Higher Education and Teaching Commons^™

Identifying Graduate Students’ Instructional Strategies And Approaches Towards Teaching Employable Skills, Elizabeth S. Che

Dissertations, Theses, and Capstone Projects

College instruction tends to focus on imparting disciplinary knowledge rather than employable broad-based skills emphasized by undergraduate guidelines. The lack of emphasis on broad-skill development may leave many undergraduate students unprepared for the workforce. Graduate students who are future professoriate, are teaching undergraduate courses with various attitudes and strategies. This dissertation comprises three published studies that used data from two surveys identifying graduate students’ instructional strategies and approaches to teaching employable skills in their courses.

The first study asked whether graduate students teaching undergraduate courses (N = 114; 70.2% women, M age = 30 years) aim to teach employable …

A Student Conduct Administrator’S Journey To Wellness, Corie Amanda Marie Mccallum

Dissertations, Theses, and Capstone Projects

This dissertation research chronicles my experiences with emotions and learning as a student conduct administrator throughout the arduous process of investigating, becoming, and transforming by engaging sociocultural theory. Grounded in Authentic Inquiry (Tobin, 2006), this research centers my lived-experience and nuances the role of emotions in student affairs and especially student conduct practices. Throughout this dissertation I address themes surrounding reflexivity (Bourdieu, 1992), emotions (Turner, 2002) (Collins, 2004), and self-care. Each chapter is interpretive and impressionistic and represents my thinking as a researcher and conduct administrator. Throughout the chapters I narrate salient events and experiences in my student conduct practice …

Bridging The Educational Technology Gap: Issues Of Equity And Access In New York City Teacher Preparation, Christina Basias

Dissertations, Theses, and Capstone Projects

This dissertation employs the use of primary research, oral history, and narrative and auto-ethnography of my own experiences as a hybrid educator across both systems, and the extant gaps in educational technology, or ed tech, implementation across two of the largest urban public education institutions in the country: the New York City Department of Education (NYCDOE) and the City University of New York (CUNY).

This research unveils the complex web of barriers that hindered the ability for teachers to learn and adopt technologies and the gaps within and between the NYCDOE and CUNY’s teacher preparation priorities regarding ed tech prior …

Embracing The Emergent Nature Of Research In Early Childhood Education And In Life, Anna Malyukova

Dissertations, Theses, and Capstone Projects

This work investigates the emergent nature of research on emotions and wellness in early childhood education and in life. The research discussed in this thesis was emergent and contingent. Through my experiences as an educator, student, mother, human being living through a pandemic, and daughter, I embraced opportunities for research in various fields of my life.

I explore teaching research to early childhood teachers who also became my coresearchers in a project that explores our roles of being teachers | researchers. Together, using a hermeneutic-phenomenological approach, we learn about the experiences of those participating in the research projects, both individually …

Examining The Effects Of Reflection On Professional Identity Development In Community College Preservice Teachers, Delia Hernandez

Dissertations, Theses, and Capstone Projects

Grounded in the constructivist theories of Dewey (1963) with learning situated as reflective practice, the study explored the impact of guided written reflection on levels of reflection, commitment to teaching and professional identity for community college preservice teachers enrolled in their first fieldwork course in a teacher education program.

Participants in the treatment group received instruction on levels of reflection using Nickel’s (2013) Levels of Deep and Surface Learning. Pre/posttest results were collected using three measures: Reflection Questionnaire (Kember & Leung, 2000), Professional Identity Status Questionnaire - PISQ-5d (Mancini, 2015), and Commitment to Teaching Scale (Van Huizen, 2000). Researcher-designed …

Spatial Distribution Of Chinese Language Education And Historical Development Of Chinese Language Pedagogy In Higher Education In The United States, Jing Zhao

Dissertations, Theses, and Capstone Projects

This capstone project includes two major components: an interactive digital map that displays the geographical distribution of Chinese language programs in colleges and universities in the United States, their program starting years, the types of such universities and colleges, and their names and states; and a multimedia essay on the evolution of Chinese language pedagogy in colleges and universities in the United States. Data has been collected on the program start year, school names, states where schools are located, school types, and whether the school had been funded by two federal sponsored language programs: the National Defense Education Act in …

Radical Solace And Young Adult Writing: Racialized Dis/Ability, Fan Fiction, And Feel(Ing)S In Composition, Jenn Polish

Dissertations, Theses, and Capstone Projects

Deficit-model pedagogies too often abound in our writing classrooms, in everything from punitive attendance policies to content selection and course design methodologies that inadvertently favor students whose bodies fit a white supremacist, ableist norm. I develop conceptions of fandom and consent-based pedagogical practices, and I argue that these can bring us closer to radical solace in our college writing classrooms, particularly when our classrooms are full of variously marginalized students. These students too often must endure deficit-model pedagogies that assume inexpert writing styles in both their written compositions and, indeed, in the very composition of their bodies. What happens, I …

The Relationship Between Clinical Teaching Effectiveness And Emotional Intelligence In Clinical Nurse Faculty In Pre-Licensure Baccalaureate Programs In New York State, Caroline K. Mosca

Dissertations, Theses, and Capstone Projects

It is important to evaluate the Clinical Teaching Effectiveness (CTE) of nurse faculty because clinical teaching is one of the most effective pedagogies in nursing education (Billings & Halstead, 2012). However, clinical faculty must be able to manage effectively the stressors of the clinical setting, where lessons can be unpredictable and the environment is often laden with intense emotion (Gerolamo & Roemer, 2011; Ondrejka, 2013; Roberts, Chrisman, & Flowers, 2013). Emotional Intelligence (EI) may facilitate CTE because higher EI has been associated with improved management of stress in both nursing and the general workplace (Goleman, 1995; Görgens-Ekermans & Brand, 2012; …

As If By Magic: Unleashing Critical And Expressive Voices Through A Rhetoric Of "This/And" In First-Year Composition, Nolan Chessman

Dissertations, Theses, and Capstone Projects

This dissertation engages academic, creative, and student genres in conversation in order to challenge the strict discursive and stylistic boundaries placed around college writing, particularly in first-year composition. Because this project aims to thrust first-year writing pedagogy beyond the confines of fixed genre forms, its inquiry is multimodal, intermingling writing styles and research modes so that, in scholar-teacher Wendy Bishop’s words, “I can think in and through them all” (“Places to Stand” 17). The particulars—or “data”—informing this study are primarily archival, textual (often a combination of the two), experimental, and experiential. Broadly speaking, this inquiry consists of seven chapters, which …