Queering Social Justice Curricula Within Higher Education,
2015
University of San Francisco
Queering Social Justice Curricula Within Higher Education, Kate P. Cabot
Master's Projects and Capstones
Within higher education, social justice education has gained significant ground. While issues of gender, race, and class are increasingly addressed and incorporated into classes there remains a lack in inclusive curricula and pedagogies within colleges and universities when it comes to issues of gender and sexual identity. The social construction of gender and sexualities remains overlooked on the majority of college and university campuses, as well as the discrimination faced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) students unaddressed within curricula. The representation of the LGBTQIA community can be attended to within classrooms, campuses, and curriculums in …
Measuring Success: The Value Of Our Work Can’T Always Be Captured In A Spreadsheet,
2015
Choice Reviews
Measuring Success: The Value Of Our Work Can’T Always Be Captured In A Spreadsheet, Tom Radko, Mary Rose Muccie, Fredric Nachbaur, Mark H. Saunders, Darrin Pratt
Cinema & Media Studies
This year we were fortunate in encouraging directors of four university presses—Temple, Fordham, Virginia, and Colorado— to carve a chunk of time out of busy winter schedules in order to share their perspectives on the university press enterprise.
Honoring Diversity In An Online Classroom: Approaches Used By Instructors Engaging Through An Lms,
2015
University of Nebraska-Lincoln
Honoring Diversity In An Online Classroom: Approaches Used By Instructors Engaging Through An Lms, Jacob Petersen
Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research
This is an inquiry into how online instructors embrace the diversity of their student body while facing the inherent differences between a traditional face-to-face class and one that is taught online. Current research suggests that diversity in a traditional classroom is an asset if the instructor is sensitive to students’ backgrounds. This paper examines if such philosophies in traditional classrooms translate well into a distance education environment, where the student body may be even more diverse than a face-to-face class, but possibly unrecognizable because of the lack of physical cues. Research on the topic of multiculturalism in an online classroom …
A Promise Kept In El Dorado? An Evaluation Of The Impact Of A Universal, Place-Based College Scholarship On K-12 Achievement And High School Graduation,
2015
University of Arkansas, Fayetteville
A Promise Kept In El Dorado? An Evaluation Of The Impact Of A Universal, Place-Based College Scholarship On K-12 Achievement And High School Graduation, Jennifer W. Ash
Graduate Theses and Dissertations
The El Dorado Promise is a scholarship program that provides approximately $7,818 per year toward college tuition - for up to five years - to public high school graduates in El Dorado, Arkansas who have attended El Dorado schools since at least the ninth grade. The program was announced in January 2007, and students were able to use the college scholarships in the fall of 2007. School leaders in El Dorado hoped that the enhanced access to college would increase student interest, engagement, and achievement throughout the school district. In this study, I use one-to-one student-level matching to estimate the …
Introducing Undergraduates To Open Access And The Power Of Collaboration Between Scholarly Communications And Instruction Librarians,
2015
Chapman University
Introducing Undergraduates To Open Access And The Power Of Collaboration Between Scholarly Communications And Instruction Librarians, Kristin Laughtin-Dunker, Annie Knight
Library Presentations, Posters, and Audiovisual Materials
Undergraduates are often left out of conversations surrounding open access. While they may not share the same concerns about publishing and prestige as faculty and graduate students, they do consume vast amounts of information, and thus can benefit just as much as those farther in their academic careers by knowing how to find, evaluate, and use open access resources. This presentation highlights a successful collaboration between the presenters in their respective roles as scholarly communications librarian and course developer to create and implement curriculum for a 3-unit information literacy course to teach undergraduate students about open access principles. Once the …
21st Annual Governors State University Student Research Conference Proceedings,
2015
Governors State University
21st Annual Governors State University Student Research Conference Proceedings, Shailendra Kumar Ph.D., Editor
Student Research Conference Proceedings
No abstract provided.
