Social and Philosophical Foundations of Education Commons^™

Memory Rewriting As A Method Of Inquiry: When Returning Becomes Collective Healing, Ethan Trinh, Giang Nguyen Hoang Le Mr., Ha Dong, Trang Tran, Vuong Tran

The Qualitative Report

Writing is collective healing to build a community. We, five Vietnamese bodies, enquire, how can individual memories be collective healing to rewrite a better future of education? We borrow Nhat Hanh’s philosophy to touch on our suffering to heal and Barad’s returning as a multiplicity of processes for reconnecting with the pastpresentfuture. We use the recollection of individual memories to share critical incidents of past experiences to build a collective community for healing purposes. We have demonstrated our deep commitment to creating a resilient system in retelling stories and rewriting for hope for educational change through this process.

Blinded By Whiteness: Middle-Class White Teachers’ Explorations Of Identity And Deficit Discourse At The Intersection Of Race, Class, And Perceived Ability, Tracy Driehaus

Education Doctorate Dissertations

A legacy of placing children of color and poverty at the center of the “problem” of race and class in education has left us in a holding pattern marked by a prevailing deficit discourse and problematizing of students. Scholars agree that the predominantly white, middle class, female teaching force who occupy US public school classrooms embody and perpetuate these inequitable educational practices endemic within this system. In this study, a small population of White, middle class teachers--including the researcher--organized within a Professional Learning Community (PLC) explored identity and deficit discourse at the intersection of race, class, and perceived ability. Grounded …

The Recovery Coach: An Intentional, Relational Interventionist As A Response To The Covid-19 Incomplete Grade Trend, Melanie A. Turrano

Education Doctorate Dissertations

The COVID-19 pandemic exposed many crises in education; fair and just grading was but one. During that tumultuous time, colleges improvised and created many “hold harmless” grading policies to provide empathy and understanding to students as well as to retain students otherwise negatively impacted by the inequities in their personal lives as well as the socioeconomic digital divide. One “due no harm” policy enacted at the community college where this study occurred was the encouragement of Incomplete (I) grades that prevented student failure in the short term, but traditionally results in long-term failure when the grade of Incomplete (I) converts …

Intervening In The School To Prison Pipeline For Students With Dis/Ability, Miruna Ouatu-Lascar

National Youth Advocacy & Resilience Conference

This workshop will explore the intersection of disability and ethnicity in order to assist workshop participants in analyzing the inequity present both within the construct of disability and race and how this intersectional inequity manifests within the special education system for students of color with disabilities and how such inequities contribute to the over representation of students of color with disabilities in the school to prison phenomenon. Furthermore, the workshop aims to give participants an understanding of Dis/Crit theory and how incorporating Dis/Crit pedagogy within the larger framework of Critical Pedagogy practice serves the needs of our most underserved students …

Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci

Journal of College Access

In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a “Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we …

Increasing Student Use Of Chemical Instrumentation In Undergraduate Research, Timothy D. Champion, Myron Todd Coolbaugh, Brian J. Hunt, Tracy Brown-Fox

SoTL Commons Conference

Recognizing the importance of student experience and familiarity with modern analytical instruments, the JCSU Chemistry faculty have developed a Shared Instrumentation Resource Laboratory (SIRL) for students and faculty from multiple STEM departments. These instruments were obtained through a series of grants from several sources. Use of the instruments in courses were also implemented. An analysis of Senior Investigative Papers (SIPs) by Biology and Chemistry majors from before and after the implementation of the SIRL show significant (p=0.0014) gains in SIPs based on data collected from JCSU instruments, showing the increased capability for on-campus undergraduate research using instrumentation was utilized.

Promoted Online Tutorial Use In General Chemistry: Effects On Student Performance, Timothy D. Champion, John Bannister

SoTL Commons Conference

Promoting student success in entry-level STEM courses is a continuing area of interest. While JCSU has made great strides in this area, in 2016, data began to show an increase in the DFW rates for key courses. The urban small university where these studies were conducted provides students with an online tutorial service. While the success of tutoring is well-documented, it is our perception that students do not utilize this resource as often or as effectively as they might. This project increased student utilization of online tutoring and improved participating students’ test and quiz grades.

