Scholarship of Teaching and Learning Commons^™

Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman

Journal of Communication Pedagogy

As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege …

Community Colleges And Covid-19: An Exploration Of Challenges And Inequities, Tammy Bosley, Holly R. Custer

Journal of Communication Pedagogy

COVID-19 drastically changed many aspects of life in the U.S. and most certainly changed standard operating procedures in higher education. Moving all classes completely online created numerous challenges not only for students, but also for faculty. For students, these challenges included issues related to physical and mental health, job loss, and caregiving, as well as access to internet and even access to a home computer. Faculty also faced challenges. For example, many colleges and universities rely on adjunct faculty who are compensated on a course-by-course basis. Although most institutions provided faculty development sessions to make a smooth transition to online …

Next Generation Open Textbooks: A Case Study, Christine R. Ingersoll, Larry Sheret

SOJMC Faculty Research

Design Across the Disciplines: Learning the value of communication design through practice” is an OER (open educational resource), digital textbook under prototype testing in a media design course. The text is created in collaboration with a librarian, two faculty from different colleges and two students who have completed the course. This interdisciplinary team was formed with the directive to embrace the powers of design thinking through digital content to develop a product that truly recognizes the needs of the primary users, our students and key stakeholders, the faculty. Several semesters of student feedback provided the insights for considering textbook cost; …

An Inquiry Into Higher Education’S Controversial ‘Countermovement’: Contemplative Pedagogy, Roberta Mary Pughe

Seton Hall University Dissertations and Theses (ETDs)

Academic interest in “mindfulness” has grown exponentially since the 1980s. Along with the dissemination of mindfulness came an appropriation of contemplative sacred texts and the somatic psychologies along with a misperception of its concepts and practices as inherently religious. Contemplative pedagogy, which addresses the application of contemplative studies to the classroom and its community, is therefore equally likely to be misunderstood. Despite recent studies claiming the benefits of contemplative pedagogy on students’ mental health, test results, and personal and interpersonal relationships, contemplative pedagogy is still widely underutilized; this suggests such a misunderstanding of the field and could explain the lack …

Automated Academic And Professional Behaviors Student Tracking Systems, Arvie Vitente, Shannon Clifford, Kevin R. Kunkel, Thomas Werner, Peyton D. Sykes

Education Collection

The purpose of this presentation is to describe a novel program faculty designed automated academic and professional behaviors student tracking system in select programs at three campuses of the University of St Augustine for Health Sciences.

The automated tracking systems streamlined and served to improve both faculty and student understanding of both academic and professional behavior performance, across three programs and three campuses at this multi campus university Early detection of performance insufficiencies was critical to changing performance and behavior.

Anti-Oppressive Practice: An Integral Component Of A Graduate Curriculum, Indigo M. Young, Bonnie Halvorson-Bourgeois, Lesley Maxwell, Marjorie Nicholas, Mary Riotte

Teaching and Learning in Communication Sciences & Disorders

To be fully prepared to work within an increasingly diverse society, CSD students need to learn more about oppression, racism, equity and inclusion in addition to learning about cultural differences. In this article, a model of Anti-Oppressive Practice (AOP) developed as an integral part of a CSD graduate education curriculum is presented. Rooted in theoretical models including Critical Race Theory and Critical Disability Theory, the AOP curriculum includes eight modules, with each module defining relevant language, introducing concrete action step strategies, and giving students opportunities to practice these steps. Topics include forms of bias, systemic racism, oppression, cultural competence and …

The Craft Of The Unknown: Transnational Texts In The Creative Writing Classroom, Hannah Kroonblawd

Journal of Creative Writing Studies

This article addresses the role(s) reading and exemplar texts play in the creative writing classroom, as well as the responsibility taken up by the creative writing instructor as they place particular texts before their students. Focusing on the introductory creative writing classroom and beginning with a general overview of the purpose (university-prescribed or generally implied) of such a space, this article promotes expansive and generous reading practices via transnational texts. Using cosmopolitanism as an anchor, and concluding with a list of practical in-print and online resources, this article asks how creative writers learn to make meaning, both for others and …

(Re)Considering Craft And Centralizing Cultures: A Revision Of The Introductory Creative Writing Workshop, Zoë Bossiere, Micah Mccrary

