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Articles 1 - 30 of 31
Full-Text Articles in Education
Reflection On Use Of The "Reacting To The Past" Pedagogy In A History Of Mathematics Course, Davida Fischman
Reflection On Use Of The "Reacting To The Past" Pedagogy In A History Of Mathematics Course, Davida Fischman
Q2S Enhancing Pedagogy
This brief report provides a reflection on the use of the "Reacting to the Past" (RTTP) pedagogy in a History of Mathematics classroom. The conclusion is drawn that the RTTP pedagogy is very successful in engaging students in active learning, and appropriate games may be utilized to help students learn about the role of mathematics in historical developments as well as in society today.
Leadership Education And Moocs: A Content Analysis Approach To Understanding The Pedagogy And Characteristics Of Leadership Massive Open Online Courses (Moocs), J. E. Jason Headrick
Leadership Education And Moocs: A Content Analysis Approach To Understanding The Pedagogy And Characteristics Of Leadership Massive Open Online Courses (Moocs), J. E. Jason Headrick
Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship
The purpose of this study is to identify the pedagogical strategies used for instruction and assessment in leadership-oriented MOOCs and gain a more refined understanding of the current state of MOOCs in leadership education. The study also seeks to fill the gaps in the body of knowledge surrounding leadership MOOCs. Massive Open Online Courses (MOOCs) are a form of distance education course used across content areas. They have been celebrated as revolutionizing the way learners access education and the way colleges and universities could expand the notion of education on a global scale beyond their traditional campuses. The use of …
Supporting The Changing Practices Of Teaching In Business - Baruch Summary, Ryan Lee Phillips, Louise Klusek, Charles Terng
Supporting The Changing Practices Of Teaching In Business - Baruch Summary, Ryan Lee Phillips, Louise Klusek, Charles Terng
Publications and Research
This report details the results of a study examining the teaching practices of business faculty at the Zicklin School of Business at Baruch College, City University of New York. The contents within cover how instructional resources and services are developed and used to support business faculty and their pedagogy. This report is the local results of Baruch College and the Newman Library’s portion of a larger suite of parallel studies with several other institutions of higher education in the U.S., coordinated by Ithaka S+R, a not-for-profit research and consulting service. Conclusions and recommendations detail targeted library programs and potential collaborations …
Wearing A Hat Or A Mask: How To Consolidate The Teacher/Tutor Identity, Tyler Hurst
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 …
Enhancing Pedagogy Through Acue Certification, Janelle Espling
Enhancing Pedagogy Through Acue Certification, Janelle Espling
Q2S Enhancing Pedagogy
As instructors, there is an incredible responsibility to deliver content that is true to the standards of which the institution requires. But not only is it necessary to deliver content, it is necessary to deliver content in a way that promotes student learning, promotes student success, and an engages higher levels of thinking. The Association of College and University Educators (ACUE) Course in Effective teaching practices provides instructors evidence based strategies that do just that. As the reflections display, applying these strategies achieves the University goal to support students towards learning, success, and higher levels of thinking.
A Friday Afternoon Reflection: Random Memorandums, Dr. Deborah Bracke
A Friday Afternoon Reflection: Random Memorandums, Dr. Deborah Bracke
Education: Faculty Scholarship & Creative Works
One means of distinguishing ourselves as College Professors is by communicating with our students in an open, honest manner. The Random Memorandum is one way of accomplishing this.
Teaching Students To Critically Evaluate Textbooks, Christopher Mchale, Ian Mcdermott, Steven Ovadia
Teaching Students To Critically Evaluate Textbooks, Christopher Mchale, Ian Mcdermott, Steven Ovadia
Publications and Research
This chapter is a case study describing how library faculty combined service learning and information literacy to help students evaluate textbooks, comparing commercial ones to Open Education Resources. The underlying idea was to give students not only a scholarly grounding that would help them as they move through their academic careers but also a practical vocational orientation to help them succeed in the workforce and, hopefully, become future contributors to the free culture movement.