Escaping Using Clinical Judgment, Kelley Noll, Claire Thompson

SoTL Commons Conference

An escape room experience was developed as an active experience to enhance critical thinking and clinical judgment in baccalaureate nursing students. This innovative teaching strategy was incorporated into a Childbearing Family and Reproductive Health clinical course. The escape room consisted of four scenarios focused on care of the mother with Type II Diabetes Mellitus during pregnancy, delivery of a macrosomic newborn, hypoglycemia in the newborn, and discharge education from the postpartum unit. Student evaluation of the experience revealed meaningful application of knowledge and a new way to engage students.

The Impact Of Personal And Service-Related Factors On The Perceived Academic Success Among College Students, Ronnie Davis, Geraldine Doucet, Terayana Lamb, Sonya Sneed, David Fletcher

The Journal of the Research Association of Minority Professors

In recent years, student completion of the first year and second-year college curriculum has become a significant barrier to student success and retention especially at Historically Black Colleges and Universities. Despite low pass and retention rates, many degree programs in the U.S. require at least one college-level mathematics course, and the failure in this math course has contributed disproportionately to the failure to complete the first- and second-year curriculum.

The purpose of this study was to examine the predictability of the relationship between selected personal, academic, and service-related factors and the perceived academic success in mathematics among college students. Specifically, …

Disrupted Learning During Covid-19: A Survey Of Student Experience, Celia Szelwach, John Cordes, Alia Sheety, Vinayak Mathur, Maia Magrakvelidze, John Doyle, Gifty Key, Joseph Cimakasky

SoTL Commons Conference

Navigating unexpected disruption caused by COVID-19 in Higher Education required immediate and flexible response by faculty and students as they pivoted to other learning modalities. In Spring Semester 2021, we administered a 40-question survey including several open-ended questions to 795 undergraduate and graduate students (master and doctoral level) in multiple disciplines across four Schools at a private university in Pennsylvania to capture student perceptions of learning experience in face-to-face, hybrid, and fully online environments. Ninety-nine students completed the survey. Lessons learned for teaching and learning include sensitivity to students’ stress and understanding learning environment design preferences and effectiveness.

Incorporating Reflection Activities In Simulation To Prepare Nursing Students For Clinical Practice, Amy Curtis, Sarah Watts, Katilya Ware, Tiffani Chidume, Meghan Jones

SoTL Commons Conference

Research indicates simulation is an effective approach to prepare nursing students for clinical practice. However, little is known about the impact of prebriefing on students’ experiences in simulation. This mixed methods study evaluated the impact of incorporating reflection activities during the prebriefing element of simulation on nursing students’ satisfaction in learning, confidence, and performance during the simulation. Findings noted that incorporating reflection during prebriefing improved students’ satisfaction in learning, confidence, and performance. This is significant to the profession, as it supports the incorporation of reflective activities during prebriefing in simulation to enhance student learning experiences.

Emphasizing Multilingualism In Teacher Education Courses: Teacher Candidates’ Responses To Translanguaging Pedagogy, Tuba Angay-Crowder, Jayoung Choi, Ji Hye Shin, Nihal Khote

SoTL Commons Conference

One of the presenters has embedded translanguaging pedagogy in her Teaching English to Speakers of Other Languages (TESOL) courses for several semesters to increase teacher candidates’ pluralistic stance when working with multilingual students from immigrant backgrounds. Translanguaging honors all linguistic repertoires that multilingual learners bring to meaning construction. As TESOL course work often centers on students’ advancement of English skills without necessarily emphasizing multilingual development, she intentionally included activities and assignments related to translanguaging. In this presentation, we discuss how her teacher candidates responded to this pedagogy. The shared findings have implications for teaching and learning in teacher education courses.

