Education Commons^™

Buying A Better World: Students As Conscious Consumers, Sean Murray

Journal of Vincentian Social Action

Conscious consumer movements have given people opportunities to “vote with their dollars” – that is, buy from companies with values matching their own, and forgo products from businesses with questionable policies and practices. After providing brief context about consumerism and conscious consumption, I focus on a Conscious Consumer Project that I teach in my First Year Writing courses at St. John’s University. Excerpts of student writing emphasizing labor issues, as well as student reflections on the project, are shared as I discuss possibilities for revising and improving the assignment. The possibilities discussed include increasing opportunities for students to do academic …

Wearing A Hat Or A Mask: How To Consolidate The Teacher/Tutor Identity, Tyler Hurst

Writing Center Analysis Papers

What is a tutor and what is a teacher? What roles do they play in the construction of writing and the teaching of it? These identities, and their unique approaches to teaching, initially served as struggling points of my pedagogical identity. Many individuals who have ever tutored writing or taught composition can relate to this pedagogical trial by fire. So, then, while under the duress of identity how can a teacher/tutor consolidate these distinct practices? What may seem to be a crisis of identity is actually a crisis of self, best solved by identifying these frustrations and compiling the best …

The Roundtable Of Scientific Communication: From Classroom To Course Creation, Back To Classroom And Beyond, Sean P. Hickey

University of New Orleans Theses and Dissertations

This research encompasses many aspects of chemical education research including curriculum and pedagogical changes to the freshman and sophomore courses. Curriculum changes included the addition of recitations to the general chemistry and organic chemistry lectures and the creation of four new classes, CHEM 1001, 1002, 3091, and 3092. The addition of recitations was not limited to but was focused on improving DFW rates for these courses.

CHEM 3091 and 3092 are chemistry internship and undergraduate teaching assistant classes. These courses were necessary to offer outside internship opportunities and training for undergraduate teaching assistants, respectively. CHEM 1001 and 1002 are chemistry …

Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza

Teaching and Learning in Communication Sciences & Disorders

The benefits of rubrics have long been established and their use encouraged in various fields of study. The authors sought to create a rubric specific to the needs in CSD to more clearly share expectations for student clinical writing and more comprehensively assess the quality of their writing. The faculty collaborated with the Office of Academic Assessment to develop a rubric to address these issues. The rubric was developed using VALUE rubrics as guidance, as well as the unique requirements for Communication Sciences and Disorders documentation. This specific rubric may be used to grade and provide feedback to improve the …

Reframing Writing Instruction In Physical Learning Environments: Making Connections Between Digital And Nondigital Technologies, André C. Buchenot, Tiffany Roman

Faculty and Research Publications

Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within physical learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies to increase opportunities for active learning. We explain the rationale for the design decisions in an introductory …

Using Alumni Surveys To Assess The Impact Of Innovative Learning Spaces On Development Of Career-Ready Soft Skills, Jeffrey Ashley, Phd

The Center for Teaching Innovation & Nexus Learning Posters and Presentations

Learning Outcomes

1. Understand the varied assessment techniques used to measure outcomes in active learning spaces.
2. Appreciate the value, and limitations, of incorporating alumni reflections in assessment strategies (based on research supported by a 2018-19 SCUP fellowship award).
3. Instill reflection upon your institutional assessment needs to create an assessment plan tailored to your institution’s learning spaces to quantify outcomes.

Ignatian Pedagogy For Sustainability: An Overview, James L. Leighter, Kathleen R. Smythe

Jesuit Higher Education: A Journal

A group of faculty and staff associated with Jesuit higher education developed themes for teaching sustainability and related fields that are aligned with the Ignatian Pedagogy Paradigm.

Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun

Race and Pedagogy Journal: Teaching and Learning for Justice

This study focused on the experiences of White faculty who incorporate an anti-racist framework into their college classrooms. The participants shared about the challenges of incorporating anti-racist pedagogy into their classrooms due to both perceived personal and institutional barriers. These participants perceived personal barriers stemming from an internalized struggle of understanding their own White identity while also struggling to be viewed as anti-racist educators by colleagues of color. These faculty participants also shared about perceived professional barriers which included the pressure to obtain tenure, perceived loss of control in the classroom by the students, and anti-racist work being disregarded by …

Improving The Rigor Of Online Education: Exploring Characteristics Of Faculty And Syllabi Within An Online Program Assessment Process, Brad J. Hamel

All NMU Master's Theses

As online course enrollments grow, overall perception of rigor still lags compared to that of traditional face-to-face education. The purpose of this research was to tie faculty and syllabi characteristics to the rigor of online courses. This study explored the relationship between faculty and syllabi characteristics and performance on an online entry-level course design quality assurance assessment (pass, pass with concern, or fail). A decision tree analysis was used to predict the relationship of the independent (faculty and syllabi characteristics) and the dependent (entry-level course design assessment) variables. Findings suggest that faculty rank and writing intensive are key characteristics predictive …

Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica M. Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist

The Qualitative Report

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. …

The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

The Limits Of Pedagogy, Kelsey Moore

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

On Rapport: Connecting With Students, Brandi Frisby

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

Ten First Years, Jennifer Osterhage

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

Teaching The Communication Course: Intercultural Communication, Nathan G. Webb, Mary Stairs Vaughn

Journal of Communication Pedagogy

Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.

A Pedagogical Guide To Teaching An Interpersonal Communication Course, Jordan Atkinson, David Mcmahan

Journal of Communication Pedagogy

This forum article focuses on the instruction of an interpersonal communication course. Interpersonal communication courses are widely included in undergraduate communication curriculum and can be fundamental to student development. The authors provide foundational material and various content areas generally included in such a course. The authors also provide various applied assignments and issues to consider when teaching an interpersonal communication course.

In Support Of Scholarly Teaching, Emily K. Faulconer

Publications

Whether you are a college science teacher who has embraced education as a second discipline or you are teaching science teachers, the SoTL (scholarship of teaching and learning) and DBER (discipline-based educational research) publications are key resources to support your scholarly teaching, providing actionable ideas for your classroom.

Crossing Borders In Business And Economics Classrooms: Implementing Telecollaboration To Advance Diversity And 21st Century Skills, Marta Fondo, Schiro Withanachchi

Publications and Research

The emerging changes in global societies challenge businesses as teams work across borders. Consequently, higher education promotes student interaction from diverse cultural backgrounds using technological tools without restricting time, cost, motivation or mobility. In this regard, telecollaboration engages students in a learning process that develops 21st century skills with peers from diverse language, socio-cultural, and educational backgrounds. This article presents a telecollaboration project designed and implemented by Queens College, City University of New York, and Universitat Oberta de Catalunya, an online university in Barcelona, in which 196 Economics and Business undergraduate students from the United States and Mexico enhanced intercultural …

Engaging Persuasion: What Should Undergraduate Students Enrolled In A Persuasion Course Learn?, Stephen K. Hunt, Kevin Meyer

Journal of Communication Pedagogy

In our daily activities we are bombarded with persuasive messages. From advertising on mass and social media to interactions with friends, we are constantly exposed to attempts to change or reinforce our attitudes, values, beliefs, and behaviors. Conversely, we routinely attempt to influence others and gain their compliance through persuasive attempts of our own. Without question, persuasion is a central feature of virtually every aspect of human communication and is found wherever we find people communicating. Fortunately, scholars have developed a great number of empirically tested persuasive techniques, strategies, and theories that can help students become effective producers and consumers …