Curriculum and Social Inquiry Commons^™

Hidden In White(Ness)? Using Racial Logics To Interrogate The Instructional Arc Of A Crisis Intervention Team Training, Tara N. Meister

Electronic Theses and Dissertations

Some scholars argue that communities of color have been historically considered criminal by law enforcement (Fanon, 1963/2004; Gordon, 1996; Sharpley-Whiting, 1999), and Parenti (2003) and Kendi (2016) traced the history of modern policing to slave patrols. Wynter (2003) illuminated the racial logics undergirding our society - including policing - to the overlay of monotheism and its fixity with racial constructions of human as historically rooted in slavery and colonization. Thus, policing, too, carries a racialized dimension (Gamal, 2016) that creates or amplifies trauma and mental illness (Westcott, 2015). To address mental health, an undergirding feature of use of force and …

Preparing Millennials As Digital Citizens And Socially And Environmentally Responsible Business Professionals In A Socially Irresponsible Climate, Barbara Burgess-Wilkerson, Clovia Hamilton, Chlotia Garrison, Keith Robbins

Winthrop Faculty and Staff Publications

No abstract provided.

This Will Change Everything: Teaching The Climate Crisis, John Foran, Summer Gray, Corrie Grosse, Theo Lequesne

Environmental Studies Faculty Publications

We argue that U.S. sociologists have been woefully remiss in incorporating the climate crisis into our research agendas and even more, into our teaching. After laying out the gravity of the situation we issue a call for sociologists to consider whether they wish to continue this striking denial of responsibility to our students and to knowledge production. We then present four ways that we have infused our understanding of climate change, climate crisis, and climate justice into courses on global issues, social movements, inequality, and much more. We believe that “climate justice” – the key concept that drives our concern …

3-D Mapping | Topography, Dana Hoppe

Honors Program: Expanded Learning Clubs

No abstract provided.

The Impact And Radical Queer Possibility Of Youth Participatory Action Research, Adrienne R. Carmack

Senior Scholar Papers

In this paper, I review and analyze the year long implementation of a Participatory Action Research (PAR) project at a small-town alternative education program. PAR is a feminist research method, as well as a form of feminist education, in the way that it facilitates a critical-consciousness raising. PAR is queer in its emphasis on analyzing social and relational structures, as well as in the way that it subverts power dynamics within traditional, heteronormative research; it also is distinctly queer in its ability to imagine other ways of being while orienting itself toward social change. Finally, this paper offers a critical …

Service-Learning Faculty Handbook [Version 3], Julia Van Der Ryn, Emily Wu

Collected Faculty Scholarship

Dominican University’s mission provides a strong foundation for service-learning, a pedagogy that creates intentional links between academic education and community experience where each strengthens the other. Service-learning engages students, faculty, staff, and community partners in collaborative and responsive action, dialogue, and reflection to address community-identified needs, meet learning goals, expand our perspectives, and increase civic participation. In this way service-learning creates reciprocal benefits for all involved:

1. The University is able to live out its mission and enhance its role as a vital and active partner in the community;

2. Faculty are supported in connecting innovative teaching, research/scholarship, and community …

Teaching Global Literature To “Disturb The Waters”: A Case Study, Kelly K. Wissman

Literacy Teaching & Learning Faculty Scholarship

Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to “disturb the waters” through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions of students’ assumptions and beliefs: (1) inviting students to share their aesthetic transactions, (2) privileging multiple perspectives and genres, and (3) calling attention to language choices as a central line of inquiry. I argue that both transactional and critical approaches to literacy and language are necessary in order to move students beyond disinterested and …

The Curriculum Of Cultural Reconciliation At West Virginia State University And The General Education Curriculum, Michael Carpenter Harris Ii

Theses, Dissertations and Capstones

This qualitative study examined the perceptions and experiences of the faculty and students involved in the creation and administration of the General Education program at WVSU. This study focused on the themes of the creation of the original General Education curriculum that included the Origins and Race, Gender, and Human Identity classes, the redesign of the curriculum due to the state mandate, and how the new version of the General Education curriculum compares to the original. The findings provide insight into strengths and weaknesses of the program, faculty and student perceptions, government policy affecting education, and possible pathways forward to …

Breaking Barriers In Teaching And Learning: The Honors Professional Development Portfolio: Claiming The Value Of Honors For Improvement, Tenure, And Promotion

National Collegiate Honors Council Monographs: Chapters

All of us working in honors face a similar challenge when we are asked to account for the value of our efforts as teachers or leaders in our honors programs or colleges. Much of what we do is invisible to all but the most discerning and appreciative eyes: hours spent designing new courses and pedagogical approaches; advising students on curricular, career, and personal matters; coordinating faculty and student development opportunities; forging beneficial alliances across campus to grow and strengthen our institutional areas; collaborating with students on research projects; drafting grants and other proposals; maintaining alumnae relations; leading students to academic …

Breaking Barriers In Teaching And Learning: Constructing An Honors Composition Course To Support A Research-Based Honors Curriculum

National Collegiate Honors Council Monographs: Chapters

As the research focus of post-secondary honors education intensifies, the honors composition course can be designed to support this mission by introducing students to discipline-specific research tools and argumentation styles while building an interdisciplinary community of scholars who can debate issues both within and outside their fields. Not only do students develop skills in selecting, reading, and writing researched academic arguments, but they also gain insight into the publication and presentation processes as related to professional development in a given discipline. Students learn how publishers and editors serve as gatekeepers of what is considered knowledge in a field, how researchers …

Breaking Barriers In Teaching And Learning: Building And Enhancing Honors Programs Through Faculty Learning Communities

National Collegiate Honors Council Monographs: Chapters

Many important institutional concerns and opportunities, observes John R. Cosgrove, involve honors programs and colleges, such as their impact on undergraduate academic performance, retention, and graduation (Cosgrove). Another consideration for honors programs is the area of curriculum revision or enhancement, for example, increasing ethical inquiry across courses in the honors curriculum. Others involve inspiring faculty to create new honors courses, adjusting criteria for student requirements and recognition, initiating joint enterprises with liberal education and STEM programs, and advancing the role of the honors curriculum in advocating change across the institution. These opportunities beckon solutions that can be investigated and proposed …

Study Abroad In The Neoliberal Academy: Shifting Geographies, Terri Carney

Scholarship and Professional Work - LAS

No abstract provided.

