As If By Magic: Unleashing Critical And Expressive Voices Through A Rhetoric Of "This/And" In First-Year Composition,
2017
CUNY Graduate Center
As If By Magic: Unleashing Critical And Expressive Voices Through A Rhetoric Of "This/And" In First-Year Composition, Nolan Chessman
Dissertations, Theses, and Capstone Projects
This dissertation engages academic, creative, and student genres in conversation in order to challenge the strict discursive and stylistic boundaries placed around college writing, particularly in first-year composition. Because this project aims to thrust first-year writing pedagogy beyond the confines of fixed genre forms, its inquiry is multimodal, intermingling writing styles and research modes so that, in scholar-teacher Wendy Bishop’s words, “I can think in and through them all” (“Places to Stand” 17). The particulars—or “data”—informing this study are primarily archival, textual (often a combination of the two), experimental, and experiential. Broadly speaking, this inquiry consists of seven chapters, which …
Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case,
2017
Aston University
Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell
Interdisciplinary Journal of Problem-Based Learning
This exploratory, evaluative case study introduces a new context for problem-based learning (PBL) involving an iterative, modular approach to curriculum-wide delivery of PBL in an MA TESOL program. The introduction to the curriculum context provides an overview of the design and delivery features particular to the situation. The delivery approach has established multiple roles that contribute to the design and facilitation of the learning environment: lead instructors, collaborating instructors, and students as peer teachers. These roles also identify milestones on a collaborative instructional skills trajectory for professional development. In this mixed methods study, qualitative data were collected from collaborating instructors …
Empirical Reflections On Women Students In Usa Nonprofit Academic Programs And Realizations About Ideological Influence,
2017
Professor Emeritus, Louisiana State University Shreveport; Adjunct Professor, University of North Texas
Empirical Reflections On Women Students In Usa Nonprofit Academic Programs And Realizations About Ideological Influence, Norman A. Dolch
Journal of Ideology
This research reports on the beliefs of a select sample of women and men faculty across the USA regarding women in nonprofit organization academic programs. The main differences were on professional orientation among graduate students, difficulty with quantitative oriented courses, and portrayal of women in coursework. To eliminate these differences, beliefs (ideologies) among faculty and students need to be altered. Sanberg’s book Lean In is especially informative about changing beliefs about career orientation for both men and women to what she calls a belief in sustainable and fulfilling positions. Another valuable resource for faculty concerned about these issues is Creating …
“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities,
2017
Gallaudet University
“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut
Journal of Science Education for Students with Disabilities
Students who are deaf and hard-of-hearing are underrepresented in science majors, yet we know little about why. Students from other underrepresented groups in science—women and people of color—tend to highly value altruistic or communal career goals, while perceiving science as uncommunal. Research suggests that holding stereotypical conceptions about scientists and perceptions of science as uncommunal may strongly hinder recruitment into science majors. This study sought to explore the science identities of students who are deaf, hard-of-hearing, and hearing signers. The study focused on non-science majors in bilingual (American Sign Language and written English) biology laboratory courses. This study is the …
Increasing Identification, Thus Success And Graduation From Unlv,
2017
University of Nevada, Las Vegas
Increasing Identification, Thus Success And Graduation From Unlv, Emmanuel Ayim
UNLV Best Teaching Practices Expo
When our students are connected to UNLV at multiple levels, and identify as UNLV students, they will more likely persist and graduate.
Using Mastery Learning To Help All Students Achieve,
2017
University of Nevada, Las Vegas
Using Mastery Learning To Help All Students Achieve, Jori S. Beck, Christina J. Santoyo
UNLV Best Teaching Practices Expo
In 1968, Benjamin Bloom outlined a specific strategy that he dubbed learning for mastery, which later became mastery learning (Guskey, 2007).
Socrative Student And Real Time Assessment,
2017
University of Nevada, Las Vegas
Socrative Student And Real Time Assessment, Emma Frances Bloomfield
UNLV Best Teaching Practices Expo
Many graduate K-12 without skills necessary to manage learning (ACT, 2008)
Teaching Strategies To Engage Student To Content, Student To Student And Student To Teacher In Online Courses Using The Community Of Inquiry,
2017
University of Nevada, Las Vegas
Teaching Strategies To Engage Student To Content, Student To Student And Student To Teacher In Online Courses Using The Community Of Inquiry, Lori Candela
UNLV Best Teaching Practices Expo
Researchers have found a sense of community enhances learning.
Cumulative Exams (With A Twist),
2017
University of Nevada, Las Vegas
Cumulative Exams (With A Twist), David E. Copeland
UNLV Best Teaching Practices Expo
When first hearing about cumulative exams, students generally have a negative reaction – their impression is that cumulative exams are more difficult because knowledge has to be retained for longer periods of time.
