Education Commons^™

Homeschooled Students Bring Own Set Of Skills To University Campuses, Ali P. Gordon

UCF Forum

Key questions always loom large for parents of homeschooled, college-bound students, such as: “What happens when my child actually gets to the university level? Will they be able to keep up?”

Vagina Monologues Audition Poster, Student Women's Association

Social Justice: Diversity, Equity, & Inclusion

Poster produced and distributed by the Student Women's Association promoting the 2016 Vagina Monologues casting call.

Education Individualized Through Technology, Rachel M. Leers

Senior Honors Theses

This thesis will overview technology in the classroom and the impact as well as the potential that is has individualizing instruction in order to meet the needs of every kind of student. The thesis will consist of thorough research on the subject matter. Technology is a great tool to use for individualizing instruction as it consists of many recourses, it increases communication, increases discussion, has high availability, it is affordable, and consists of a variety of lesson plan ideas to meet the needs of each student. Individualized learning is especially important in the classroom as it increases student achievement, provides …

2016 Minutes Of The Student Women's Association, Student Women's Association

Social Justice: Diversity, Equity, & Inclusion

Minutes from the Student Women's Association meetings dating from January 25, 2016 to November 21, 2016.

Hispanic Heritage Lecture Series Highlights Diversity In Conservation Jobs, Ashley Sarra

Social Justice: Diversity, Equity, & Inclusion

In the Arthur St. John Hill Auditorium in Barrows Hall on Oct. 6, 2016, a group of Hispanic employees working for the Natural Resources Conservation Services (NRCS) discussed their work throughout the state of Maine. This presentation, titled “Hispanics Helping People Help the Land Throughout Maine” was a part of the Hispanic Heritage Lecture Series for 2016. This was the last event in the series, but was very different than its predecessors, talking less of diversity and more about the work the group did.

The Extent Of Implicit Bias In Gifted Students: Utilization Of The Iat To Inform Diversity Education, Adrienne Coleman, Kyle Thomas '15

Publications & Research

The National Association for Gifted Children position statement on “Identifying and Serving Culturally and Linguistically Diverse (CLD) Gifted Students” suggests that educators need to change their view of CLD students from a “deficit to a strength perspective”. In addition, it states that “schools should create support programs to help gifted students from diverse backgrounds develop strong academic identities, learn coping strategies for dealing with negative peer pressure and discriminatory practices, and gain resiliency for responding to challenging life circumstances”. One approach to support and retain CLD students that can be utilized by both educators and gifted students is understanding one’s …

Diversity & Inclusion Update - Fall 2016, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Fall 2016 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include continued changes inspired by the January 2016 Town Hall meeting, such as the restructuring of the Office of Multicultural Engagement, and other changes made to make college resources more accessible and promote educational opportunities on multicultural viewpoints.

Complexity Of Academic Socialization Of Historically Underrepresented Doctoral Students: De-Privileging Distinctions Between Macro-And-Micro-Theoretical Approaches, Zarrina Talan Azizova

Teaching, Leadership & Professional Practice Faculty Publications

This article represents a conceptual work that critiques and challenges traditional linear theoretical assumptions of academic socialization and integration that are often applied to research of diverse populations in academia in general and doctoral education specifically. The article further proposes a new conceptual framework of academic socialization as a meaning-making act of historically underrepresented doctoral students. The ultimate goal of the proposed framework is to reconcile the restrictive use of sociological macro- and micro- orientations to foreground possibilities of a conceptual and empirical focus on an individual meaning making act (as a form of individual agency) of historically underrepresented doctoral …

University Theatres Should Open People's Eyes To New Ideas, Heather Gibson

UCF Forum

Content guides and advisories, which list all of the parts of a production that a viewer might find offensive, are becoming commonplace with theatre companies.

The Impact Of Volunteering At A Girls Outreach Activity On Community Formation, Donna C. Llewellyn, Janet Callahan, Amy J. Moll, Catherine Rose Bates

Materials Science and Engineering Faculty Publications and Presentations

This paper is focused on exploring the motivation for volunteering at an engineering outreach activity. The outreach activity itself involved a two day, overnight experience for 9th and 10th grade girls that started in 2005, and which has been held annually since that time. The outreach event takes place in Boise, Idaho, and at the time of its onset was the only outreach or camp activity in the state focused on girls or young women. Across ten years, 510 total girls have participated, with approximately 85% of them coming from the immediate metropolitan area. The program was developed with a …

Inclusive Strategies For The Global Virtual Classroom, Angela Atwell

Publications

In today’s digital age of global enterprise, higher education is focused on delivering high quality experiences in virtual learning environments. Instructors must be armed with the knowledge and skills to use online learning tools effectively in order to deliver an engaging learning experience for all students.It is crucial to create a welcoming and inclusive learning environment, possibly even more so in a virtual classroom. Students who feel welcomed and respected are more likely to engage, contribute to the course and add richness to the content. Instructors must facilitate student learning by encouraging cooperation, collaboration and professional networking. Students and instructors …

Understanding Diversity, Timothy L. Heaton

Education Faculty Presentations

No abstract provided.

