assessment of breastfeeding education is accomplished by surveying medical students at various stages of training (M1-M4) and eliciting their level of confidence in and understanding of the topics outlined in the objectives by the Academy of …
Seasons Of Learning: Rural Indigenous Teacher Preparation, Dani O'Brien, Josh Montgomery, Bezhigogaabawiikwe Hunter, Niizhoobinesiikwe Howes, Waasegiizhigookwe Rosie Gonzalez, Manidoo Makwe Ikwe, Kevin Zak
Seasons Of Learning: Rural Indigenous Teacher Preparation, Dani O'Brien, Josh Montgomery, Bezhigogaabawiikwe Hunter, Niizhoobinesiikwe Howes, Waasegiizhigookwe Rosie Gonzalez, Manidoo Makwe Ikwe, Kevin Zak
The Rural Educator
We, four teachers in Ojibwe or majority-Ojibwe schools and three teachers in teacher preparation at a small ecologically focused liberal arts college, tell stories to reorient ourselves, centering place in ways accessible to our emerging practice. In these narratives, anchored in the seasons, we describe our challenges and successes in adapting education programs to better evoke the lifeways that predominate in our shared part of rural northern Wisconsin immersed in the lands of the Ojibwe. We relied on experiences, both ours and of Ojibwe learners, to illuminate the rhythms of our place and the seasons of learning defined by boreal …
‘Hot Girl Teaching’ In A Faith-Based Environment, Niya Pickett Miller
‘Hot Girl Teaching’ In A Faith-Based Environment, Niya Pickett Miller
Feminist Pedagogy
There is much to learn from Megan Thee Stallion, the self-proclaimed “Hot Girl Coach.” However, her provocative lyrics and hyper-sexuality are challenging to interject into communication-themed classes at a predominantly white, faith-based university where many students come with an expectation for learning that resists mainstream trends and upholds conventional Christian values and conservative ideological ways of thinking about socio-political issues. This commentary offers a faith-based and feminist perspective about how including Black popular culture, and (more broadly) culturally diverse texts in predominately white, faith-based classrooms can work and why such centering does not contradict biblical principles.
Table Of Contents
Early College Folio
(2023) "Table of Contents," Early College Folio: Vol. 3: Iss. 1, Article 1. Available at: https://digitalcommons.bard.edu/earlycollegefolio/vol3/iss1/1
Barriers And Facilitators To Enhance Interprofessional Education For Rehabilitation Science Graduate Students, Mary A. Riopel, Kimberly Wynarczuk, Taylor Grube
Barriers And Facilitators To Enhance Interprofessional Education For Rehabilitation Science Graduate Students, Mary A. Riopel, Kimberly Wynarczuk, Taylor Grube
The Qualitative Report
Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE …
Transformative Visions Of Qualitative Inquiry: Performative, Philosophical, And Artistic Transformations, Niroj Dahal
Transformative Visions Of Qualitative Inquiry: Performative, Philosophical, And Artistic Transformations, Niroj Dahal
The Qualitative Report
I am writing this review, Transformative Visions for Qualitative Inquiry, considering performative, philosophical, and artistic transformations as an essential reading for faculty and students—novice and veteran. It inspires readers, writers, and novice and veteran researchers in various social sciences disciplines and educational landscapes to envision innovative approaches to healing from crises like the COVID-19 pandemic and/or earthquakes. These processes encourage resisting, recovering, connecting, finding joy, and embracing life. Likewise, Transformative Visions for Qualitative Inquiry centers on the concept of transformation and its potential for the future of qualitative research amidst a world grappling with the multifaceted implications of COVID-19, …
Spacious Theories Of Object Relativity & Objective Reality Book Review For "Seven Brief Lessons On Physics" By Carlo Rovelli, Carmiella Salzberg Zorzi
Spacious Theories Of Object Relativity & Objective Reality Book Review For "Seven Brief Lessons On Physics" By Carlo Rovelli, Carmiella Salzberg Zorzi
Artizein: Arts and Teaching Journal
An Arts-based Review of Carlo Rovelli’s 2016 book "Seven Brief Lessons on Physics" that incorporates original artworks by the book reviewer. This review concludes with the harvesting of an Expressive Arts Academic Consultation session that was informed by this work of Carlo Rovelli, among many other great creative thinkers in physics.