Games, Learning, And Classroom Community,
2017
University of Nevada, Las Vegas
Games, Learning, And Classroom Community, Joe Ervin
UNLV Best Teaching Practices Expo
The use of games in my COLA 100E classroom makes up a small minority of my instructional approach. The games are used to compliment my regular pedagogy. The two games that I utilize consistently are Kahoot! and UNLV Trivia.
Office Of Online Education: Tips For Effective Online Teaching,
2017
University of Nevada, Las Vegas
Office Of Online Education: Tips For Effective Online Teaching, Leeann Fields, Dan Antoniuk, Dedrick Catus, Doris Ostrander
UNLV Best Teaching Practices Expo
To be successful in online classes, students must participate consistently and frequently. This requires a high level of both student-student and student-instructor interaction.
Service Learning Collaboration With Student Affairs,
2017
University of Nevada, Las Vegas
Service Learning Collaboration With Student Affairs, Nathan Hanke, Leanne Soter, Kelsi Sullivan
UNLV Best Teaching Practices Expo
Service Learning is Applicable to courses across academic disciplines
Instant Class Polling Using Mobile Devices: An Interactive And Effective Pedagogical Tool,
2017
University of Nevada, Las Vegas
Instant Class Polling Using Mobile Devices: An Interactive And Effective Pedagogical Tool, Lori D. Johnson, Emma Babler
UNLV Best Teaching Practices Expo
Available methods of instant class feedback had been limited to technology associated with clickers purchased by students, or tied to responses from laptops, which professors have begun banning from the classroom due to distraction. However, obtaining real-time feedback on students’ comprehension of complex concepts remains a critical pedagogical goal, particularly in rule-based courses such as Professional Responsibility.
Large Class Splitting To Reduce Class Size,
2017
University of Nevada, Las Vegas
Large Class Splitting To Reduce Class Size, Ed Jorgensen
UNLV Best Teaching Practices Expo
It is well recognized that smaller classes lead to improved student outcomes. However, instructor resources are limited, particularly for first year introductory classes.
In “Kahoots” With Student Engagement In The Classroom,
2017
University of Nevada, Las Vegas
In “Kahoots” With Student Engagement In The Classroom, Kim Nehls
UNLV Best Teaching Practices Expo
In a recent classroom survey, 95 percent of my students recommended additional use of Kahoot. One student remarked that he was more likely to complete the reading in advance and participate in class if he was going to be part of a friendly competition. Kahoot is an exciting and fun way to utilize the cell phones and tablets already in play in the classroom.
Critical Pedagogy: Building Strong Learning Communities,
2017
University of Nevada, Las Vegas
Critical Pedagogy: Building Strong Learning Communities, Malayka Neith Cornejo
UNLV Best Teaching Practices Expo
Strengthens instructor-student relationship; peer interactions; connection to course content, and sense of belonging. Shifts normative power structures and empowers students to co-construct the learning experience. Student voice matters.
Providing Annotated Examples Increases Science Learning,
2017
University of Nevada, Las Vegas
Providing Annotated Examples Increases Science Learning, Elana A. Paladino
UNLV Best Teaching Practices Expo
Students consistently score low in the areas of application of scientific results, critical analysis of results, proper citation usage, and poster design
Student Class Presentations,
2017
University of Nevada, Las Vegas
Student Class Presentations, Roberta Sabbath
UNLV Best Teaching Practices Expo
NEED: Practice expressing ideas orally and functioning in a collaborative setting NEED: Practice preparing and delivering oral presentations
Building Relationships For Unlv Students’ Success,
2017
University of Nevada, Las Vegas
Building Relationships For Unlv Students’ Success, Nathan M. Slife
UNLV Best Teaching Practices Expo
Racially diverse, first-generation students gain more from one key relationship with an instructor or administrator than from money spent on typical support services (Bensimon, 2007). Instructors can strive to build this relationship with their students by meeting one-on-one for 3-5 minutes outside of class.
Critical Service Learning,
2017
University of Nevada, Las Vegas
Critical Service Learning, Anna C. Smedly-Lopez
UNLV Best Teaching Practices Expo
Service Learning Initiative for Community Engagement in Sociology (SLICES) is a critical, research-focused, community-based, leadership and knowledge project. By engaging in Community Based Participatory Action Research Projects (CBPAR) students have an opportunity to work multiple semesters, if they choose, to develop research skills, serve in leadership roles, serve and collaborate with local organization, and engage in professional development.
