Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Education (2)
- Higher Education (2)
- Scholarship of Teaching and Learning (2)
- Academic Advising (1)
- Adult and Continuing Education (1)
-
- American Politics (1)
- Arts and Humanities (1)
- Comparative Politics (1)
- Criminology (1)
- Educational Assessment, Evaluation, and Research (1)
- Feminist, Gender, and Sexuality Studies (1)
- Higher Education and Teaching (1)
- International Relations (1)
- Lesbian, Gay, Bisexual, and Transgender Studies (1)
- Models and Methods (1)
- Other Feminist, Gender, and Sexuality Studies (1)
- Other Political Science (1)
- Other Sociology (1)
- Political Science (1)
- Political Theory (1)
- Politics and Social Change (1)
- Quantitative, Qualitative, Comparative, and Historical Methodologies (1)
- Student Counseling and Personnel Services (1)
- Teacher Education and Professional Development (1)
- Women's Studies (1)
- Publication
- Publication Type
Articles 1 - 3 of 3
Full-Text Articles in Sociology
Making Methods Relevant: Undergraduate Research Methods And The Content Analysis Project, Kevin E. Courtright, David A. Mackey
Making Methods Relevant: Undergraduate Research Methods And The Content Analysis Project, Kevin E. Courtright, David A. Mackey
Scholarship of Teaching and Learning, Innovative Pedagogy
Teachers of undergraduate research methods classes may struggle at times to keep their courses engaging and to have students view the material as relevant to the occupations they will soon enter. This article discusses a content analysis assignment and how it offers a way for students to demonstrate critical thinking and acquire data analysis skills. Through the use of multiple high-impact learning practices, the assignment requires students, individually or in a group, to identify data appropriate for content analysis and then, with faculty guidance, develop research questions, manage the data, conceptualize and operationalize themes, perform content analysis, draw conclusions from …
Listening To Our Graduate Students' Feedback: Graduate Student Exit And Alumni Surveys, Alison W. Hong-Novotney
Listening To Our Graduate Students' Feedback: Graduate Student Exit And Alumni Surveys, Alison W. Hong-Novotney
Cal Poly Humboldt theses and projects
Student and alumni surveys have become some of the most widely-used methods of assessment of student learning in higher education. While the majority of literature on student surveys and assessment focuses on undergraduate students, this study looks specifically at why graduate student exit and alumni surveys can be valuable tools within a comprehensive assessment plan. Listening to the feedback of current and former graduate students, and then acting upon that feedback, is crucial for the engagement and success of this unique population of students who bring their particular strengths and needs to their educational experiences. This study examined how master’s …
Approaches To Diversity Education: A Critical Assessment, Thomas W. Brignall Iii, Thomas L. Van Valey
Approaches To Diversity Education: A Critical Assessment, Thomas W. Brignall Iii, Thomas L. Van Valey
Humboldt Journal of Social Relations
The idea that differences in race, gender, religion, sexuality, age - or other categories deemed unworthy of group inclusion shouldn’t matter when it comes to people’s access to all that a society has to offer is central to the teaching of diversity. Diversity courses can be powerful vehicles, not only for teaching students about social change and reclaiming the principles of past and present civil rights leaders, but also for refuting the notion that we already live in a largely egalitarian society.
This paper examines what a small sample of diversity texts employ with respect to key concepts and definitions. …