Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty,
2014
Florida International University
Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty, Isis Artze Vega, Leslie Richardson, Adrienne Traxler
To Improve the Academy: A Journal of Educational Development
As college student populations grow increasingly diverse, centers for teaching and learning are often charged with promoting inclusive teaching practices. Yet faculty cite many affective barriers to diversity training, and we often preach to the choir. These challenges led us to seek alternate routes for diversity programming, and stereotype threat has become the centerpiece of our endeavors. This chapter describes stereotype threat and related interventions, outlines our efforts, and offers evidence of its surprising impact. It also identifies the features of stereotype threat that appealed to faculty, led them to make pedagogical changes, and inspired them to spread the word.
Measuring The Promise: A Learning Focused Syllabus Rubric,
2014
University of Virginia
Measuring The Promise: A Learning Focused Syllabus Rubric, Michael Palmer, Dorothe Bach, Adriana Streifer
To Improve the Academy: A Journal of Educational Development
To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content focused to learning focused. It is flexible enough to accommodate a diverse range of levels, disciplines, institutions, and learning environments, yet nuanced enough to provide summative information to developers using the tool for assessment purposes and formative feedback to instructors interested in gauging the focus …
Reflections On The State Of The Scholarship Of Educational Development,
2014
Elon University
Reflections On The State Of The Scholarship Of Educational Development, Deandra Little
To Improve the Academy: A Journal of Educational Development
Introduction to volume 33, number 1 of To Improve the Academy: A Journal of Educational Development from 2014 by managing editor Deandra Little of Elon University.
Preparing New Faculty For Leadership: Understanding And Addressing Needs,
2014
University of North Dakota
Preparing New Faculty For Leadership: Understanding And Addressing Needs, Anne Kelsch, Joan Hawthorne
To Improve the Academy: A Journal of Educational Development
A perceived decline in effective faculty participation in campus leadership and governance is well documented, both in the literature and via anecdote. Characteristics common within the culture of higher education make nurturing campus “citizenship” among junior faculty challenging. This essay describes findings from an interview based study of junior faculty in which understanding of professional responsibilities beyond teaching and research was explored. The study documented the deep sense of unpreparedness with which new faculty approach key issues in higher education, including those associated with governance and leadership. Two possible strategies for redressing that unpreparedness, both showing preliminary but positive results, …
Peer Collaboration: Improving Teaching Through Comprehensive Peer Review,
2014
University of Minnesota - Duluth
Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith
To Improve the Academy: A Journal of Educational Development
This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member’s efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.
Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011,
2014
Stonehill College
Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011, Stacy E. Grooters
To Improve the Academy: A Journal of Educational Development
This study examines the degree to which sessions from the annual Professional and Organizational Development (POD) Network Conference and articles from To Improve the Academy engage questions of diversity. The titles and abstracts of 3,946 conference sessions and 560 journal articles were coded for presence and type of diversity. A significant variation in inclusion of diversity over time was found for the conference sessions (p < 0.001) but not the journal articles. Overall, the findings suggest that the organization has been inconsistent in its scholarly engagement with diversity and should work to encourage more regular engagement with diversity by its members.
Emotion In The Classroom: An Update,
2014
Goucher College
Emotion In The Classroom: An Update, Janine Bowen
To Improve the Academy: A Journal of Educational Development
Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded since Vela's essay. The purpose of this article is to not only update Vela's citations on emotion and learning but to provide a broader perspective on the topic and assist faculty developers. Ashkanasy's five level model frames the discussion.
Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer,
2014
Indiana University - Purdue University, Indianapolis
Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer, Genevieve G. Shaker, Sarah K. Nathan, Elizabeth J. Dale
To Improve the Academy: A Journal of Educational Development
Despite the increase in formats of online education, evidence suggests that the academic achievement gap could widen without iterative adaptation. This comparative case study analyzes the implementation of an online undergraduate course delivered consecutively in hybrid and fully online formats. Student feedback and instructor reflection address adaptive processes for online learning and adjustments to enhance the second course following a sequential redesign. Results include students’ challenges with technology and workload, benefits of cross course collaboration, instructor efforts to mediate challenges without sacrificing rigor, and advice for educational developers as they support online teaching through rapid adaptation by design.
Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation,
2014
Bryn Mawr College
Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation, Sophia Abbot, Alison Cook Sather, Carola Hein
To Improve the Academy: A Journal of Educational Development
This article explores how mapping patterns of student participation in classroom discussion can both illuminate and complicate the dynamic relationships among identity, physical position in the classroom, student engagement, and course content. It draws on the perspectives of an undergraduate in the role of pedagogical consultant, a faculty member who worked in partnership with that student, and the coordinator of the program through which this collaborative exploration unfolded. The authors provide multiple angles of vision on the impetus behind, approach to, results of, and interdisciplinary possibilities of mapping classrooms and offer recommendations and cautions regarding the use of mapping.
Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers,
2014
Kennesaw State University
Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
Educational development is a unique professional field in that it is not defined by content taught in a single degree that qualifies individuals to be in it. The resulting heterogeneity in newcomers’ knowledge and skills is addressed in different ways by different national networks. Since 1997, the POD Network has held a biennial Institute for New Faculty Developers, geared toward socializing new professionals into the field. An analysis of the evolution of the Institute, therefore, focused on understanding how educational development has represented itself to newcomers, can chronicle the trajectory of the field and generate conversations about its future.
Long-Term Trends Of Participation In Physical Activity During Adolescence With Educational Ambition And Attainment,
2014
University of Kentucky
Long-Term Trends Of Participation In Physical Activity During Adolescence With Educational Ambition And Attainment, Frances Jillian Priesmeyer
Theses and Dissertations--Educational, School, and Counseling Psychology
Insufficient physical activity is a serious concern for the youth of this nation. In 2008, more than one third of children and adolescents could be classified as either obese or overweight (Centers for Disease Control and Prevention, 2011). Poor nutrition and lack of physical activity are two major factors contributing to this epidemic. A physically active lifestyle during youth not only improves physical health, but has also been shown to improve emotional health, behavior, and academic performance. It is important that this area of research is continued and expanded so appropriate educational policies that support the health and well-being of …
The Supporting Effects Of High Luminous Conditions On Grade 3 Oral Reading Fluency Scores,
2014
University of Texas at Arlington
The Supporting Effects Of High Luminous Conditions On Grade 3 Oral Reading Fluency Scores, Michael S. Mott, Daniel H. Robinson, Thea H. Williams-Black, Susan S. Mcclelland
Curriculum and Instruction Faculty Publications - Archive
The universality of the impact of daylight is a common thread that defines humanity. Day light affects us in a variety of ways –visually, psychologically and biologically. Artificial lighting research has explored ways in which artificial lighting may substitute for daylight and enhance human health and wellbeing. Recently, a study by Mott et al. 2011 found that the usage of high intensity, yet glare free lighting, (referred to as Focus light setting) during reading instruction increased grade 3 students’ oral reading fluency (ORF) scores, a key index of reading comprehension. The current study further explored the effect of Focus lighting …
"We Gotta Change First" : Racial Literacy In A High School English Classroom,
2014
University of Texas at Arlington
"We Gotta Change First" : Racial Literacy In A High School English Classroom, Holly Hungerford-Kresser
Curriculum and Instruction Faculty Publications - Archive
Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race in regards to an eleventh-grade Language Arts assignment. A racial literacy perspective framed our analysis of three small group conversations. Findings suggest that dialogue in the small group fostered opportunities for students to engage in the following elements of racial literacy: a) hear and appreciate diverse and unfamiliar experiences; b) facilitate problem-solving with the community; and c) create opportunities to talk about race.Students need more …
Modeling Science And Faith Integration May Be More Powerful Than Words. Reflections On "The Study Of Science In Catholic Higher Education In The United States: A Modern Nuisance?",
2014
Santa Clara University
Modeling Science And Faith Integration May Be More Powerful Than Words. Reflections On "The Study Of Science In Catholic Higher Education In The United States: A Modern Nuisance?", Thomas Plante
Psychology
In "The study of science in Catholic higher education in the United States: A modern nuisance?", Fr. Cunningham offers a thoughtful and engaging commentary on the history and state of science education in Catholic universities in the United States, carefully weaving history, science, and even politics in a seamless and multilayered manner. But before offering reflections on what he said in his paper, I'd like to make a few comments on who he is which, at the end of the day, might be actually more important.
