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Full-Text Articles in Education
Activist 101 Activities For Pre-Service Teachers, Heather K. Olson Beal, Lauren Burrow, Chrissy Cross, Amber Wagnon
Activist 101 Activities For Pre-Service Teachers, Heather K. Olson Beal, Lauren Burrow, Chrissy Cross, Amber Wagnon
Faculty Publications
This Teaching Note briefly describes three activities that can easily be integrated into any teacher education course.
There Has Been No Remorse Over It: A Narrative Inquiry Exploring Enslaved Ancestral Roots Through A Critical Family History Project, Vicki Mokuria, Alexia Williams, William Page
There Has Been No Remorse Over It: A Narrative Inquiry Exploring Enslaved Ancestral Roots Through A Critical Family History Project, Vicki Mokuria, Alexia Williams, William Page
Faculty Publications
This paper explores the benefits and value of college students’ conducting critical family history (CFH) projects, which may serve as curricular material to expand students’ understanding of complex aspects of history and immigration. This article unpacks how one student came to see herself and others from a deeper perspective, particularly through the lens of someone who chose to continue digging into her enslaved ancestors’ roots. Using narrative inquiry, a college instructor and former student collaboratively reflect on the lessons learned from using a CFH project in a college-level class primarily for preservice teachers. A unique aspect of this paper is …
Experientiallearning@Socialmedia.Edu: Using The Tech Start-Up Concept To Train, Engage, And Inform Students, Stephanie J. Coopman, Ted Coopman
Experientiallearning@Socialmedia.Edu: Using The Tech Start-Up Concept To Train, Engage, And Inform Students, Stephanie J. Coopman, Ted Coopman
Faculty Publications
Undergraduate and graduate students were enrolled in an upper-division online experiential learning course organized as a technology company start up at a public university in the US. Students participated in an academic department’s social media team, publishing a weekly newsletter and producing and curating content for multiple social media outlets designed for public and university audiences, a website for the department’s students, and a career portal. Responses to survey questions provided support for Experiential Learning Theory’s cyclical learning model. In addition, students viewed the entrepreneurial approach to the team as both liberating and challenging as they engaged with each other …
Inclusion & Marginalization: How Perceptions Of Design Thinking Pedagogy Influence Computer, Electrical, And Software Engineering Identity, Sarah L. Rodriguez, Erin E. Doran, Rachel E. Friedensen, Elizabeth Martínez-Podolsky, Paul S. Hengesteg
Inclusion & Marginalization: How Perceptions Of Design Thinking Pedagogy Influence Computer, Electrical, And Software Engineering Identity, Sarah L. Rodriguez, Erin E. Doran, Rachel E. Friedensen, Elizabeth Martínez-Podolsky, Paul S. Hengesteg
Faculty Publications
Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role …
Going In Thinking Process, Coming Out Transformed: Reflections And Recommendations From A Qualitative Research Course, Donald Mitchell Jr., Elizabeth Byron, Jeffrey Cross, Oj Oleka, Stephanie Van Eps, Phyllis Clark, Natalie Sajko
Going In Thinking Process, Coming Out Transformed: Reflections And Recommendations From A Qualitative Research Course, Donald Mitchell Jr., Elizabeth Byron, Jeffrey Cross, Oj Oleka, Stephanie Van Eps, Phyllis Clark, Natalie Sajko
Faculty Publications
This article presents reflections and suggestions of an instructor and students from a doctoral-level qualitative research course. Given qualitative research courses often lack guidance for best practices and the well-being of doctoral students learning qualitative research is often overlooked, the purpose of this article is threefold: 1) to provide an introductory skeleton for designing a qualitative research course that is structured for classmates to interview each other throughout the semester, what the authors call a student-as-researcher-and-participant design; 2) to provide student reflections from the course; and finally, 3) to offer recommendations for using a student-as-researcher-and participant design for a qualitative …