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Articles 1021 - 1050 of 21929
Full-Text Articles in Entire DC Network
An Integrated Framework For Food-Energy-Water-Nexus Education And Educational Research, Hannah Scherer, Doug Lombardi
An Integrated Framework For Food-Energy-Water-Nexus Education And Educational Research, Hannah Scherer, Doug Lombardi
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
Our study centers the perspective of practitioners to define and describe FEW-Nexus-based education, identify and describe challenges with FEW-Nexus-based education, and ideate how education research can generate new knowledge to address these challenges. Using artifacts from FEW-Nexus education workshops and existing literature, we developed an integrated framework that can inform both educational practice and educational research. The framework includes ontological (thoughts about the socio-ecological systems aspects of the FEW-Nexus) and epistemological (thoughts about education and educational research of the FEW-Nexus) dimensions. We will next use this framework to probe more deeply into participants’ responses using thematic content analysis.
Empowering Young Innovators Through School-Based Agricultural Education: Insights From A Nigerian Secondary School Teacher, Mary O. Olumide-Oyaniyi
Empowering Young Innovators Through School-Based Agricultural Education: Insights From A Nigerian Secondary School Teacher, Mary O. Olumide-Oyaniyi
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
Nigeria faces challenges like food insecurity and economic instability, worsened by a growing youth population. School-Based Agricultural Education (SBAE) engages youth in agricultural innovations. This study implemented SBAE principles in a Nigerian school, combining poultry farming and aquaculture. Students managed a poultry farm, using chicken droppings to breed maggots as feed for catfish in rainwater-filled tanks. The project enhanced students' skills, improved local food production, and engaged the community. Despite funding and management challenges, the initiative demonstrated SBAE's potential to empower youth and advance agricultural practices, offering a model for similar projects in other regions.
Addressing Local Food Insecurity Through A Problem-Based Learning Classroom, Kaley Mumma, Aimable Mugabo
Addressing Local Food Insecurity Through A Problem-Based Learning Classroom, Kaley Mumma, Aimable Mugabo
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
Through the frame of Problem-Based Learning (PBL), a curriculum is proposed to engage students in addressing local food insecurity. Students collaboratively define the problem, explore underlying issues, establish goals, design solutions, and implement their chosen solution to address food insecurity within their community. The importance of community engagement and utilizing local resources are highlighted in advising the implementation of this program.
Cultivating Place-Based Few-Nexus Awareness And Environmental Justice Through Community Science Data Talks, Imogen R. Herrick, Micheal Lawson, Todd Campbell, Shondricka Burrell
Cultivating Place-Based Few-Nexus Awareness And Environmental Justice Through Community Science Data Talks, Imogen R. Herrick, Micheal Lawson, Todd Campbell, Shondricka Burrell
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
Global challenges around food security, energy sustainability, and water scarcity demand interdisciplinary educational approaches. This project formed a network of universities collaborating with K–12 teachers to develop place-based Community Science Data Talks (CSDTs). These short, data-driven classroom activities highlight local FEW issues, emphasize environmental justice, and draw on students’ funds of knowledge and funds of feeling. Preliminary findings indicate enhanced student engagement, recognition of socioecological complexity, and constructive hope regarding community challenges. Ongoing work involves refining these modules, expanding geographical reach, and creating open-access resources for teachers. Ultimately, CSDTs foster data literacy and civic inquiry, both central to FEW-Nexus problem-solving.
Exploring The Few Nexus Through Community Engagement: A Watershed Restoration Case Study From Philipsburg, Pennsylvania, Tolulope P. Akinbobola, Kumar Chaudhary Anil
Exploring The Few Nexus Through Community Engagement: A Watershed Restoration Case Study From Philipsburg, Pennsylvania, Tolulope P. Akinbobola, Kumar Chaudhary Anil
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
Given the pivotal role of education in comprehending the intricacies of the FEW nexus, the pedagogical approach employed is important in fostering the intentional integration of food, energy, and water systems across disciplinary boundaries. Non-formal education is experiencing a resurgence in its role in establishing a sustainable knowledge society. As we delve into understanding the FEW nexus, we must acknowledge the strategies, practices, and experiences underpinning our knowledge and contributions to the FEW nexus. Against this background, this practice paper demonstrates the multifaceted dimensions of integrating formal and non-formal education approaches in driving development in the FEW nexus field.
