Education Commons^™

Feminist Attitudes, Behaviors, And Culture Shaping Women’S Center Practice, Angela Clark-Taylor, Emily Creamer, Barbara Lesavoy, Catherine Cerulli Dr.

The Seneca Falls Dialogues Journal

The present article contributes to the growing research on women’s centers to extend and encourage the role of feminism in women’s center within higher education. We provide a brief history of feminism and women’s centers in higher education to illuminate the connections between previous research and our women’s center research on community perceptions of feminisms.

Shapeshifting Power: Indigenous Teachings Of Trickster Consciousness And Relational Accountability For Building Communities Of Care, Ionah M. Elaine Scully

The Seneca Falls Dialogues Journal

Difficult dialogues are necessary work in order for communities to form coalitions, yet often these dialogues pose challenges for engaging in long-term work for social justice and systemic change. Power dynamics, microaggressions, and discomfort unlearning power and privilege can make long-term collaboration difficult. It is for this reason I discuss thinking of coalitions as communities of care and offer practical strategies for collaborating differently for sustainable action. Using Indigenous epistemology and methodology, Indigenous feminist and Indigequeer scholarship, as well as Indigenous land-based pedagogy and storytelling, I offer interventions using trickster teachings or trickster consciousness which I describe as comprised of …

Changing An Institutional Environment Through Appreciative Inquiry: Rochester Institute Of Technology’S College Of Liberal Arts, Corinna Schlombs, Ann Howard, Caroline Delong, Jessica Lieberman

The Seneca Falls Dialogues Journal

This article introduces readers to Appreciative Inquiry as a form of feminist engagement in higher education. Appreciative Inquiry is a strength-based approach to organizational change that builds on positive psychology as well as social construction of language. At Rochester Institute’s College of Liberal Arts, a group of women faculty currently pursues an Appreciative Inquiry process to change their institutional environment to make it more beneficial to the success of women (and colleagues of all genders) rather than changing themselves to better fit into the existing environment. At the 2014 Seneca Falls Dialogues, members of this group engaged conference participants in …

The Potential Of Ecofeminism To Develop ‘Deep’ Sustainability Competencies For Education For Sustainable Development, Susan V. Iverson

The Seneca Falls Dialogues Journal

Education for sustainable development (ESD) has gained much currency in the literature; yet, less attention has been given to understanding or defining learning outcomes, or rather, what competencies for sustainability should students develop and be able to demonstrate. In this position paper, I ask (and answer) the question, “What might be gained by bringing a feminist lens, and specifically an ecofeminist perspective, to ESD?” I argue that infusing ecofeminism into ESD can develop students’ sustainability competence beyond individual level change to thinking and acting systemically; it can develop the critical consciousness, activist skills, and deeper sustainability knowledge needed to foster …

The College Is Our Classroom: Campus Assessment Leaders Share Their Most Effective (And Favorite) Faculty Development Programs, Caroline A. Critchlow, Jane M. Souza, Lori A. Hollenbeck, Cathy S. Sweet

Educational Effectiveness Assessment Faculty/Staff Publications

The goal of assessment is to inform instructional strategies in order to improve student learning. This is as true when you are developing “lessons” for faculty as it is when faculty are designing lessons for their students. By approaching the college campus as a classroom, program-level assessments can indicate areas that might benefit from instructional support.

In this presentation, four assessment leaders, representing both professional schools and general education, share their most effective faculty development programs and how they were created to respond to assessment results. Participants will receive the notes and materials from these faculty development programs.

The Impact Of An Interdisciplinary Learning Community Course On Pseudoscientific Reasoning In First-Year Science Students, Timothy Franz, Kris H. Green

Psychology Faculty/Staff Publications

This case study examined the development and evaluation of an interdisciplinary first-year learning community designed to stimulate scientific reasoning and critical thinking. Designed to serve the needs of scholarship students majoring in mathematics and natural sciences, the six-credit learning community course was writing-intensive and emphasized general scientific reasoning and critical thinking skills. Success of the course was measured using a pre-test/post-test design that assessed students’ paranormal beliefs. Outcomes of the study indicated students’ paranormal beliefs were significantly lower at the end of the semester than at the beginning, which was used as a surrogate measure of scientific reasoning that was …

Recruiting Parents, Retaining Families, Micquel Little, Michelle Price

Lavery Library Faculty/Staff Publications

Purpose - The purpose of this paper is to share St John Fisher College Library's marketing approach to recruiting and retention of parents within the higher education community. Design/methodology/approach - The objectives of this paper are achieved by connecting local experiences with other parent initiatives on university campuses throughout the country. The paper takes the approach of addressing marketing strategies for recruitment and retention of parents, while also including opportunities for these strategies to be applied. Findings - The findings display the library's ability to contribute to their campus recruitment and retention goals while assisting parents in connecting to the …