Your Iphone Cannot Escape History, And Neither Can You: Self-Reflexive Design For A Mobile History Learning Game, Owen Gottlieb

Articles

This chapter focuses on the design approach used in the self-reflexive finale of the mobile augmented reality history game Jewish Time Jump: New York. In the finale, the iOS device itself and the player using it are implicated in the historical moment and theme of the game. The author-designer-researcher drew from self-reflexive traditions in theater, cinema, and nonmobile games to craft the reveal of the connection between the mobile device and the history that the learners were studying. Through centering on this particular design element, the author demonstrates how self-reflexivity can be deployed in a mobile learning experience to …

Breaking Barriers In Teaching And Learning: Foreword, Richard Badenhausen

National Collegiate Honors Council Monographs: Chapters

When I first stumbled upon honors education over two decades ago while team-teaching a seminar called “Poetry and the Condition of Music,” it was the freedom inside and outside the classroom that most caught my attention. Sprung from the shackles of my usual British Literature survey, one in which students trudged through a rigid chronology of canonical authors, I was free to design a course with the university’s choral director that put ancient oral poets in dialogue with rap musicians; that explored the collaboration between W. H. Auden and Benjamin Britten; that set Langston Hughes against crucial jazz influences. Additionally, …

Breaking Barriers In Teaching And Learning: Reading To Improve Teaching And Learning, John Zubizarreta

National Collegiate Honors Council Monographs: Chapters

Scholarship on teaching and learning has exploded in volume and influence in recent decades, providing all of us who are dedicated to improving our roles as professors with a dizzying array of books and other resources. Faculty development as a specific area of study and professional growth and centers designed to promote and support better teaching (often called CETLs for Center for Excellence in Teaching and Learning or CATLs for Center for the Advancement of Teaching and Learning) have multiplied on campuses around the globe.

Breaking Barriers In Teaching And Learning: Teaching For Learning In Honors Courses: Identifying And Implementing Effective Educational Practices

National Collegiate Honors Council Monographs: Chapters

Teaching and learning are interesting endeavors. As faculty members, we spend a great deal of time working with students to help them understand a concept, a fact, or a point of view, but we often do not spend equal time better understanding and improving teaching and learning. Time and again, individual educators note that they were trained in a given discipline, not in the process of teaching. In most states, it takes more credentialing in teaching to become a first-grade instructor in math than it does to teach a graduate seminar in psychology. Because of the assumption that those who …

Breaking Barriers In Teaching And Learning: Using Student-Generated Questions To Promote Learning

National Collegiate Honors Council Monographs: Chapters

Faculty who teach gifted honors students often ask themselves, “How can I ask questions that foster higher-order thinking?” “How can I get more students to respond?” “How can I ensure that students are learning from question-based discussions?” Another key concern: “How can I get students to begin interacting with each other rather than conducting a discussion much like a ping-pong match where the rapid exchanges occur only between a single student and me and then another student and me?” This last question can lead faculty to a different model of questioning, one in which students generate questions that are then …

Breaking Barriers In Teaching And Learning: Honors Components In Honors Faculty Development

National Collegiate Honors Council Monographs: Chapters

In this chapter we describe the design characteristics of a professional development course about honors teaching. We claim that the principles of learning and teaching in honors are also applicable to the design of a course for honors faculty.

The context of our research is Utrecht University in The Netherlands, a large and high-ranking research university that offers undergraduate and graduate programs in a wide variety of academic disciplines. Dutch higher education does not have a longstanding

tradition in honors; Utrecht University was among the first research universities that started experimenting with honors programs in the 1990s. The rationale was …

Breaking Barriers In Teaching And Learning: Linking Honors Courses: A New Approach To Defining Honors Pedagogy

National Collegiate Honors Council Monographs: Chapters

The shift in higher education toward outcome-based learning represents a significant opportunity for honors. By removing disciplinary boundaries related to teaching content knowledge, outcome-based learning increases opportunities for connecting student learning across courses within well-defined honors curricula. It also empowers honors students, many of whom are eager to take leadership of their educational experiences, to extend their learning in new ways. This essay presents an example of how drawing connections across honors courses within a curriculum creates unique opportunities for engaged, transformative learning and, unexpectedly, for the development of an honors program identity.

Breaking Barriers In Teaching And Learning: Perspectives On Twentieth-Century American Identity

National Collegiate Honors Council Monographs: Chapters

At Southern Oregon University, a course designated as HON 315: Perspectives on Twentieth-Century American Identity has been developed and offered with a high degree of success for several terms. Its pedagogical flexibility, high level of student participation, and exceptionally high course-evaluation ratings from students indicate that it might serve as a useful model for honors programs and colleges as a lower-level honors course in United States history or perhaps adapted to other disciplines. The course description is as follows:

This course is a study of the development of the United States in the twentieth century and early twenty-first century, focusing …