Tikkun Olam, Book Review For "Art-Care Practices For Restoring The Communal: Education, Co-Inquiry, And Healing” By Barbara A. Bickel And R. Michael Fisher, Valerie Oved Giovanini
Tikkun Olam, Book Review For "Art-Care Practices For Restoring The Communal: Education, Co-Inquiry, And Healing” By Barbara A. Bickel And R. Michael Fisher, Valerie Oved Giovanini
Artizein: Arts and Teaching Journal
A book review of Barbara A. Bickel’s and R. Michael Fisher’s "Art-Care Practices for Restoring the Communal: Education, Co-Inquiry, and Healing" published in 2023 by Routledge.
The Yes Of Soul: Book Review For "Poetry In Expressive Arts: Supporting Resilience Through Poetic Writing" By Margo Fuchs Knill & Sally S. Atkins, Katrina Plato, Lucien Zell
The Yes Of Soul: Book Review For "Poetry In Expressive Arts: Supporting Resilience Through Poetic Writing" By Margo Fuchs Knill & Sally S. Atkins, Katrina Plato, Lucien Zell
Artizein: Arts and Teaching Journal
Abstract
A book review of Margo Fuchs Knill’s and Sally S. Atkins’s “Poetry in Expressive Arts: Supporting Resilience through Poetic Writing” published in 2021 by Jessica Kingsley Publishers.
Like the authors of the book, this review is written in partnership. Author and creative writing teacher Lucien Zell reflects on the book’s theme of resilience. Expressive arts professional Katrina Plato follows with a couple of her own poems and then work by clients in response to the book’s prompts.
Harvesting A Blessing, Alba Torres Robinat, Katrina Plato, Alexandra Goodall, Valerie Oved Giovanini, Sinem Lanacı
Harvesting A Blessing, Alba Torres Robinat, Katrina Plato, Alexandra Goodall, Valerie Oved Giovanini, Sinem Lanacı
Artizein: Arts and Teaching Journal
The process of collectively writing the Artizein articles in this issue has come to an end. In this video you can see how we harvested the gifts of our writing collaboration. Each of us made a visual artwork that we shaped as a creative digestion of our work together. The group responded to each members’ art through written words and movement. Each member then gave a final message that gathered what emerged and touched her from the group, the blessing.
Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.
Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.
Artizein: Arts and Teaching Journal
In this paper, I discuss a classroom activity that was intended to create an environment attentive enough for students to scrutinize whether their touted beliefs matched their implicit assumptions. Drawing upon Emmanuel Levinas’s ethics of the face-to-face relation, Carol A. Taylor’s posthuman orientations for pedagogical practice-ings, and Bickel’s and Fisher’s emergent theory of art-care, I explore my pedagogical approach in teaching philosophy to explain how affective encounters in communitas between teacher and learners can expand personal understandings and imagine new meaningful possibilities together. These affective encounters serve an ethic of concern where each is capable of a unique response and …
Borders And Bridges In Virtual Work: Between Real And Imaginary, Valeria Rocío Gonzales González Cueva, Carmiella Salzberg Zorzi
Borders And Bridges In Virtual Work: Between Real And Imaginary, Valeria Rocío Gonzales González Cueva, Carmiella Salzberg Zorzi
Artizein: Arts and Teaching Journal
This article discusses our reflections on how to holistically integrate reality embodied in virtual workspaces--what we perceive within our work and interaction with technology-and highlights the importance of documenting our exploration in times while Artificial Intelligence is developing. Our approach is divided into three parts: the boundaries and bridges between the real and the imaginary, the possibilities of existence and non-existence offered by technology, and the experiences of expressive arts practitioners within virtuality.
Resumen
Este artículo habla de nuestras reflexiones sobre cómo integrar de forma holística la realidad encarnada en los espacios de trabajo virtuales, lo que percibimos dentro de …
Collective Memory And Creative Subjectivity: A Living Conversation, Alexandra Katherine Goodall, Alba Torres Robinat
Collective Memory And Creative Subjectivity: A Living Conversation, Alexandra Katherine Goodall, Alba Torres Robinat
Artizein: Arts and Teaching Journal
This article is the record of a dialogue between two artists and Expressive Arts therapists, Alba Torres Robinat and Alexandra Katherine Goodall. They chose to undertake this conversation in the form of letters that were written back-and-forth over a period of time in a shared document, which places their correspondence in the tradition of epistolary writing. This decision to write the article as letters lends the conversation an immediacy, a warmth, a sense of time, distance and familiarity, and a feeling of intimacy.