Developing An Innovative Concept-Based Approach To Teaching And Learning In Family Nursing, Melody Blanco, Roqaia Dorri, Elham Al-Omari

SoTL Commons Conference

Concept-based teaching is an innovative pedagogy that allows for meaningful building and transfer of knowledge, especially in nursing education (Morse & Jutras, 2008). The University of Calgary in Qatar (UCQ) has recently adopted in the concept-based approach in curriculum design with an aim to produce the next generation of nurses who can seamlessly transfer knowledge learned from their didactic experience to the bedside. In our poster board presentation, we will highlight the effectiveness of the innovative, concept-based teaching practices employed in Family in Nursing in an online setting. Our group utilized different techniques and modalities such as exemplars and gamification …

Infusing Covid-19 Into An Undergraduate Parasitology Research Course, Alexa Von Dohlen

SoTL Commons Conference

The COVID-19 pandemic is a global event that has impacted both how and what educators teach. An unexpected outcome of the pandemic was the ability to enhance student understanding of public health through discussion of the novel coronavirus. Course-based undergraduate research experiences (CURE) provide students with authentic research experiences in the framework of an undergraduate course. Here the reconfiguration of the Parasitology Research course as an online CURE is discussed. This course included curriculum focused not only on parasite diagnostics, but also how it relates to diagnosing COVID-19 with the aim of helping students become scientifically prepared citizens.

Public Health Sotl: From Anecdote To Data, Katie M. Mercer, Kelly Sullivan

SoTL Commons Conference

Challenges related to teaching and learning are often discussed among faculty. Student input is often sparse and subject to volunteer bias, resulting in feedback that is likely not representative. Furthermore, there is also anecdotal evidence that public health faculty have strong views regarding teaching and learning topics, particularly when it comes to online instruction for courses with rigorous methodologic or analytic content, and there are concerns student performance may differ based on course modality. In an effort to draw evidence-based conclusions based on non-anecdotal data, a public health student and faculty dataset creation and analysis model is explored.

Writing Through Whiteness: Utilizing Personal Narratives To Strengthen The Racial Competency Of White Teachers, Paul F. Walsh

Education Doctorate Dissertations

While the student population in the United States is becoming increasingly diverse, the teaching force is still White-dominant by a large margin. In the 2017-2018 school year, 79% of public-school teachers in the United States were White and non-Hispanic (National Center for Education Statistics). This White-dominant population of teachers is tasked with educating increasing numbers of students of color from diverse backgrounds. With this charge should come the necessity for White teachers to critically consider the complex ways that whiteness characterizes the American education system and their ways of teaching. White teachers cannot navigate issues of race in their schools …

Editorial: Education Leadership And The Covid-19 Crisis, Margaret Grogan, Michelle D. Young, Mónica Byrne-Jiménez

Education Faculty Articles and Research

"This research topic presents important developments in the field of education as the COVID-19 crisis ripples across the world. Not only have educators everywhere had to take extraordinary measures to deal with the health and safety threats they have encountered on a daily basis since the onset of this pandemic, but they have also had to learn new technologies, and respond to multiple demands as the landscape of teaching and learning shifted under their feet. The 20 articles in this collection, which capture early responses to the pandemic, highlight the complex, disruptive nature of this ongoing global challenge. While many …

2022 Mlk Keynote Address: Eddie Glaude Jr. Presentation, Center For Social Equity & Inclusion, Eddie Glaude Jr.

Martin Luther King, Jr. Series

One of the nation’s most prominent scholars, Eddie Glaude, Jr. is an author, political commentator, public intellectual and passionate educator who examines the complex dynamics of the American experience. His writings, including his most recent—the New York Times bestseller Begin Again: James Baldwin’s America and Its Urgent Lessons for our Own—take a wide look at Black communities, the difficulties of race in the United States and the challenges we face as a democracy.

In his writing and speaking, Glaude is an American critic in the tradition of James Baldwin and Ralph Waldo Emerson, confronting history and bringing our nation’s …

2022 Mlk Keynote Address: Eddie Glaude Jr. Pre-Event Presentation, Center For Social Equity & Inclusion, Eddie Glaude Jr.

Martin Luther King, Jr. Series

One of the nation’s most prominent scholars, Eddie Glaude, Jr. is an author, political commentator, public intellectual and passionate educator who examines the complex dynamics of the American experience. His writings, including his most recent—the New York Times bestseller Begin Again: James Baldwin’s America and Its Urgent Lessons for our Own—take a wide look at Black communities, the difficulties of race in the United States and the challenges we face as a democracy.

In his writing and speaking, Glaude is an American critic in the tradition of James Baldwin and Ralph Waldo Emerson, confronting history and bringing our nation’s …

Dr. Jennifer Hoffman, Anit Tyagi

DU Undergraduate Research Journal Archive

An interview with Dr. Jennifer Hoffman.