Journal of Creative Writing Studies

This article explores options for introductory creative writing curricula that allow for and encourage a greater consideration of personal identity and audience on the part of the student-author. It reaches toward possibilities for revising the introductory creative writing course as a space for student-authors to not only consider the cultural positions of the professional authors they study, but also the ways in which their own subject-positions influence their writing practices, craft choices, and understandings of genre. The article overall proposes a holistic revision to the standard, introductory creative writing curriculum, moving student-authors beyond considerations of “good” creative writing, and toward …

Triangulating Research That Focuses On Decolonizing And Race-Based Educational Theories, Beth Dotan

The Nebraska Educator: A Student-Led Journal

The normalization of white cultural and societal educational standards often produce uniform consumers of knowledge. In an effort to seek modification from conventional educational belief systems, this literature review looks at a collection of critical, race-based, and anti-/ de-colonial epistemologies and challenges traditions of inquiry. The research: 1) articulates how national culture perpetuates divisiveness through race and racism in colonized American society and institutions, 2) contemplates the amalgamation of Jewishness and whiteness, and 3) considers utilizing critical theory and social justice views to decolonize educational methodologies as a path to implement change. Historical context and the diverse array of scholarship …

Human-Computer Interaction Research And Education--Crossing Boundaries Between Academic Research And Industry Practices, Yasushi Akiyama

Interface: The C3 Lab Knowledge Commons

In this paper, I will discuss my own experience and approaches to enhancing students' learning in Human-Computer Interaction (HCI) classes by adopting an interdisciplinary approach that integrates academic research and industry practice. Due to the inherent interdisciplinarity of HCI, and to foster a set of "soft" skills known in Interdisciplinary Studies as the "cognitive toolkit," I invite expertise from the other departments at my university as well as industry professionals to give lectures, facilitate workshops, and oversee projects. These collaborations have produced several insights and have had a positive impact on the participants.

2021 Scholars At Work Conference Program, Timothy Berry, Basak Bektas, Jeff Pribyl, Pavan Karra, Emily Sauter, Daniel Schwartz, Karen Lybeck, Jessica Schomberg, Kristin Scott, Sarah Ogilvie, Kristi Rendahl, Chelsea Mead, Maria Kalyvaki, Qiang Ye, Rebekah Degener, Susan Schalge, Thad Shunkwiler, Kristen Cvancara, Jameel Haque, Wendy Schuh, Jodi Egeland, Kelly Moreland, Jennifer Turner, Emily Stark, Dan Moen, Chandu Valluri, Andi Lassiter, Samantha Katner, Charles Krois, Alfredo Duplat, Jori Knwenti, Aaron Hoy

Scholars at Work Conference

Program for the 2021 Scholars At Work Conference at Minnesota State University, Mankato on October 1, 2021.

Impact Of Pro Bono Clinic On Attitudes, Beliefs, And Confidence Towards Cultural Competence In First-Year Doctoral Physical Therapy Students, Scarlett Morris, Ruiping Xia, Troy Klaassen, Trey Johnson

Internet Journal of Allied Health Sciences and Practice

Purpose: Cultural competence is an essential skill for healthcare providers in our increasingly ethnically diversified society. There is an unmet need for educating future culturally competent physical therapists. The purpose of this study was to investigate the impact of pro bono clinic on cultural competence in first-year doctoral physical therapy students. Method: Forty-two participants completed a survey before and after attending three individual sessions of mentored pro bono clinical experiences during their first semester. The survey assessed participants’ attitudes and beliefs (Part I), and self-perceived level of confidence (Part II) towards cultural competence. Wilcoxon signed-rank tests were performed. Results: The …

Enriching The Vision Of Campus Kitchen: A Recipe For Justice, Bryan W. Sokol, Melissa A. Apprill, Liam D. John, Ashlei Peterson

Experiential Learning & Teaching in Higher Education

Campus Kitchen provides an environment that is ripe for community-based, experiential-learning experiences, especially on the topic of Eco-Justice. Student volunteers have substantive opportunities to investigate and promote various food justice and hunger advocacy initiatives, as well as form meaningful personal relationships with those whom they serve. Volunteers are encouraged to learn everything from the practical skills of food preparation to the social forces that underlie food insecurity in the community. Still, many Campus Kitchen participants remain unaware of the seriousness of food waste and “throwaway” cultural attitudes that perpetuate hunger. This paper presents data illustrating the different levels of understanding …

Experiential Learning Across Borders: Virtual Exchange And Global Social Justice, Deniz Gokcora, Raymond Oenbring