Reframing Writing Instruction In Physical Learning Environments: Making Connections Between Digital And Nondigital Technologies, André C. Buchenot, Tiffany Roman
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 …
Taking The Mentoring Of New Teacher Educators Seriously: Lessons From A Clinically-Intensive Teacher Preparation Program, Patricia J. Norman, Sara A S Sherwood, Rocio Delgado, Melissa Siller
Taking The Mentoring Of New Teacher Educators Seriously: Lessons From A Clinically-Intensive Teacher Preparation Program, Patricia J. Norman, Sara A S Sherwood, Rocio Delgado, Melissa Siller
Education Faculty Research
The challenges facing teacher educators entering their first faculty position in a clinically intensive teacher preparation program reflect similar difficulties that novice teachers encounter upon entry to their own classroom. Just as new teachers must learn the ropes while performing the work of teaching (Feiman-Nemser, 2001; Wildman, Niles, Magliaro, & McLaughlin, 1989), so, too, must novice teacher educators learn to create clinically based learning opportunities for teacher candidates (American Association of Colleges for Teacher Education, 2018; Grossman, Hammerness & McDonald, 2009) while learning to navigate the university system, establish their practice as field-based practitioners, earn strong student/course evaluations (Ramsden, 2003) …
Teaching And Learning Anthropology In The Museum: Developing An Exhibit With The Ignatian Pedagogical Paradigm, Catherine Nichols
Teaching And Learning Anthropology In The Museum: Developing An Exhibit With The Ignatian Pedagogical Paradigm, Catherine Nichols
Anthropology: Faculty Publications and Other Works
Elements of the Ignatian Pedagogical Paradigm (IPP), or teaching and learning in the Jesuit tradition, can be successfully integrated into both formal anthropology courses, as well as informal environments such as museum exhibits in order to advance anthropological pedagogy. This article discusses how I integrated the IPP into the design of an anthropology course on museum exhibit development, and within the exhibit itself. Students benefitted from direct activities such as opportunities to study and interpret material culture, and were asked to reflect on the experience of applying their anthropological knowledge and interests in a public venue. Visitors to the exhibit …
Writing Assignments In Epidemiology Courses: How Many And How Good?, Ella August, Karen Burke, Cathy Fleischer, James A. Trostle
Writing Assignments In Epidemiology Courses: How Many And How Good?, Ella August, Karen Burke, Cathy Fleischer, James A. Trostle
Faculty Scholarship
© 2019, Association of Schools and Programs of Public Health. Objectives: Schools and programs of public health are concerned about poor student writing. We determined the proportion of epidemiology courses that required writing assignments and the presence of 6 characteristics of these assignments. Methods: We requested syllabi, writing assignments, and grading criteria from instructors of graduate and undergraduate epidemiology courses taught during 2016 or 2017. We assessed the extent to which these assignments incorporated 6 characteristics of effective writing assignments: (1) a description of the purpose of the writing or learning goals of the assignment, (2) a document type (eg, …
Piloting A Branched Narrative Learning Pedagogy To Promote Critical Thinking In Student Pharmacists, Meiling G. Norfolk, Bethany Sibbitt, Zach Jenkins
Piloting A Branched Narrative Learning Pedagogy To Promote Critical Thinking In Student Pharmacists, Meiling G. Norfolk, Bethany Sibbitt, Zach Jenkins
Pharmacy Practice Faculty Publications
No abstract provided.
A Correlation And Causal-Comparative Study Of The Worldview Of K-12 California Christian Educators, Mariellen True
A Correlation And Causal-Comparative Study Of The Worldview Of K-12 California Christian Educators, Mariellen True
Doctoral Dissertations and Projects
Christian schools identify developing a Christian worldview in students as an important component of the school’s mission. Many influences affect student achievement. The teacher is one of those influences. At a Christian school, it is reasonable to expect that educators possess a Christian worldview. This study sought to examine the Christian worldview of K-12 Christian educators from ACSI member Christian schools in California. Participants took the Three-Dimensional Worldview Survey (3DWS) and the Worldview Measurement Project Survey (WMPS). Christian educators participated in this study voluntarily and anonymously. The survey results were analyzed to determine if the 3DWS correlated to the WMPS …
Effects Of Service Projects On The Perceived Skills Of Engineering Technology Students, Philip Appiah-Kubi, Corinne Brion
Effects Of Service Projects On The Perceived Skills Of Engineering Technology Students, Philip Appiah-Kubi, Corinne Brion
Educational Leadership Faculty Publications
Client based service projects offer many advantages to instructors, students and host communities. However, instructors must carefully choose the projects in order to achieve the benefits that come with this pedagogical tool. The purpose of this research was to investigate the perception of engineering technology students on how different service projects influence performance and perceived skills. A modified perceived skill model was used to measure the perceived effect of the team based service projects on: motivation to learn, contribution to research knowledge, skills and personal benefit, and project as a learning device. The projects were either client based or non-client …
A Blended Approach To English Instruction, Kristie Ennis
A Blended Approach To English Instruction, Kristie Ennis
Faculty & Staff Research and Creative Activity
Searching for ways to effectively use technology in English classrooms as a doctoral student, classroom teacher, and ELA consultant led the author to a transformational co-teaching experience that not only made effective use of tech tools and redefined the “school” experience but also increased student ownership of learning in new ways and decreased teacher workload. This article shares how this planning can work.
