Higher Education and Teaching Commons^™

Capturing My Voice And Agency Through Partnership, Mehak Najib

Teaching and Learning Together in Higher Education

No abstract provided.

Finding Agency Through Student Partnership, Kriti Verma

Teaching and Learning Together in Higher Education

No abstract provided.

Partnership For Empowerment And Discovering One’S Purpose, Alya Prasad

Teaching and Learning Together in Higher Education

No abstract provided.

A Year Of Recognizing My Agency Through Partnership, Maria Bohan

Teaching and Learning Together in Higher Education

No abstract provided.

Becoming A Scholar: Being Agentic In A Doctoral Program, Nattalia Godbold

Teaching and Learning Together in Higher Education

No abstract provided.

Three Keys For Successful Partnership And Collaboration, Keith Low Jun

Teaching and Learning Together in Higher Education

No abstract provided.

Learning To Value My Ideas And Take Control Of My Education, Kundala G. Shankar

Teaching and Learning Together in Higher Education

No abstract provided.

Understanding The Versatility Of Teaching And Learning, Eugene Lee

Teaching and Learning Together in Higher Education

No abstract provided.

Taking Ownership Of My Learning And Pushing For Change, Elena Marcovici

Teaching and Learning Together in Higher Education

No abstract provided.

Finding Identity And Agency Through Partnership And Collaboration, Sam Allard

Teaching and Learning Together in Higher Education

No abstract provided.

Developing Agentic Engagement Through And Across Pedagogical Partnership Programs, Alison Cook-Sather, Bill Reynolds

Teaching and Learning Together in Higher Education

No abstract provided.

Critically Analyzing The Online Classroom: Blackboard, Moodle, Canvas, And The Pedagogy They Produce, J.D. Swerzenski

Journal of Communication Pedagogy

Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, …

Career Preparedness: Perspectives From C&Cj Alumni At An Scu, Tracey Woodard, Courtney Mcdonald

Teacher-Scholar: The Journal of the State Comprehensive University

State comprehensive universities (SCUs) feature degree programs designed to help graduates achieve their career aspirations. Criminology and Criminal Justice (C&CJ) programs have become popular at SCUs, in part because students are inspired by media portrayals of law enforcement to work in the criminal justice field. Yet little is known about how C&CJ alumni of SCUs perceive their educational experiences. For this exploratory study, an online survey was distributed to alumni of a Southern SCU C&CJ program. Alumni were asked about their perceptions of their own career preparedness following graduation and their satisfaction with the C&CJ program. Overall, alumni were satisfied …

Making Scientific And Technical Materials Pervasively Accessible, Jason J.G. White

Journal of Science Education for Students with Disabilities

In this paper, the question is explored of what policies, standards and practices are desirable to ensure that hardware, software and publications in the sciences and associated disciplines are created from the outset to be accessible to people with disabilities. Insight into this question can be obtained by considering the unique accessibility challenges that these materials pose, including complexities of notation, language, and graphical representation.

Having analyzed what sets this problem apart from broader issues of accessibility, the advantages and limitations of current international standards are reviewed, and contemporary developments in standards and policies are considered from a strategic perspective. …

The Perceptions Of Teachers Of Students With Visual Impairments On Students With Visual Impairments And Graphing: How To Teach, Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Many gaps exist in what is known around teaching students with visual impairments (SVI) about how to use graphs (Rosenblum et al., 2018; Rosenblum & Herzberg, 2015; Zebehazy & Wilton, 2014a;2014b;2014c). When teachers first experience a student with a visual impairment, some of the questions that come to mind are: How can I be sure this student understands what I am saying about these graphs I show on the board? Will this student be able to keep up? The study herein, based on findings from Author (2018), serves as a guide for teachers to consider in the case that SVI …

The Eddington Ratio-Dependent ‘Changing Look’ Events In Ngc2992, Dirk Grupe

Faculty Research at Morehead State University

We present an analysis of historical multi-wavelength emission of the Changing Look (CL) Active Galactic Nucleus (AGN) in NGC 2992, covering epochs ranging from 1978 to 2021, as well as new X-ray and optical spectra. The galaxy presents multiple Seyfert type transitions from type 2 to intermediate-type, losing and regaining its H𝛼 BEL recurrently. In X-rays, the source shows intrinsic variability with the absorption corrected luminosity varying by a factor of 40. We rule-out tidal disruption events or variable obscuration as causes of the type transitions, and show that the presence and the flux of the broad H𝛼 emission line …

Voices Of Teacher Graduates: Preparation For Black Mattering In Schools, Loyce E. Caruthers, Jennifer Waddell, Bradley Poos, Ashley N. Smith

Northwest Journal of Teacher Education

The Institute for Urban Education (IUE) began in 2005, following unitary status of Kanas City Public Schools in 2003, as a four-year undergraduate urban teacher preparation program to prepare students to interrupt school-centered practices of Eurocentric identity and antiblackness. A program feature entails recruitment of high school students from urban communities and scholarships to support fulltime preparation without employment distractions. Graduates commit to teach for a minimum of four-years in an urban school. Our investigation incorporated BlackCrit with in-depth interviews to capture the experiences of nine graduates in the schools where they teach or engage in school leadership. While testimonials …

Sjsu Erfa Board Minutes, September 13, 2021, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

September 13, 2021

Field-Based Experiences In Special Education Teacher Training: What Teacher Educators Do (And Should Do), Michelle Simmons, Laurie A. Sharp

Journal of Research Initiatives

Beginning teachers face a wide array of challenges in today’s PreK-12 classrooms. These challenges are magnified for beginning special education teachers who must meet the needs of an extremely diverse student population. To prepare beginning special education teachers for classroom realities, teacher educators must recognize and use high-leverage preparation practices in coursework and field-based experiences during teacher training. The goal of the present study was to conduct a state-level analysis that examined ways in which teacher educators implemented field-based experiences with preservice special education teachers. A cross-sectional survey research design was used to gather qualitative data from a sample of …

Black Women Leaders Professional And Social Experiences In Higher Education: A Review Of The Research Literature, Marian E. Truehill

Journal of Research Initiatives

The purpose of this review of the research literature was to offer a critical take on the current body of research focusing on the aspect of how Black women are affected by their experiences in higher education. Some of the themes discussed in this review include discrimination, social conditions, and lack of advancement in academic institutions. Implications for these issues is discussed and delineated.