Experiential Learning & Teaching in Higher Education

As the populations of college and university students become more diverse and have more demanding lifestyles, postsecondary institutions are showing greater interest in unconventional and innovative ways to offer students international experiential learning. Collaborative Online International Learning (COIL), also known as virtual exchange, connects students in two different countries to investigate global realities from a cross-cultural perspective. With international exchange experiences no longer limited to those in certain majors or with financial means, COIL creates more equitable and sustainable access to international engagement. In this study, we describe a COIL exchange between ESL students at the Borough of Manhattan Community …

Designing Service-Learning To Enhance Social Justice Commitments: A Critical Reflection Tool, Michaela Stith, Treniyyah Anderson, Dane Emmerling, David Malone, Kathy Sikes, Patti Clayton, Robert Bringle

Experiential Learning & Teaching in Higher Education

The COVID-19 pandemic—coupled with ongoing prominent injustice related to race, poverty, healthcare, and education—has highlighted the interlocking and reinforcing nature of systemic oppression. Now more than ever, facilitators of experiential learning are galvanized to explore and deepen their understanding of systemic change and to enhance their teaching of justice concepts, perspectives, and skills.

Advancing social justice was a part of the original vision for service-learning (Stanton et al., 1999). However, scholars have long identified the ways in which service-learning can perpetuate inequitable social hierarchies, be miseducative in teaching simplistic understandings of solutions to social problems, and not equip students to …

Democratic Community As A Public Of Others: Combating Failed Citizenship In Refugees, Susan Haarman

Experiential Learning & Teaching in Higher Education

Excerpt

Fadi¹ was a surgeon for 15 years before he and his family were resettled from Syria to Chicago. Since arriving here, he’s been able to take work as CNA in a nursing home and has been trying to figure out what of his education may be able to transfer so that he can enroll in nursing school. His wife, formerly a CPA, has had more success with gig economy jobs, but her choppy English has led to several failed interviews for full time work. “She’s absolutely fluent in French, but alas we did not arrive there,” (Haarman, 2020). …

Using Liminality To Understand How Identity And Temporary Status Influence Interns’ Vulnerability, Michael A. Odio, Christopher M. Mcleod

Experiential Learning & Teaching in Higher Education

Viewing internships as a transitionary stage (i.e., a liminal space) where interns are shedding their student identity and developing their professional identity provides a useful lens for understanding the experiences of interns and holds implications for social and economic justice. As interns adapt to the temporary and transitionary space of the internship they experience powerlessness, ambiguity, and, in many cases exploitation, sexual harassment, and abuse. The stress and precarity of this status are compounded for interns from marginalized or underrepresented groups that must also conform to the (typically white male and middle class) hegemony of the workplace, all of which …

Moving From Dialogue To Deliberation About Campus Diversity, Equity, And Inclusion, Chad Raphael

Experiential Learning & Teaching in Higher Education

Campus communities continue to become increasingly diverse as the U.S. grows more sensitized to, yet polarized over, issues of social justice. In response, many institutions of higher learning are placing greater emphasis on students’ experiential learning about diversity, equity, and inclusion (DEI) in co-curricular experiences such as new student orientation and in coursework. Experiential educators can help students forge links between learning about DEI in the co-curriculum and curriculum, and to move from intergroup dialogue to deliberation, which allows student learning to inform institutional learning. This article describes the design, outcomes, and implications of a course on dialogue and deliberation …

Building An Ecosystem Of Diversity Talent Development Through Experiential Learning, Marianna Savoca, Kimberly Dixon, Urszula Zalewski

Experiential Learning & Teaching in Higher Education

Access to professionals and insider knowledge of industry is often limited to students from privileged families, yet most academic support programs focus solely on persistence to graduation. Career readiness through experiential learning has not yet reached strategic importance for these programs. One public research university in the northeast which enrolls a highly diverse student body has created a portfolio of programs to connect underrepresented students with industry partners for career development, experiential learning, mentoring, and networking.

Social Justice Through Service-Learning In Parks & Recreation Management Education, Anne L. Demartini

Experiential Learning & Teaching in Higher Education

This practice-based approach argues service learning can teach social justice in parks & recreation management education. The US parks system creation and history is rooted in injustice. Use of US parks and park service employment remain inequitable today. Significant work must be done in the provision of recreation and park services to all members of the community, including those who have been traditionally marginalized or underserved. The industry requires recreation and parks professionals at all levels who are informed and intentional about inclusion and social justice, which starts with parks and recreation management education.

Service-learning, a form of experiential learning …