Mapping Food-Energy-Water Nexus Education In K-12 Settings: A Systematic Review Of Practices, Kyungsun Lee, Hui Hui Wang, Shondricka Burrell, Neil A. Knobloch, Rudan Wang
Mapping Food-Energy-Water Nexus Education In K-12 Settings: A Systematic Review Of Practices, Kyungsun Lee, Hui Hui Wang, Shondricka Burrell, Neil A. Knobloch, Rudan Wang
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
This systematic review examines the current state of Food-Energy-Water (FEW) Nexus education in K-12 settings, following PRISMA-P guidelines. By analyzing peer-reviewed literature published before 2024, this study investigates how FEW Nexus concepts are implemented in K-12 education, focusing on systems thinking approaches and integrated knowledge areas. Initial database searching identified 693 articles, which are currently under review for inclusion. This analysis will provide insights into effective practices for integrating FEW Nexus concepts in K-12 education
System Change, Not Climate Change: Collaborative Development Of A Few Nexus Experiential Learning Course For A Justice-Centered Comparative Study Abroad Program, Sonya Ahamed
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
The International Honors Program (IHP) on Climate Change: The Politics of Land, Water and Energy Justice has been offered by the School for International Training (SIT) since 2013. This thematic multidisciplinary program currently travels to Morocco, Nepal, and Ecuador for one month each, introducing students to local food, water, and energy challenges in the context of a changing climate. In updating the program following its relaunch in 2023, renewed attention was given to the food, energy, and water nexus from a comparative perspective across and within these countries. This presentation will focus on the development of experiential learning cycles for …
Integrating The Few-Nexus Into An Agricultural Issues Course, Christopher M. Estepp, Hannah Scherer
Integrating The Few-Nexus Into An Agricultural Issues Course, Christopher M. Estepp, Hannah Scherer
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
To address the global challenges facing the agricultural industry, graduates of agricultural degree programs must learn to utilize systems thinking skills, which can help them view the interconnectedness among issues and design holistic solutions. The Food-Energy-Water (FEW)-Nexus is an interdisciplinary framework that can support undergraduate student achievement of sustainability education competencies, including systems thinking. This project utilized the FEW-Nexus framework in an agricultural issues course to help students improve their systems thinking. Students were given lectures on various agricultural issues by experts in those areas. Two assignments, agricultural issue concept maps and critical reflections over each speaker’s session were completed …
Lessons Learned From A Collaboration Process For Implementing Interdisciplinary Sustainability Education With The Food-Energy-Water (Few) Nexus, Caterina B. Azzarello, Chelsie Romulo Dr., Bhawani Venkataraman, Susan Caplow Dr., Shamili Ajgaonkar Dr., Craig R. Allen, Aavudai Anandhi, Steven Anderson, Katja Brundiers, Eunice Blavascunas, Jenny M. Dauer, Daniel L. Druckenbrod, Ennea Fairchild, Lydia R. Horne Dr., Kyungsun Lee, Marizvkuru Mwale Dr., John Mischler, Emily Pappo, Nirav S. Patel, Nicole D. Sintov, Carla S. Ramsdell, Shirley G. Vincent
Lessons Learned From A Collaboration Process For Implementing Interdisciplinary Sustainability Education With The Food-Energy-Water (Few) Nexus, Caterina B. Azzarello, Chelsie Romulo Dr., Bhawani Venkataraman, Susan Caplow Dr., Shamili Ajgaonkar Dr., Craig R. Allen, Aavudai Anandhi, Steven Anderson, Katja Brundiers, Eunice Blavascunas, Jenny M. Dauer, Daniel L. Druckenbrod, Ennea Fairchild, Lydia R. Horne Dr., Kyungsun Lee, Marizvkuru Mwale Dr., John Mischler, Emily Pappo, Nirav S. Patel, Nicole D. Sintov, Carla S. Ramsdell, Shirley G. Vincent
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
This extended abstract highlights the role of the Food-Energy-Water (FEW) Nexus as a tool for fostering sustainability education and supporting the UN Sustainable Development Goals (SDGs). It emphasizes the integration of key sustainability competencies, such as systems thinking and problem-solving, within interdisciplinary environmental programs (IEPs). Drawing on literature and real-world examples, the abstract illustrates how the FEW Nexus serves as a framework to address complex global challenges by connecting content knowledge with actionable solutions. Additionally, it shares lessons from a collaborative manuscript involving over 20 authors, showcasing strategies to engage students in developing skills for transformative societal change.