Con Respeto: A Conceptual Model For Building Healthy Community-University Partnerships Alongside Mexican Migrant Families,
2014
Chapman University
Con Respeto: A Conceptual Model For Building Healthy Community-University Partnerships Alongside Mexican Migrant Families, Miguel Zavala, Patricia A. Pérez, Alejandro González, Anna Díaz Villela
Education Faculty Articles and Research
In this paper we grapple with the question of how healthy community and university partnerships can be formed in order to support migrant students’ access to higher education. Employing autoethnographic and narrative research, and drawing from our work within the context of the migrant family conference at California State University, Fullerton from 2011 to 2013, we outline a conceptual model for building healthy partnerships. The first section of this paper offers a general overview of the literature on community-university engagement and collaboration as well as provides background information about the migrant farmworker community. The next section puts forward a new …
The Paradox Of Increasing Both Enrollment And Graduation Rates : Acknowledging Elephants In The Ivory Tower,
2014
University of Texas at Arlington
The Paradox Of Increasing Both Enrollment And Graduation Rates : Acknowledging Elephants In The Ivory Tower, Sean W. Mulvenon, Daniel H. Robinson
Curriculum and Instruction Faculty Publications - Archive
The argument is made that increasing enrollments and graduation rates cannot occur while maintaining academic standards. Several U.S. universities are attempting to increase their enrollments to counter the financial difficulties created by a reduction in state support. These same universities are also under growing pressure from their state legislatures to increase four-year graduation rates and make degrees more affordable. In this essay, we describe how some universities and programs are attempting to meet both of these goals by lowering academic standards.
Crowdsourced Coursebooks,
2014
University of Oklahoma College of Law
Crowdsourced Coursebooks, Stephen E. Henderson, Joseph Thai
Faculty Articles
Given increasing criticism and dropping admissions, American legal education is likely to change, hopefully reversing the unsustainable trend of increasing expense without increasing value. Much debate focuses on restructuring the curriculum to make it more “practical” and skills-infused; here we instead propose a rethinking of the basic unit of law teaching, the casebook. Casebook authors and publishers are cautiously venturing into electronic editions, but they fail to harness the power of social learning to make textbooks dramatically smarter as well as cheaper. Working with a technology startup, we are developing an online platform that reinvents both authorship and learning. The …
The Effect Of Mediated Immediacy Upon State Motivation And Cognitive Learning In An Online Lesson,
2014
University of Kentucky
The Effect Of Mediated Immediacy Upon State Motivation And Cognitive Learning In An Online Lesson, Gary K. Hughes
Theses and Dissertations--Communication
The role of teacher immediacy and its impact upon student learning within the traditional classroom has been established within the instructional communication discipline in the past 30 years. In recent years, with the advent of computer-mediated distance education (i.e. online courses), some researchers have attempted to apply the same theories and measures of concepts without making the distinction between actual teacher behavioral indicants of immediacy and student perceptions of immediacy, nor recognizing that there may be a different number of variables involved between a single lesson presented online and an entire course presented over a period of time. Building upon …
Integrating Math And Language Arts In The Classroom,
2014
Bowling Green State University
Integrating Math And Language Arts In The Classroom, Emilee Blake
Honors Projects
This is a unit outline with detailed lesson plans and a reflection. It is a unit teaching about adding and subtracting fractions with like denominators for fourth grade students. The unit focuses on incorporating language arts in the math classroom focusing on reading, writing, and speaking.
The “Outsider/Insider” Assignment: A Pedagogical Innovation For Teaching Cross-Cultural Understanding,
2014
Bentley University
The “Outsider/Insider” Assignment: A Pedagogical Innovation For Teaching Cross-Cultural Understanding, Angela Garcia
Natural & Applied Sciences Faculty Publications
In this paper, I describe an innovative assignment for teaching undergraduate students cross-cultural understanding. The Outsider/Insider assignment simultaneously teaches facts about cultural difference and skills for managing cross-cultural encounters. Briefly, the assignment is to write two short papers, one in which the student describes a situation in which he or she was the outsider, and the other a situation in which he or she observed a newcomer to a group where that person was an insider. The paper begins by reviewing previous research on cross-cultural interaction and its relevance for pedagogy, and describing the course, its goals, and the “Outsider/Insider” …
