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Articles 1 - 12 of 12
Full-Text Articles in Educational Assessment, Evaluation, and Research
“Why You Always So Political?”: A Counterstory About Educational-Environmental Racism At A Predominantly White University, Martín Alberto Gonzalez
“Why You Always So Political?”: A Counterstory About Educational-Environmental Racism At A Predominantly White University, Martín Alberto Gonzalez
Chicano/Latino Studies Faculty Publications and Presentations
Using critical race counterstorytelling, I tell a story about the experiences of Mexican/Mexican American/Xicanx (MMAX) undergraduate students at private, historically and predominantly white university in the Northeast. Drawing on in-depth interviews, participant observations, pláticas, document analyses, and literature on race and space and racism in higher education, I argue that the racially hostile campus environment experienced by MMAX students at their respective university manifests itself as a form of educational-environmental racism. Through narrated dialogue, Aurora (a composite character) and I delve into a critical conversation about how educational-environmental racism is experienced by MMAX students through a racialized landscape in the …
Enthusiastic But Inconsistent: Graduate Teaching Assistants’ Perceptions Of Their Role In The Cure Classroom, Erin Shortlidge, Jessica R, Cary, Emma C. Goodwin
Enthusiastic But Inconsistent: Graduate Teaching Assistants’ Perceptions Of Their Role In The Cure Classroom, Erin Shortlidge, Jessica R, Cary, Emma C. Goodwin
Biology Faculty Publications and Presentations
Despite growing evidence of positive student outcomes from course-based undergraduate research experiences (CUREs), little consideration has been given to employing graduate teaching assistants (GTAs) as CURE instructors. GTAs may be novice researchers and/or teachers and likely vary in their interest in teaching a CURE. Guided by expectancy-value theory, we explored how GTAs’ self-efficacy and values regarding teaching a CURE impact motivation and perceptions of their roles as CURE instructors. Using a multiple case study design, we interviewed nine GTAs who taught a network CURE at one research institution. Though most GTAs held a relatively high value for teaching a CURE …
The Negotiated Syllabus: How To Create Community In Online International Studies Classes, Shawn Smallman
The Negotiated Syllabus: How To Create Community In Online International Studies Classes, Shawn Smallman
International & Global Studies Faculty Publications and Presentations
As online education expands how do professors create the sense of community and engagement that students crave? This paper will argue that the concept of a Negotiated Syllabus -in which students take responsibility for choosing content in the class- provides a framework to promote student engagement in online coursework. This paper describes how to have the students serve as co-creators for the final course content. Other carefully designed assignments and tasks -such as peer review of student work and a carefully designed discussion board- can involve students deeply in their classes. Based on a careful review of the literature on …
The Trade-Off Between Graduate Student Research And Teaching: A Myth?, Erin E. Shortlidge, Sarah L. Eddy
The Trade-Off Between Graduate Student Research And Teaching: A Myth?, Erin E. Shortlidge, Sarah L. Eddy
Biology Faculty Publications and Presentations
Many current faculty believe that teaching effort and research success are inversely correlated. This trade-off has rarely been empirically tested; yet, it still impedes efforts to increase the use of evidence-based teaching (EBT), and implement effective teaching training programs for graduate students, our future faculty. We tested this tradeoff for graduate students using a national sample of life science PhD students. We characterize how increased training in EBT impacts PhD students' confidence in their preparation for a research career, in communicating their research, and their publication number. PhD students who invested time into EBT did not suffer in confidence in …
University Studies Annual Assessment 2017-2018, Portland State University. University Studies Program, Rowanna L. Carpenter, J. R. Estes, Seanna M. Kerrigan, Dana Lundell, Michael Mooradian Lupro, Vicki Reitenauer
University Studies Annual Assessment 2017-2018, Portland State University. University Studies Program, Rowanna L. Carpenter, J. R. Estes, Seanna M. Kerrigan, Dana Lundell, Michael Mooradian Lupro, Vicki Reitenauer
University Studies Annual Assessment Reports
Annual in-depth examination and assessment of Portland State University's general education model, the University Studies Program. The tools and methods used to assess student learning are faculty driven and developed.