Impact Of Coaching Feedback On Cultural Competency Of Undergraduate Students At Msu, Mankato, Jordan Hassemer, Arinn Disalvo

Education Presentations at National and International Conferences

Our research question was "how does the timing of coaching feedback have an impact on cultural competency of undergraduates?" Cultural competency (the capability to understand and adapt behavior to cultural differences and commonalities, Hammer & Bennett, 2010) is beyond knowledge and understanding (cognitive activities). It involves reflection, critical thinking, and adaptation of behavior. Other investigators have noted that support and encouragement of critical thinking played an integral role in participant growth. Pederson (2009) promoted the importance of guided activities, reflection, recognizing and using teachable moments, and facilitation of conversations and debate about issues of race, culture, society, and values. Their …

My News

My News (2014-2020)

• Jaimie Hebert, Ph.D., named finalist for Georgia Southern President
• Georgia Southern students win at American Marketing Association Conference
• Sustainability Lecture features TerraCycle co­founder, CEO
• D.I.F. Conference seeks to 'Embrace the Elephant'
• Open House on April 14
• Third annual Tailgating Cook­Off set for April 16

Promoting Inclusive Excellence - The Practice Of Diversity And Inclusiveness, Uno Inclusion And Equity Leadership Team

Strategic Planning Forums

This presentation discusses: Inclusion and Equity Update; Equity Scorecard; and Inclusion.

Diversity & Inclusion Update - Spring 2016, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Spring 2016 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include changes implemented following the January 2016 town hall meeting, the 2016 Campus Climate Study, the Intercultural Development Inventory, and the planning of the Inclusion Action Plan.

Critical And Contemporary Issues In Education; Exploring Socio-Cultural Perspectives On Diversity (Syllabus), Deanna Cozart, Brian Dotts, James Gurney, Tanya Walker, Amy Ingalls, James Castle

Education Syllabi and Reports

This set of syllabi for Critical and Contemporary Issues in Education and Exploring Socio-Cultural Perspectives on Diversity was created under a Round Two ALG Textbook Transformation Grant.

Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky

Faculty Journal Articles

We have learned from feminist philosophy and critical theory that neutrality is a myth; this applies also to the seemingly neutral ways we structure our courses, design our assignments, and assess student achievement and mastery of material. Despite efforts to diversify the content of philosophy classes by ensuring that philosophy written by a diverse and representative selection of philosophers is studied, students still may be alienated when required to participate in a discourse that is not their own. We explore and argue the need for decentering playfulness in philosophy classrooms.

Researching And Reshaping Literacy Learning: Three Urban K-6 Teachers’ Ongoing Transformations Through Everyday Action Research, Kristin N. Rainville, Grace Enriquez

Education Faculty Publications

Given the vast range of diversity among children’s backgrounds and needs, literacy educators must consider multiple ways in which children learn and interact with texts. Moreover, policies that increasingly require frequent assessments of children’s literacy achievement place pressure on educators to find immediate ways to impact children’s learning. This qualitative inquiry explores three graduate students’ yearlong engagement in literacy-related action research within ethnically and socioeconomically diverse, urban K-6 classrooms. Grounded in a social practice perspective on literacy and a sociocultural perspective on literacy learning, we examined participants’ constructions of action research as they developed research questions, entered various research sites, …

Beautiful Week Promotion, Student Women's Association

Social Justice: Diversity, Equity, & Inclusion

Poster produced and distributed by the Student Women's Association promoting Beautiful Week, 2016.