A Pedagogical Framework For The Design And Utilization Of Place-Based Experiential Learning Curriculum On A Campus Farm, Julia L. Angstmann, Amber J. Rollings, Grant A. Fore, Brandon H. Sorge
A Pedagogical Framework For The Design And Utilization Of Place-Based Experiential Learning Curriculum On A Campus Farm, Julia L. Angstmann, Amber J. Rollings, Grant A. Fore, Brandon H. Sorge
Scholarship and Professional Work - LAS
Campus agriculture projects are increasingly being recognized as spaces impactful to student engagement and learning through curricular and co-curricular programming; however, most campus farm activities are limited to agriculture or sustainability programs and/or co-curricular student clubs. Thus, campus farms are largely underutilized in the undergraduate curriculum, marking a need to explore the efficacy and impact of engaging a diverse array of disciplinary courses in the rich social, environmental, and civic context of local sustainable agriculture. The Farm Hub program presented here incentivizes instructors to refocus a portion of existing course content around the topic of local, sustainable agriculture, and reduces …
The Pedagogy Of Design And Technology At Xavier University Of Louisiana, New Orleans, Shayna Tova Blum
The Pedagogy Of Design And Technology At Xavier University Of Louisiana, New Orleans, Shayna Tova Blum
Faculty and Staff Publications
Abstract. Xavier University of Louisiana (XULA) is a Science, Technology, Engineering, and Mathematics (STEM) university located in New Orleans, Louisiana. As a Historically Black University (HBCU), the university serves a diverse community of students in which many are first-generation, college graduates. Students enrolled in Design courses at XULA are studying in Bachelor of Science and Bachelor of Art programs and majoring in subjects such as Computer Science, Physics, Mass Communication, Art, Business, and Science. The interdisciplinary student environment offers a unique opportunity for collaboration and peer learning, whereby students are able to share diverse perspectives on a topic by relating …
Systems In Play: Simon Nicholson's Design 12 Course, University Of California, Berkeley, 1966, Tim Stott
Systems In Play: Simon Nicholson's Design 12 Course, University Of California, Berkeley, 1966, Tim Stott
Articles
In 1966, British artist, designer and educator Simon Nicholson (1934–1990) offered a lower division course, Design 12, at the College of Environmental Design, UC Berkeley. Controversially, Nicholson promoted play as the principal method of design and invited children to assess students’ projects on the Berkeley campus and in local schools, parks, playgrounds and hospitals. This article presents Design 12 as an important example of environmental design pedagogy in the USA, which uniquely attempted to synthesize British post-war constructivism with ‘design science’ and adventure play. The result was a course that placed play at the centre of design pedagogy, where it …
Implications Of The Digital Divide For Technology Integration In Schools: A White Paper, Suzanne K. Becking, Marilyn Grady
Implications Of The Digital Divide For Technology Integration In Schools: A White Paper, Suzanne K. Becking, Marilyn Grady
Contemporary Issues in Educational Leadership
The implications of the Digital Divide in 2019 vary slightly from the onset of Internet use. Max Weber’s (1922, 1978) theory of stratification provides a foundation for understanding why the growth is slow. Defining the Digital Divide is difficult. In reality, it has moved from a situation of access to acquiring sufficient skills to use it effectively. We examines the issue from the perspective of the need for technology literate leaders in schools. Technology literate leaders not only embrace technology: they model it. The leaders provide teachers with access and training to implement the best pedagogically sound teaching strategies so …
Honor's First-Year Curriculum Institute: Reflection, Angelina Burkhart
Honor's First-Year Curriculum Institute: Reflection, Angelina Burkhart
Q2S Enhancing Pedagogy
The Honor’s First Year Curriculum Institute, composed of a team of faculty members from multiple disciplines at CSUSB, aimed to re-conceptualize the Honor’s curriculum by examining and revising existing course objectives and integrating student-centered approaches surveyed from pedagogy literature. The team had some clear goals driving the decisions we made, both within and across the “Golden Four” courses. The weeklong institute focused on three of the “Golden Four” courses, which included HON 1100 (Writing Rhetorically), HON 1200 (Thinking Critically), and HON 1300 (Communicating Orally). Goals driving the design of these three courses, in regard to general and course-specific guidelines, included …
Implementing New Strategies In Flan 312: Pedagogies In Foreign Language Teaching, Valerie Morgan
Implementing New Strategies In Flan 312: Pedagogies In Foreign Language Teaching, Valerie Morgan
Q2S Enhancing Pedagogy
FLAN 312 is a pedagogy course that will be offered during the semester system as WLL 3112. The ACUE course provided evidence-based teaching practices which were examined to improve on FLAN 312 as the campus transitions to a semester system. Several strategies were tested in class or developed for subsequent classes. They include aligning assignments with learning objectives and creating transparent assignments, developing rubrics and checklists, and using large group activities to encourage collaboration and discussions.
