Education Commons^™

High Impact Practices In First Year Composition Courses, Haley Hamilton

Master of Arts in Professional Writing Capstones

This capstone project explores High Impact Practices and how they can interact with First Year Composition Pedagogy through the creation of a Course Design for English 1102. The literature review is primarily an examination of research from the field of composition studies and high impact practices in higher education, as well as several aspects of composition studies such as transfer theory and first year composition pedagogy. The course design details ways to implement high impact practices into English 1102 in the context of specific university requirements. Through this project, I was able to make the connection between the WPA Outcome …

Exploring The Effects Of Teachers' Motivation To Read On Students' Motivation To Read, Clarice K. Shuman

Doctor of Education in Teacher Leadership Dissertations

Middle school students often lack the motivation to read, and middle school reading teachers often complain of this lack of motivation. Students’ lack of motivation to read seriously affects students’ ability to achieve in their academic classes at the secondary level. This study was based on surveys and interviews from 310 middle school students and their six ELA teachers to explore the relationship between teacher and student motivation to read at the middle school level as well as surveying how do teachers and students at the middle school level describe their motivation to read. Based on the relationship between teacher …

Unraveling Identity Signifier Literacy: A Case Study Of First-Year Composition Students' Communication Practices, Bailey Mcalister

Master of Arts in Professional Writing Capstones

Identity signifier literacy is defined as one’s ability to accurately read – via personal interactions or via visual, verbal, written, or digital communication – the signifiers others display in direct and indirect ways and interpret these signifiers to gain understanding of others’ identities. In this study, 22 first-year composition students were surveyed about their communication practices in order to see how their identity signifier literacies influence and are influenced by digital environments and composition. These results are meant to improve first-year composition pedagogy by making connections between students’ informal composition practices and their academic composition courses.

Nursing Students’ Knowledge And Attitudes Toward Care Of The Dying, Betsy N. Ward, Elizabeth Nora Ward

Doctorate of Nursing Science Dissertations

Abstract

Most nursing students fear death or care of the dying and thus question their abilities to give compassionate and competent care to patients or families at end-of-life (EOL). Research has shown positive results when students have experiences with dying patients in environments where interdisciplinary palliative and end-of-life practices are delivered. The purpose of this mixed methods comparative group study was to assess BSN students’ knowledge and attitudes toward care of the dying guided by Bandura’s social cognitive theory, which addresses learning under difficult circumstances. Nursing students in a palliative and end-of-life care elective course were compared to students in …

On Craft, William Lentjes

Bachelor of Architecture Theses - 5th Year

Craft is a relationship - a dialogue - between craftsman, tool, and material. Craft begins with the intent of all of these loci, and all of these loci are rooted in Being.

Being is known through the consciousness, awareness, and perception of a subject. Being is the inherent existence and totality of "what is."

Being crafts us; Craft imbues Being.

This thesis re-examines the pedagogical approach of an architectural education. The focus is placed on craft through presuppositionless phenomenology.

In an age of endless mechanized production and spiritless materialism, the practice of craft can teach us to return to the …

Engaging Fyc Students With Quality Work Design, Candace Deal

Master of Arts in Professional Writing Capstones

Students learn at deeper levels when engaged with their work; however, engaging students in writing is one of the biggest challenges all composition teachers face. This qualitative study asked Kennesaw State University students to describe the work in English 1101 and English 1102 that they found meaningful and engaging. The data collected was then aligned with research about engaging students in grades K-12 based on the work of Phillip Schlechty. Results from this study reveal that many of the same engagement qualities identified by Schlechty have application in the FYC classroom for engaging students and improving learning.