2016 Slut Walk Poster, The Feminist Collective

Social Justice: Diversity, Equity, & Inclusion

Poster promoting the 2017 Slut Walk organized by the Feminist Collective

My News

My News (2014-2020)

• Georgia Southern hosts Walk A Mile in Her Shoes®, Tim Mousseau to raise awareness of sexual and dating violence
• One week left for 2016 Green Eagle Nominations
• D.I.F. Conference seeks to 'Embrace the Elephant'
• Every Eagle. Every Year. campaign kicks off
• CIRT hosts Irish government officials’ visit to Georgia Southern, Savannah
• Georgia Southern wins St. Patrick Award at Savannah St. Patrick's Parade

Uno Website Gened Committee Diversity Requirements, Uno Office Of Academic And Student Affairs

Student Learning

A 21^st century education requires exposure to cultures and institutions around the world, as well as within one's own society. This exposure is essential in order to promote intellectual flexibility, cultural understanding, and informed citizenship. UNO seeks to foster cultural understanding to assist our students in becoming responsible citizens in a diverse world.

Uno Website-Gened Committee-Us Diversity, Uno General Education Assessment Committee

Student Learning

Courses in this category focus on significant cultural, economic, historical, political, and or sociological aspects of one or more underrepresented groups in the United States.

Diversity requirements, consisting of U.S. Diversity and Global Diversity coursework, comprise six hours of the general education curriculum. Students must complete three credit hours of coursework in U.S. Diversity, and three credit hours of coursework in Global Diversity to fulfill their diversity requirements.

Uno Website-Gened Committee-Global Diversity, Uno General Education Assessment Committee

Student Learning

Courses in this category focus on significant cultural, economic, geographical, historical, political, and/ or sociological aspects of one or more countries or (indigenous) notions, and may include a comparative analysis to the United States.

Diversity requirements, consisting of Global Diversity and U.S. Diversity coursework. comprise six hours of the general education curriculum. Students must complete three credit hours of coursework in Global Diversity, and three credit hours of coursework in US Diversity to fulfill their diversity requirements.

Extending Invitations, Becoming Messmates, Alison M. Reynolds, Brent C. Talbot

Sunderman Conservatory of Music Faculty Publications

As music educators we can model proactive advocacy among community members to prevent individuals' reactive violence in response to intolerance for differences. We can offer music-learning tables as safe spaces in which community members openly and collaboratively learn to know each other as individuals with diverse identities and interests. As messmates around the table, we can identify ways that researching, questioning, and being musical together can eradicate fears and the damaging effects of homophobia.

Addressing Potential Challenges In Co-Creating Learning And Teaching: Overcoming Resistance, Navigating Institutional Norms And Ensuring Inclusivity In Student-Staff Partnerships, Alison Cook-Sather

Education Program Faculty Research and Scholarship

Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships among student engagement, co- creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging that co-creating learning and teaching is not straightforward, a set of examples from higher education institutions in Europe and North America illustrates some important challenges that can arise during co-creation. These examples also provide the basis for suggestions regarding how such challenges might be resolved or re-envisaged as opportunities for more meaningful …

Dissertation Presentation: Teacher Efficacy And Culturally Responsive Teaching Techniques, Dr. Roberta Callaway

Center for Innovative Leadership Development Summer Seminar Presentations

Teachers who believe in their ability to create meaningful learning experiences exert a powerful influence over the achievement of the students they come in contact with. Educators are currently being confronted with increasing numbers of minority students in their classrooms; in order to engage these students, issues of diversity need to be a central part of instruction. Using Villegas and Lucas's (2002) six qualities that define a culturally responsive teacher and Ball's (2009) process for preparing teachers to be effective in cul-turally diverse classrooms. We'll examine theories and best practices, which can be used to create a safe classroom space …

Evaluating An Online Family Assessment Activity: A Focus On Diversity And Health Promotion, Paul Smith, Melissa Jones

Faculty Publications

This article describes the development, implementation and evaluation of a family assessment activity that was designed for a transition course in an RN-BSN program. The family assessment activity emphasized diversity and health promotion as key curricular concepts highlighted through the use of constructivist teaching strategies in the online classroom. The activity was developed and implemented by utilizing the Family Health Systems (FHS) approach to family assessment and Healthy People 2020 as a framework for family health promotion. The activity was evaluated through faculty observation and student feedback which is discussed in the article.

Non-Traditional Students, Non-Traditional Teaching: Pathways To Academic Success Include Resourcefulness And Adaptation Skills, Ron Collis, Maureen Reed

Student Success

Today, students entering higher education are diverse and include many students who in previous generations did not attend higher education. Research shows that these non-traditional students (e.g., first generation students, students with disabilities, older students) often feel less prepared for higher education (Reed et al., 2006; Stebleton & Soria, 2012; Zafft, 2008). An option for non-traditional students seeking entry to university or professional programmes is to upgrade their academic skill through college pathway programmes. Regardless of how one might come to higher education, being prepared in higher education involves resourcefulness and resilience. Highly resourceful students use a number of self-management …