Making All Children Count: Teach For All And The Universalizing Appeal Of Data,
2015
Teachers College, Columbia University
Making All Children Count: Teach For All And The Universalizing Appeal Of Data, Daniel Friedrich, Mia Walter, Erica Eva Colmenares
Faculty Research, Scholarly, and Creative Activity
In this paper, we argue that in order to bind Teach For All’s universal/izing statement of problems and solutions to the specificities and the special conditions of member programs’ local contexts, what is needed is a shared set of discursive practices, a way of bringing together the commonalities found in each country while separating the noise of particular politics and histories. That common set of discursive practices is shaped around the notion of data. This paper is structured as follows: First, we contextualize Teach for All by (briefly) juxtaposing the universal and specific elements of the network, including the organization’s …
Developing An Understanding Of How College Students Experience Interactive Instructional Technology: A Ux Perspective,
2015
University of Nebraska-Lincoln
Developing An Understanding Of How College Students Experience Interactive Instructional Technology: A Ux Perspective, Adam Wagler
Department of Educational Administration: Dissertations, Theses, and Student Research
Technology is increasingly mobile and social, resulting in dynamic digital and interactive environments. The ubiquitous nature of interactive instructional technology presents new paradigms for higher education, creating challenges for instructors to compete for time and attention as students are bombarded by information in a digital, media rich world. The problem being studied, with all of these technological advancements, is how instructors can approach these challenges from a user experience (UX) perspective. A macro level view sees college students taking multiple courses at a time, over many semesters, and using different interactive instructional technology that mix with other forms of online …
Editor's Introduction,
2015
University of South Carolina
Editor's Introduction, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Teaching To Increase Diversity And Equity: Scholarship And Practice,
2015
[email protected]
Teaching To Increase Diversity And Equity: Scholarship And Practice, Elizabeth Mccormack, Jennifer Spohrer, Esther Chiang, Jancy Munguia
Blended Learning Research and Open Educational Resources
As our classrooms become more culturally and experientially diverse, what can we on our campuses do to ensure that all students have the opportunity to succeed? Many professional development opportunities aimed at helping faculty enhance their teaching practices often overlook the role of cultural competence in teaching and learning and fail to effectively integrate cultural sensitivity with high impact pedagogies. Factors such as race, ethnicity, and socioeconomic status can have a significant impact on a student’s educational experiences. There is a growing body of research that identifies such issues and describes tested strategies for helping both faculty and students overcome …
Support For Teaching & Learning At Binghamton - 8 Take Aways,
2015
Binghamton University
Support For Teaching & Learning At Binghamton - 8 Take Aways, Center For Learning And Teaching (Clt)
CLT Workshops
8 take aways handout from the CLT workshop on support for teaching and learning offered at Binghamton University.
Support For New Faculty At Binghamton University,
2015
Binghamton University
Support For New Faculty At Binghamton University, Center For Learning And Teaching (Clt)
CLT Workshops
Presentation from the CLT workshop on teaching and learning support offered to new faculty at Binghamton University.
50 Classroom Assessment Techniques,
2015
Binghamton University
50 Classroom Assessment Techniques, Center For Learning And Teaching (Clt)
CLT Workshops
Handout from a CLT workshop on teaching and learning support for new faculty at Binghamton University. Compiled by Kathryn Cunningham, MS Ed. and Deborah Moore, MS Ed. from Angelo, T.A. and Cross, K.P. (1993) Classroom Assessment Techniques 2nd edition. San Francisco: Jossey-Bass Publishers.
Edtech Tools - 8 Take Aways,
2015
Binghamton University--SUNY
Edtech Tools - 8 Take Aways, Center For Learning And Teaching Van Putten
CLT Workshops
The 8 Take Aways handout from the CLT workshop on Tools of the Trade, focusing on using technology to achieve specific pedagogical goals.
Online And Open Resources For Learning,
2015
Binghamton University--SUNY
Online And Open Resources For Learning, Center For Learning And Teaching Van Putten
CLT Workshops
The presentation for the CLT workshop on Online and Open Resources for Learning. Learn how to find resources, and to evaluate them for reliability and quality. We will explore the online "branch" of the Binghamton University Libraries, the CLT website, Open Educational Resources, MERLOT, and open textbooks.
Online And Open Resources For Learning - 8 Take Aways,
2015
Binghamton University--SUNY
Online And Open Resources For Learning - 8 Take Aways, Center For Learning And Teaching Van Putten
CLT Workshops
The 8 Take Aways handout from the CLT workshop in online and open resources for learning & teaching.
Faculty Achievements, April 2015,
2015
Otterbein University
Faculty Achievements, April 2015, Otterbein University
Faculty Achievement Reports
No abstract provided.
Should College Be Required For Everyone?,
2015
Omaha North High Magnet School
Should College Be Required For Everyone?, Brianna Braggs
Nebraska College Preparatory Academy: Senior Capstone Projects
College is a place where you go to increase your education and build yourself up. As the world knowledge increases, the amount of education needed increases as well. College should be required because you get higher pay, there are more advantages in the job force and many more opportunities. In my research I determined that college should be required for everyone. I also discovered college graduates in the future will be more prevalent in the workforce.
Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences,
2015
University of Nebraska at Omaha
Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences, Sandra Rodriguez-Arroyo
Scholarship of Metropolitan Mission
In an effort to address the gaps in preparing teacher candidates (TCs) to work with English Language Learners (ELLs), service-learning experiences (SLE) were integrated into two courses within a teacher education program. This exploratory case study sought to explore the outcomes of teacher candidates (TCs) engaged in SLE with diverse students and families, particularly ELLs. Content analysis of students’ reflections provided insights of the impact of the SLE. Findings indicate that participating in service-learning with ELLs provides opportunities for TCs to engage in positive interactions that help to address misconceptions about students, families, and communities. TCs also began to confront …
The Molecular Biology Capstone Assessment: A Concept Assessment For Upper-Division Molecular Biology Students,
2015
University of Nebraska-Lincoln
The Molecular Biology Capstone Assessment: A Concept Assessment For Upper-Division Molecular Biology Students, Brian A. Couch, William B. Wood, Jennifer K. Knight
School of Biological Sciences: Faculty Publications
Measuring students’ conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding than the traditional multiple-choice format. Questions were iteratively developed with extensive faculty and student feedback, including validation through faculty …