The authors invite readers to witness the deepening of a relationship and the development of their conversational …
Doing And Thinking On The Edge With Intermodal Expressive Art, Katrina Plato, Sinem Lanacı, Valerie Oved Giovanini
Doing And Thinking On The Edge With Intermodal Expressive Art, Katrina Plato, Sinem Lanacı, Valerie Oved Giovanini
Artizein: Arts and Teaching Journal
Three collaborators share their experiences and reflections on The European Graduate School’s (EGS) first Alumni Event. Graduates were invited to present the cutting-edge research in expressive arts and critical theory that they developed since their M.A. and Ph.D. programs. Details are provided of the art-making processes they used to recall the memory of the Alumni Event as well as how they harvested its significance months later. The collaborators’ topic was “decentering the self,’’ specifically how to decenter the self in community through expressive arts practices, such as co-journaling, deep listening, and photography. During the Alumni event these practices were intended …
Ιntroduction: Invitations And Purposeful Encounters, Valerie Oved Giovanini, Katrina Plato, Alexandra Katherine Goodall, Carmiella Salzberg Zorzi
Ιntroduction: Invitations And Purposeful Encounters, Valerie Oved Giovanini, Katrina Plato, Alexandra Katherine Goodall, Carmiella Salzberg Zorzi
Artizein: Arts and Teaching Journal
Guest Editor Introduction for Artizein: Arts & Teaching Journal, volume 8, issue 1 2023
Editorial Team Weclome, Darlene St.Georges, Barbara Bickel
Editorial Team Weclome, Darlene St.Georges, Barbara Bickel
Artizein: Arts and Teaching Journal
Artizein: Arts & Teaching Journal editorial team welcome to Dr. Jeeyeon Ryu
Editoral Foreword: A Métissage Of Presence-Ing, Darlene St.Georges, Barbara Bickel
Editoral Foreword: A Métissage Of Presence-Ing, Darlene St.Georges, Barbara Bickel
Artizein: Arts and Teaching Journal
Artizein; Art & Teaching Journal, issue 8, volume 1, Editoral Foreword: A Métissage of Presenc-ing
Front Matter_ Artizein 2023, Barbara Bickel, Darlene St.Georges, Jeeyeon Ryu
Front Matter_ Artizein 2023, Barbara Bickel, Darlene St.Georges, Jeeyeon Ryu
Artizein: Arts and Teaching Journal
Front Matter for Artizien Arts & Teaching Journal, Volume 8, Issue 1, 2023
Artizein_ Full Issue 2023, Barbara Bickel, Darlene St.Georges, Jeeyeon Ryu
Artizein_ Full Issue 2023, Barbara Bickel, Darlene St.Georges, Jeeyeon Ryu
Artizein: Arts and Teaching Journal
Full issue of Artizein: Arts & Teaching Journal Volume 8, Issue 1, 2023
Revised Aba Standard 303: Curricular, Pedagogical, And Substantive Questions, Steven W. Bender
Revised Aba Standard 303: Curricular, Pedagogical, And Substantive Questions, Steven W. Bender
Seattle University Law Review SUpra
ABA accreditation standards now require law schools to provide education and training on racism, bias, and cross-cultural competence. This seemingly straightforward mandate raises numerous questions as schools plan for and implement compliance. Here, I articulate and approach these compliance questions using insights drawn from critical theory—which supplies helpful guidance for responses and ultimately antiracism legal education that is more than minimalist. Armed with critical insights, lawyers are better equipped to contribute to the struggle to eradicate systemic social ills in law and society.
Virtual Learning Walks Assignment Description, David Wolff
Virtual Learning Walks Assignment Description, David Wolff
Open Educational Resources - Teaching and Learning
Learning Walks are structured walkthroughs with the purpose of professional development and growth. Learning Walks include multiple people so that immediate reflections may occur through collaboration. In higher education, model classrooms are not readily available for preservice teachers to practice and apply coursework knowledge. Virtual Learning Walks are a creative approach to resolve this challenge. This assignment asks preservice teachers to watch a recorded lesson with the mindset that they are visiting a colleague’s classroom to observe them for professional growth. Students take notes during the observation then analyze the observation for their own growth.