Integrating Food, Water, And Agriculture Education In Early Childhood: A Baseline Study Of Farm To Ece Programming, Kyle Whitley, Kelsey Hall
Integrating Food, Water, And Agriculture Education In Early Childhood: A Baseline Study Of Farm To Ece Programming, Kyle Whitley, Kelsey Hall
National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)
This baseline study examined how [State] early care and education (ECE) providers implemented activities and access to locally grown foods, gardening, and learning about food, nutrition, water use, composting, and agriculture. Over the past three years, 254 respondents participated in farm to ECE, with many providers cooking or holding taste tests, doing agriculture/nutrition education, and conducting field trips. Universities, farmers, community organizations, and Extension agents could alleviate the primary barriers and support ECE providers through curriculum, website content, or trainings on how to teach 3-5 year olds agriculture, gardening, plant life cycle, water, the environment, or composting.
To Befriend Or Not To Be, Friend: Recognizing Community In The Writing Center, Vicki R. Kennell
To Befriend Or Not To Be, Friend: Recognizing Community In The Writing Center, Vicki R. Kennell
Purdue Writing Lab/Purdue OWL Presentations
This workshop presentation explores how "community" in a writing center might be identified by three hallmarks: proximity, commonality, and fellowship. Supplemental materials guide readers through an exploration of community within their own writing center.
Cost-Effective Active Laser Scanning System For Depth-Aware Deep-Learning-Based Instance Segmentation In Poultry Processing, Pouya Sohrabipour, Chaitanya Kumar Reddy Pallerla, Amirreza Davar, Siavash Mahmoudi, Philip Crandall, Wan Shou, Yu She, Dongyi Wang
Cost-Effective Active Laser Scanning System For Depth-Aware Deep-Learning-Based Instance Segmentation In Poultry Processing, Pouya Sohrabipour, Chaitanya Kumar Reddy Pallerla, Amirreza Davar, Siavash Mahmoudi, Philip Crandall, Wan Shou, Yu She, Dongyi Wang
School of Industrial Engineering Faculty Publications
The poultry industry plays a pivotal role in global agriculture, with poultry serving as a major source of protein and contributing significantly to economic growth. However, the sector faces challenges associated with labor-intensive tasks that are repetitive and physically demanding. Automation has emerged as a critical solution to enhance operational efficiency and improve working conditions. Specifically, robotic manipulation and handling of objects is becoming ubiquitous in factories. However, challenges exist to precisely identify and guide a robot to handle a pile of objects with similar textures and colors. This paper focuses on the development of a vision system for a …
Stem Ability Perceptions, Basic Needs Satisfaction, And Intrinsic Motivation In Adolescents: The Role Of Inclusive Perceptions In Self-Determination, Angelina Joy, Adam Hartstone-Rose, Jerica Knox, Channing J. Mathews, Jacqueline Cerda-Smith, Kelly Lynn Mulvey
Stem Ability Perceptions, Basic Needs Satisfaction, And Intrinsic Motivation In Adolescents: The Role Of Inclusive Perceptions In Self-Determination, Angelina Joy, Adam Hartstone-Rose, Jerica Knox, Channing J. Mathews, Jacqueline Cerda-Smith, Kelly Lynn Mulvey
Purdue Center for Early Learning Faculty and Staff Publications
Current work suggests that basic psychological needs are related to higher intrinsic motivation, which in turn, can promote more positive academic outcomes. However, few studies have examined how perceptions around one’s abilities in science, engineering, technology, and math (STEM) are related to intrinsic motivation and what role needs satisfaction plays in this association. This study assessed adolescents’ (N = 285, 56.1% female, Mage = 15.76 years, SD = 1.24) STEM ability perceptions, basic needs satisfaction, and intrinsic motivation. A path analysis was used to examine the association between STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in …
A Model For Integrating Interpersonal Education In Higher Education, Siti Arshad-Snyder, Sarah Flanagan
A Model For Integrating Interpersonal Education In Higher Education, Siti Arshad-Snyder, Sarah Flanagan
International Journal of Teaching and Learning in Higher Education
Interprofessional Education (IPE) is a critical component of healthcare education and a requirement of many accrediting bodies. Approaching IPE from a holistic, comprehensive lens allows academic institutions to overcome challenges related to operating within program- and discipline-specific silos. Bringing students together to learn with, from, and about one another’s professions empowers them to improve their teamwork and communication skills while broadening their understanding of various roles and responsibilities. Clarkson College developed a compulsory IPE course that is documented on students’ transcripts. This online IPE 301 course was designed to provide students with educational materials to enhance their collaborative skills for …
Maximum Engagement, Minimum Distraction, And Knowledge Transference, Jooyoung Kim, Sharmita Lahiri
Maximum Engagement, Minimum Distraction, And Knowledge Transference, Jooyoung Kim, Sharmita Lahiri
