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Full-Text Articles in Arts and Humanities
Western Bias In Art, Sally A. Struthers
Western Bias In Art, Sally A. Struthers
Art and Art History Faculty Publications
Presentation given at the Dayton Art Institute on the Western Bias in Art.
Building A Community Of Inquiry And Analytical Skills In An Online History Course, Sheri Stover, Sean Pollock
Building A Community Of Inquiry And Analytical Skills In An Online History Course, Sheri Stover, Sean Pollock
History Faculty Publications
The purpose of this case study was to assess a history instructor’s attempt to redesign an introductory history survey course. Traditionally, it has been taught in a face-to-face environment within the university’s core curriculum program. It was redesigned as a synchronous online course that provided students with opportunities to work collaboratively to build a community of inquiry and to develop the analytical skills needed to understand course materials and compete in the 21st -century workforce. Students were required to attend daily 100-minute web conferencing sessions consisting of mini-lectures, polling questions and discussions in large and small groups (i.e., “breakout rooms”). …
Professional Staff Competencies In Women's Centers, Amber L. Vlasnik, Melissa D. Debutz
Professional Staff Competencies In Women's Centers, Amber L. Vlasnik, Melissa D. Debutz
Women's Center Staff Publications
No abstract provided.
Adjunct Faculty Certification 101: Introduction To Teaching And Learning, Kent Zimmerman, Sally A. Struthers
Adjunct Faculty Certification 101: Introduction To Teaching And Learning, Kent Zimmerman, Sally A. Struthers
Art and Art History Faculty Publications
More than 200 adjunct faculty at Sinclair Community College have completed the Adjunct Faculty Certification Program. Join this overview of the curriculum and the peer review requirements of the program.
How Faculty Attitudes And Expectations Toward Student Nationality Affect Writing Assessment, Peggy Lindsey, Deborah J. Crusan
How Faculty Attitudes And Expectations Toward Student Nationality Affect Writing Assessment, Peggy Lindsey, Deborah J. Crusan
English Language and Literatures Faculty Publications
Earlier research on assessment suggests that even when Native English Speaker (NSE) and Non-Native English Speaker (NNES) writers make similar errors, faculty tend to assess the NNES writers more harshly. Studies indicate that evaluators may be particularly severe when grading NNES writers holistically. In an effort to provide more recent data on how faculty perceive student writers based on their nationalities, researchers at two medium-sized Midwestern universities surveyed and conducted interviews with faculty to determine if such discrepancies continue to exist between assessments of international and American writers, to identify what preconceptions faculty may have regarding international writers, and to …
Art History In The Virtual Classroom: Developing A Visually Engaging Online Learning Experience, Kelly Joslin, Sally A. Struthers
Art History In The Virtual Classroom: Developing A Visually Engaging Online Learning Experience, Kelly Joslin, Sally A. Struthers
Art and Art History Faculty Publications
Moving from the traditional classroom to the online environment presents faculty who wish to develop online Art History courses with unique instructional design challenges.
What steps should be taken to ensure a visually rich and engaging learning experience for students?
This session examines the development of ART 235, History of Photography as an online course and features the results of the faculty developers’ collaborative work with the college’s Web Development Team.
Making Work Visible, David Seitz
Making Work Visible, David Seitz
English Language and Literatures Faculty Publications
The instrumentalist motives of the working-class students are reconsidered. The local situations of these students suggest that we cannot assume what these students motives for instrumentalist behaviors might be, for instance some might emphasize the role of their families in shaping work values while others might emphasize peers and neighborhood influences.
Hard Lessons Learned Since The First Generation Of Critical Pedagogy, David Seitz
Hard Lessons Learned Since The First Generation Of Critical Pedagogy, David Seitz
English Language and Literatures Faculty Publications
Review of the following books: (1) Collision Course: Conflict, Negotiation, and Learning in College Composition by Russel K. Durst, (2) Mutuality in the Rhetoric and Composition Classroom by David Wallace and Helen Rothschild Ewald, and (3) Teaching Composition as a Social Process by Bruce McComiskey.
Oh, What A Tangled Web: Three Designs For Web-Based Courses, Sally A. Struthers, Ned Young
Oh, What A Tangled Web: Three Designs For Web-Based Courses, Sally A. Struthers, Ned Young
Art and Art History Faculty Publications
The presenters have created three Web-based courses in three different formats; the Business of Art (a cross-disciplinary course in management and art) the history of photography, and principles of management. Each course is demonstrated and the creation processes are explored with the participants.
Cognitive And Affective Learning In The Basic Course: Effects Of Delivery Format, Immediacy, And Communication Apprehension, Susan J. Messman, Jennifer Jones-Corley, David Mezzacappa, Deborah J. Crusan
Cognitive And Affective Learning In The Basic Course: Effects Of Delivery Format, Immediacy, And Communication Apprehension, Susan J. Messman, Jennifer Jones-Corley, David Mezzacappa, Deborah J. Crusan
English Language and Literatures Faculty Publications
A quasi-experimental design was used to investigate changes in learning outcomes for students enrolled in large-lecture/break-out sections versus in self-contained sections of the basic communication course.More precisely, the study explores the relationship between communication apprehension, immediacy and learning outcomes for the two class formats.Results indicate that students' cognitive learning outcomes are slightly higher in the large-lecture/break-out sections versus self-contained sections. In addition, affective learning decreases for all students from the first day of class and slightly more for students in the large-lecture/break-out sections. However, when the teacher is perceived as highly immediate, there is no difference in formats. (Contains 5 …