"They Were There For People Who Needed Them": Student Attitudes Toward The Use Of Trigger Warnings In Victimology Classrooms, Alison C. Cares, Cortney A. Franklin, Bonnie S. Fisher, Lisa Growette Bostaph
"They Were There For People Who Needed Them": Student Attitudes Toward The Use Of Trigger Warnings In Victimology Classrooms, Alison C. Cares, Cortney A. Franklin, Bonnie S. Fisher, Lisa Growette Bostaph
Sociology and Criminology Department Faculty Works
Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating …
Debate For Civic Learning, S Bodnar-Deren, E Coston, D Mthethwa, L.E. Pelco, E Peron, M Pyles, T Swecker
Debate For Civic Learning, S Bodnar-Deren, E Coston, D Mthethwa, L.E. Pelco, E Peron, M Pyles, T Swecker
Division of Community Engagement Resources
No abstract provided.
Moving Modalities: An Exploration On How Switching Modes Of Reader, Writer And Reviewer Can Enhance Academic Writing Pedagogy., Roisin Donnelly, Claire Mcavinia, Ita Kennelly
Moving Modalities: An Exploration On How Switching Modes Of Reader, Writer And Reviewer Can Enhance Academic Writing Pedagogy., Roisin Donnelly, Claire Mcavinia, Ita Kennelly
Conference papers
For over a decade, the Academic Writing & Publishing (AWP) module has been delivered for academic staff and postgraduate students in the Dublin Institute of Technology (DIT), now part of the new Technological University Dublin. The module aims to support students to enhance their academic writing and to develop an academic paper to the standard of publication for a peer-reviewed journal of their choice. Module delivery comprises workshops and a range of supports and feedback mechanisms built in to give students opportunities to critically evaluate and develop their own work and to assist in the development of their peers’ writing. …
Reading With And Against In The Times Of Trump, Tracey Pyscher
Reading With And Against In The Times Of Trump, Tracey Pyscher
Woodring Scholarship on Diversity, Equity, & Inclusion
In this article, I wonder on how to differently teach in the times of Trump where the old masks of domination (e.g., racism, sexism, homophobia) are made more explicit while also critically bearing in mind how other larger discourses like neoliberalism shapes our responses to the fascist leanings embodied in Trumpism. I explore how the backdrop of US cultural politics and white supremacy is also shaped by a new form of neoliberal multiculturalism that is meant to further divide collective efforts on the parts of racialized and classed marginalized communities. I close by offering concrete pedagogical strategies so to challenge …
Supporting Pedagogic Innovators In Professional Practice Through Applied Elearning, Roisin Donnelly
Supporting Pedagogic Innovators In Professional Practice Through Applied Elearning, Roisin Donnelly
Articles
This study explores the relationship between conceptions of innovation in eLearning pedagogy, the role of artefact-based learning in demonstrating this innovation, and how this can be investigated through critical incidents analysis of personal and collective learning. The context is an accredited masters programmes and the graduates’ experience from 2007 to 2017. Graduates are a blend of academic staff in higher education, private sector trainers, and independent eLearning consultants wanting to develop knowledge and skills in eLearning. Key dimensions of pedagogic innovation explored are the continuum of how programme participants learn to innovate, what enables or prohibits them to innovate in …
Crossing Borders In Business And Economics Classrooms: Implementing Telecollaboration To Advance Diversity And 21st Century Skills, Marta Fondo, Schiro Withanachchi
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 …
Flipping The Jane Austen Classroom, Lynda A. Hall
Flipping The Jane Austen Classroom, Lynda A. Hall
English Faculty Articles and Research
The contemporary Austen classroom might appreciate cultural and racial diversity, examine popular culture’s distortions of the original texts, and consider multimodal ways of reading. This paper reflects on a course that “flipped” the research process in order to “find” Austen and her works in the popular culture and to evaluate our understanding in the twenty-first century. Students discovered the commodification and distortion of “Jane Austen” and conducted research for creative projects to learn more about the social, cultural, and historical contexts of the written texts.
In Support Of Scholarly Teaching, Emily K. Faulconer
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.
Movement Rhythms, Motley Knowledges, D. Bret Leraul
Movement Rhythms, Motley Knowledges, D. Bret Leraul
Faculty Journal Articles
This article introduces a special issue of LÁPIZ, The Pedagogies of Social Justice Movements in the Americas which contains articles by Bruno Baronnet on the politico-pedagogical practices of the Zapatistas; Vanessa Andreotti on radical education as a practice of collective ontogenesis that subverts the abstract domination of colonial, capitalist modernity; and Lia Barabosa Pinheiro on the sentipensante (feeling-thinking) pedagogies of the Landless Rural Workers Movement (MST), Vía Campesina Internacional, and other struggles. I frame the intervention of the issue as an inquiry into the possibility of an equal encounter between colonial, university knowledges and the knowledges authored by social …