International Journal of Teaching and Learning in Higher Education
In the Indian academia, at the undergraduate and graduate levels, the focus on teaching “writing” is relatively new; traditional focus has been on teaching the English language or Communication Skills. The novelty of academic writing has called for rigorous efforts in its operation in the Indian context. In addition, the virtual learning environment required by the pandemic posed the serious challenge of adopting the academic writing pedagogy to the new format of the virtual classroom. This article showcases successful strategies adopted for graduate and undergraduate foundation writing courses at the Indian Institute of Technology Gandhinagar, which ensured maximum engagement and …
The Work-Integrated Opportunity And Development Tool: A Practical Approach To Maximizing The Value Of Work-Integrated Learning, Helen Hughes
The Work-Integrated Opportunity And Development Tool: A Practical Approach To Maximizing The Value Of Work-Integrated Learning, Helen Hughes
International Journal of Teaching and Learning in Higher Education
Work-integrated learning (WIL) is a core feature of Business degrees and is increasingly common across other disciplines. Although the benefits of WIL are often promoted, students can struggle to connect learning from their WIL experiences to their progress and development, making it difficult for them to identify targeted learning opportunities, and communicate their WIL progress and achievements to prospective employers. Recognizing these challenges, this article offers an approach for those engaged in WIL that helps them benchmark and measure progress at different points in the process, thereby helping students and their Higher Education Institutions (HEI) to identify development needs and …
Transformative Learning Outcomes: Shifting The Learning Outcome Conversation From Assessment To Design, Mat Duerden, Jamin Rowan
Transformative Learning Outcomes: Shifting The Learning Outcome Conversation From Assessment To Design, Mat Duerden, Jamin Rowan
International Journal of Teaching and Learning in Higher Education
What if the focus of learning outcomes shifted from telling students what they will know at the end of a course to who they will become? Learning outcomes have drifted away from informing curriculum design to providing parameters for external assessment. This article reviews this shift along with a proposal to reimagine learning outcomes as transformative learning outcomes. It discusses previous work on transformative learning outcomes and proposes a new conceptual definition: learning outcomes that articulate habits of mind or ways of being that students will develop because of a learning experience or sequence of learning experiences. Such learning outcomes …
Uncertainty As A Catalyst For Growth: Learning Through Dialogue, Questioning, And Reflection, Eric Jennings, Hans Kishel
Uncertainty As A Catalyst For Growth: Learning Through Dialogue, Questioning, And Reflection, Eric Jennings, Hans Kishel
International Journal of Teaching and Learning in Higher Education
Higher education institutions strive to turn out graduates that are well-rounded, engaged, and civic-minded individuals no matter their discipline or major. The authors believe that more can be done to ensure that this goal is attained. To address this issue, two librarians designed a learner-centered course that embraced the uncertainty found in today’s information landscape through the use of dialog, questioning, and reflection. This article will describe the social and educational atmosphere at colleges that necessitates looking deeper into how and why colleges and universities need to build these new types of courses to meet their goals. From there, it …
Conceptualizing A Teaching Motivation Model For Faculty, Jeyran Aghayeva, Matthew R. Wawrzynski
Conceptualizing A Teaching Motivation Model For Faculty, Jeyran Aghayeva, Matthew R. Wawrzynski
International Journal of Teaching and Learning in Higher Education
This paper presents a Teaching Motivation Model that conceptualizes motivation for faculty teaching. The model was informed by the self-determination theory, the self-control strength model, and the review of the literature on college teaching. The Teaching Motivation Model presents a more comprehensive account of faculty teaching motivation and group factors affecting faculty teaching motivation into three groups: environmental, individual, and institutional-level factors. Ongoing interactions between these mutually interrelated and influential groups of factors may either support or inhibit faculty engagement in a particular method of teaching. The model posits self-control strength, which plays a central role in faculty engagement in …
Be Humane – Be Human Disruption Of The Covid-19 Pandemic And Future Pedagogical Practices, Amanda Walters, Sara Evers, Suzanne Shelburne, Bradley Kraft, David Hicks, Peter Doolittle
Be Humane – Be Human Disruption Of The Covid-19 Pandemic And Future Pedagogical Practices, Amanda Walters, Sara Evers, Suzanne Shelburne, Bradley Kraft, David Hicks, Peter Doolittle
International Journal of Teaching and Learning in Higher Education