Taking High-Impact Practices To Scale In Capstone And Peer Mentor Programs, And Revising University Studies' Diversity Learning Goal, Óscar Fernández, Dana Lundell, Seanna M. Kerrigan
Taking High-Impact Practices To Scale In Capstone And Peer Mentor Programs, And Revising University Studies' Diversity Learning Goal, Óscar Fernández, Dana Lundell, Seanna M. Kerrigan
University Studies Faculty Publications and Presentations
University Studies, Portland State University's general education program, is now more than twenty years old; its leaders frequently answer questions from other higher education institutions regarding how the program takes high-impact practices to scale. In this article, three program leaders detail how University Studies' Peer Mentor and Senior Capstone Programs and one recently revised diversity learning goal demonstrate the opportunities and challenges of taking high-impact practices to scale. This article used published assessments of the program, experiences by current program leaders, and interviews from faculty members and peer mentors. Overall, the coauthors conclude that three dynamic qualities contribute to a …
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 …
Final Dissertation Paper Rubric: 5-Part Dissertation, Dannelle D. Stevens
Final Dissertation Paper Rubric: 5-Part Dissertation, Dannelle D. Stevens
Education Faculty Publications and Presentations
This is a rubric developed by Dannelle D. Stevens, Doctoral Program Coordinator in the Graduate School of Education, designed to help guide evaluations for doctoral dissertations in Educational Leadership at Portland State University.
Dissertation Proposal Rubric: 5-Chapter Dissertation, Dannelle D. Stevens, Gayle Yvonne Thieman
Dissertation Proposal Rubric: 5-Chapter Dissertation, Dannelle D. Stevens, Gayle Yvonne Thieman
Education Faculty Publications and Presentations
This is a rubric developed by Dannelle D. Stevens, Doctoral Program Coordinator in the Graduate School of Education, and Gayle Thieman, Doctoral Program Committee Member, designed to help guide evaluations for doctoral dissertation proposals in Educational Leadership at Portland State University.
Right Directions, Wrong Maps: Understanding The Involvement Of Low-Ses African American Parents To Enlist Them As Partners In College Choice, Michael J. Smith
Right Directions, Wrong Maps: Understanding The Involvement Of Low-Ses African American Parents To Enlist Them As Partners In College Choice, Michael J. Smith
Education Faculty Publications and Presentations
While research extols the benefits of parent involvement in college choice, low SES African American parents are increasingly less able to match the efforts of wealthier parents. A qualitative methodology is used to explore the lives 5 urban African American single parents whose low-SES parents encouraged education for postsecondary advancement. The study found that the high school diploma was the normative credential for upward mobility in their communities. Their parents used narratives of struggle to encourage their children while utilizing maps that helped navigate the road towards a high school diploma. It concludes that a high level of involvement already …
Knowing Our Students: Creating A Web-Based Prior Learning Assessment, Yves P. Labissiere, Candyce Reynolds
Knowing Our Students: Creating A Web-Based Prior Learning Assessment, Yves P. Labissiere, Candyce Reynolds
Community Health Faculty Publications and Presentations
Students in higher education are more diverse than ever before in history. Understanding students' backgrounds, experiences and attitudes early can help faculty better serve this diverse population. This a case study that outlines the development and implementation of a web-based prior learning assessment. It also describes how faculty and administrators have used the results.
Institutional Transformation As Scholarly Activity: The Experience Of Portland State University, Charles R. White, Judith A. Ramaley
Institutional Transformation As Scholarly Activity: The Experience Of Portland State University, Charles R. White, Judith A. Ramaley
Public Administration Faculty Publications and Presentations
In American higher education, change is continuous but occurs most often at the margins, generally taking the form of piecemeal or isolated efforts and programs. Only rarely are change projects comprehensive in their scope and transformative in their effects. In this chapter we describe the context for comprehensive curricular change at Portland State University and offer a more general theoretical construct about institutional change in higher education. That there are so few examples of comprehensive institutional change in American higher education is indicative of the complex mix of internal and external factors that constrain change efforts. We have found that …