The Overture! Then Is Here-And-Now: Hindsight Is Twenty, Twenty?, Elena Kydd
The Overture! Then Is Here-And-Now: Hindsight Is Twenty, Twenty?, Elena Kydd
Music Therapy Theses
My existence and presence as a Black woman and graduate scholar in music therapy have allowed me to share my experience of racial trauma and oppression in the hallways of GCSU’s music therapy program. Autoethnography is the method I use to write my thesis on the relationships between Blackness, pedagogy, and music therapy. Thus, I perform an evocative autoethnographic study that allows me to share my personal experience of racial trauma and oppression within the culture of music therapy and to critique the larger social structures of whiteness that disenfranchise and dominate me and other Black student music therapists (SMTs). …
Homework Perpetuating Inequalities For Low-Income Families In Education, Eileen Boyd
Homework Perpetuating Inequalities For Low-Income Families In Education, Eileen Boyd
Capstone Projects and Master's Theses
This capstone project delves into the persistent issue of homework perpetuating inequalities among low-income families. Drawing on insights from North American public school teachers who have shared their perspectives and experiences, this research employs a combination of literature reviews, teacher interviews, and anonymous surveys. The collective evidence underscores the unsettling fact that homework drives educational disparities. Consequently, it calls for a broader acknowledgment among educators and schools that homework often hinders rather than enhances a student's academic achievements.
Front Matter - Jaepl - Volume 28, Wendy Ryden
Front Matter - Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Front Matter
Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine
Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine
The Journal of the Assembly for Expanded Perspectives on Learning
James Porter Moffett (1929–1996) was a ground-breaking teacher, author, and theorist of language learning who had a profound impact on the fields of English Education, Language Arts, Composition, and Educational Psychology in the mid to late 20th century and was the first member of the Assembly for Expanded Perspectives on Learning (AEPL). In the inaugural Moffett’s Corner, Steve Lafer and Jonathan Marine discuss how they came together, why they wanted to start this column, and what they hope to accomplish.
Jaepl - Volume 28, Wendy Ryden
Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Full Issue of The Journal of the Assembly for Expanded Perspectives on Learning Volume 28.
Table Of Contents - Jaepl - Volume 28, Wendy Ryden
Table Of Contents - Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Table of Contents
Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin
Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin
The Journal of the Assembly for Expanded Perspectives on Learning
Communicating about science with public audiences is becoming increasingly important for STEM students, both during their studies and once they enter a specific scientific workplace. Using two different general education writing courses as case examples, one at Middle Tennessee State University and one at the United States Air Force Academy Preparatory School, this article offers a model for how the rhetorical structure of the TED(x) presentation genre can be used to prepare STEM-focused students to better engage with non-expert audiences. Through narrative reflection and assignment examples, we build on Joshua Schimel’s framework for communicating science and provide a replicable model …
Coastal Communications: Teaching Civic Scientific Literacy In English And Environmental Science And Resource Management Classes, Stacey Anderson, Kiki Patsch
Coastal Communications: Teaching Civic Scientific Literacy In English And Environmental Science And Resource Management Classes, Stacey Anderson, Kiki Patsch
The Journal of the Assembly for Expanded Perspectives on Learning
Named after the national park that lies just off of our Ventura County shores, California State University Channel Islands draws faculty who are committed to integrating the coast into their teaching and research. This context has inspired our interdisciplinary collaboration as teacher-scholars who hail from separate departments (English and Environmental Science and Resource Management). Our work together is designed to amplify civic scientific literacy in our classrooms as a means of elevating discourse on the growing challenges that threaten our coastal communities.
Addressing Gaps In Science Competencies: Incorporating Science Communication Into Existing Classes, Amy J. Hawkins, Melissa Rowland-Goldsmith, Nicole C. Woitowich
Addressing Gaps In Science Competencies: Incorporating Science Communication Into Existing Classes, Amy J. Hawkins, Melissa Rowland-Goldsmith, Nicole C. Woitowich
The Journal of the Assembly for Expanded Perspectives on Learning
Regardless of which career path a scientist decides to take, they must be able to communicate effectively with broad audiences. As such, science communication training has become an essential component of STEM professional development. While multiple national scientific societies have articulated the need to address these skills as in fundamental training, few undergraduate scientific training programs have formally addressed this in their degree programs. Here we present an innovative approach to teach this skill set by blending an online science communication course with existing curricula in the biomedical sciences. Online content from the American Society for Biochemistry and Molecular Biology …