The abrupt switch to online teaching and learning in response to the COVID-19 pandemic caused a disruption to the instructional practices professors and students had grown accustomed to prior to March 2020. After 18+ months of virtual instruction, many colleges and universities returned to face-to-face classrooms. In order to understand how faculty planned to use their COVID-based virtual teaching experience to inform future face-to-face instruction, 436 faculty members from colleges and universities in the mid-Atlantic and southeast US were asked to reflect on their experiences teaching during the pandemic. These faculty members were asked two questions: Considering your COVID-based teaching …
Examining How The Pandemic Impacted Opinions For Course Formats, Angela Kelling, Nicholas J. Kelling, Leebrian Gaskins
Examining How The Pandemic Impacted Opinions For Course Formats, Angela Kelling, Nicholas J. Kelling, Leebrian Gaskins
International Journal of Teaching and Learning in Higher Education
Previous research has produced mixed results related to online courses with selection often driven by their benefits. However, some students and instructors were avoiding this format because of their drawbacks. Given that the pandemic forced a shift to online education, those reluctant individuals gained experience with online courses. Being forced into a particular format could lead to acceptance because of the experience or resentment because of the lack of choice. Therefore, it is important to examine if the pandemic altered opinions of online courses. The current study was a replication of previous pre-pandemic work (Kelling et al., 2019) and examined …
Academic Honesty During The 2020 Covid-19 Shutdown: Perspectives From Instructors And Students In Higher Education, M'Lyn Spinks, Stacy L. Kluge, Jody L. Langdon, Mike Metzler, Tiffany A. Esmat
Academic Honesty During The 2020 Covid-19 Shutdown: Perspectives From Instructors And Students In Higher Education, M'Lyn Spinks, Stacy L. Kluge, Jody L. Langdon, Mike Metzler, Tiffany A. Esmat
International Journal of Teaching and Learning in Higher Education
The higher education Spring semester of 2020 was heavily impacted by stakeholders' calls for a complete shutdown of in-person gatherings. This call to action forced instructors and students to transition from face-to-face education to the virtual, online classroom. Institutions were given a few days to 2 weeks for this transition. During this crisis, 14 faculty from across Georgia formed a research consortium to investigate the perspectives of instructors and students on multiple topics, including academic honesty. As part of a mixed method approach, surveys were distributed via email across the university system, which included both quantitative items and narrative, open-text …
The Need For Quality Course Design In A Post-Pandemic World: A Case Study, James Martin
The Need For Quality Course Design In A Post-Pandemic World: A Case Study, James Martin
International Journal of Teaching and Learning in Higher Education
Online course instruction remains one of the fastest growing sectors in the higher education industry but has been historically stigmatized with poor quality and low standards. Early distance education programs were heavily teacher-centric in design and were used as a means to disseminate information to students at a distance. However, institutions have worked to re-envision distance education through a student-centered learning approach to improve the modality quality. In light of the rapid shift to online teaching as a result of the COVID-19 pandemic response, there is a need to improve practices for preparing quality courses to support student learning in …
The Use And Functions Of Students’ Personal Stories In Online Discussion Forums, Nicole Albada, Sydney Jawitz, Payton Adams, Pauline Yang
The Use And Functions Of Students’ Personal Stories In Online Discussion Forums, Nicole Albada, Sydney Jawitz, Payton Adams, Pauline Yang
International Journal of Teaching and Learning in Higher Education
Personal stories serve learning and socioemotional functions in teaching. Instructors share personal stories with students to promote engagement, foster learning, and create a sense of community. Students may also share personal stories with each other for similar reasons. Thus, the current study explored how often, and why, students (N = 79) shared personal stories as well as responded to other students’ stories in online discussion forums (ODFs) that were part of a remotely taught adult development and aging class. The students ODF posts (f = 1,354) were content-coded for: (i) whether they contained a personal story, (ii) were a direct …
Student Group Work In Widely Interdisciplinary Teams, Emanuel Istrate, Shawn Soobramanie
Student Group Work In Widely Interdisciplinary Teams, Emanuel Istrate, Shawn Soobramanie
International Journal of Teaching and Learning in Higher Education
Group work is often used in university courses. This article examines group work in a widely interdisciplinary holography course that combines both art and science, for students from the arts, humanities, social sciences, and sciences. In these interdisciplinary teams, how much specialization of labor (dividing work according to students’ pre-existing abilities or personal interests) is acceptable? We present student survey responses regarding their attitudes toward interdisciplinary group work, and their practices in dividing the work, to determine how much specialization of labor is taking place within the interdisciplinary teams. The surveys indicate a mix of approaches among groups concerning the …
Building Cohesive Classroom Communities, Alexandra Joosse, Adam Barger
Building Cohesive Classroom Communities, Alexandra Joosse, Adam Barger
International Journal of Teaching and Learning in Higher Education
Research shows that a cohesive classroom community, or the relationships built between students within a classroom setting, leads to a long list of positive student outcomes in higher education. This research seeks to better understand how to build cohesion in a classroom community, a goal that has become even more urgent given the student isolation caused by the COVID-19 pandemic. It uses the tool of social network analysis, a tool particularly well suited for studying networks of relationships, to examine how two common collaborative learning techniques—small group discussions and team-based projects—affect the structure and strength of the classroom community networks …
Using Stimulated Recall And Reflection On Action With Music Studio Teachers In Higher Education, Kelly A. Parkes, Ryan Daniel
Using Stimulated Recall And Reflection On Action With Music Studio Teachers In Higher Education, Kelly A. Parkes, Ryan Daniel
International Journal of Teaching and Learning in Higher Education
This article focuses on the issue of reflection for music studio teachers in higher education. Although stimulated recall and reflection on action are well-developed research fields in classroom education settings, the application of these methods to studio teaching is rare, a form of pedagogy which is heavily influenced by the master–apprentice tradition, with many teachers engaging in this practice without any formal training. The article presents the findings associated with three different studio pedagogues reflecting on video recordings of their lessons via cooperative analysis. Each of the three pedagogues took part in a live session with the researchers where their …
Evaluation Of Teacher, Self-Assessment, Versus Combined Feedback To Increase Students’ Behavioral Observation Skills, Jie Zhang, Marcie N. Desrochers, Michael Fensken
Evaluation Of Teacher, Self-Assessment, Versus Combined Feedback To Increase Students’ Behavioral Observation Skills, Jie Zhang, Marcie N. Desrochers, Michael Fensken
International Journal of Teaching and Learning in Higher Education
Feedback is an important component of online instruction. Few experiments have examined combined types of feedback (teacher feedback or student self-assessment) compared to extra practice with each on student learning. In this study, the experimental effectiveness of four methods of feedback delivery on students’ acquisition of behavioral observation skills was evaluated—teacher feedback only (TT condition), student self-assessment only (SS condition), teacher-then-student self-assessment (TS condition), or student self-assessment-then-teacher (ST condition). The results, both for a random sample of individual learners as well as at an overall group level, suggest that the SS condition was superior to the TS condition. In the …
Professor Oppressors: College Classrooms As Spaces Of Racist And Sexist Microaggressions, Ellen Halvorson, Jörg Vianden
Professor Oppressors: College Classrooms As Spaces Of Racist And Sexist Microaggressions, Ellen Halvorson, Jörg Vianden
International Journal of Teaching and Learning in Higher Education
This article describes minoritized college students’ encounters with faculty-generated or -condoned racial and gender microaggressions in college classrooms. The Racial Microaggressions Model (Pérez Huber & Solorzano, 2015) and the Taxonomy of Gender Microaggressions (Capodilupo et al., 2010) were used to inform the experiences of microaggressions of 88 college students with minoritized identities at seven institutions around the U.S. Based on the findings, the authors delivered recommendations for teaching and learning in four areas: faculty awareness and training; classroom management; policy, assessment, and evaluation of teaching; and improved mechanisms for student feedback.
A Mixed Methods Outcome Evaluation On Mixed Methods Research (Mmr) Competencies, Su-I Hou
A Mixed Methods Outcome Evaluation On Mixed Methods Research (Mmr) Competencies, Su-I Hou
International Journal of Teaching and Learning in Higher Education
Mixed Methods Research (MMR) is growing rapidly, globally, and continues to develop across disciplines. A competency-based course design can better help develop mixed methods research scholars with competency-based learning outcomes. MMR-specific guidance, which informs meaningful design features for competency-based learning outcomes in graduate programs, has been scarce. The overarching aim of the study was to conduct a mixed methods evaluation of an innovative MMR course among doctoral students on MMR competency outcomes. This study examined five cohort groups of doctoral students enrolled in an MMR course during 2016–2020 (n=54) and provided a research-tested MMR tool that is sensitive to detect …