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Full-Text Articles in Education

Minoritized Graduate Students’ Recommendations To Communication Sciences And Disorders Programs To Improve Inclusion Of Minoritized Students, Teresa M. Roberts Jun 2023

Minoritized Graduate Students’ Recommendations To Communication Sciences And Disorders Programs To Improve Inclusion Of Minoritized Students, Teresa M. Roberts

Teaching and Learning in Communication Sciences & Disorders

Minoritized students in Communication Sciences and Disorders (CSD) programs have unique insights into inclusion and diversity initiatives based on their lived experiences. In this study, the researcher examined and analyzed recommendations that minorized CSD graduate students provided to programs to increase inclusion. The researcher identified themes within the recommendations using discourse analysis to analyze how students positioned themselves and faculty in relationship to diversity and inclusion. A total of 104 minoritized CSD graduate students across 28 states completed a survey that included demographic information and a writing prompt for recommendations to programs. The study found that students valued broad and …


Racializing Service (Learning): A Critical Content Analysis Of Service Learning Syllabi, Tania Mitchell, Carmine Perrotti Apr 2023

Racializing Service (Learning): A Critical Content Analysis Of Service Learning Syllabi, Tania Mitchell, Carmine Perrotti

Race and Pedagogy Journal: Teaching and Learning for Justice

This study examines service learning pedagogy and its use of racialized terms to frame service. Through a critical content analysis using 270 syllabi from 193 four-year U.S. institutions with the Community Engagement Classification from the Carnegie Foundation for the Advancement of Teaching, this study explores how the language used in service learning syllabi perpetuates and sustains racialized hierarchies in community engagement experiences.


On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd Apr 2023

On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as …


The Dialectic Transformation Of Teaching And Learning In Community Colleges Through Ungrading., Grace Pai, Jennifer Corby, Nicole Kras, Dusana Podlucká, Midori Yamamura Apr 2023

The Dialectic Transformation Of Teaching And Learning In Community Colleges Through Ungrading., Grace Pai, Jennifer Corby, Nicole Kras, Dusana Podlucká, Midori Yamamura

Publications and Research

As five Andrew J. Mellon Transformative Learning in the Hu-manities Faculty Fellows in the City University of New York, we capture in this essay the dialectical experience of ungrading our community college courses with our students. Drawing on case examples of implementing un-grading in a range of courses and a thematic analysis of our students’ reflec-tion submissions of being ungraded, we argue that ungrading is an effective pedagogical tool for debunking a deficits-based, outcomes-focused perspec-tive that is pervasive in studies on and of community college students. Through various ways of building student agency, self-reflection, and feed-back into our courses, we …


Understanding The Lived Experiences Of Parenting Adult Learners Regarding Persistence In Two-Year Community Colleges, Michelle T. Webb Ed.D. Apr 2023

Understanding The Lived Experiences Of Parenting Adult Learners Regarding Persistence In Two-Year Community Colleges, Michelle T. Webb Ed.D.

Doctor of Education Program Dissertations

This qualitative phenomenological study examined the results of semi-structured interviews conducted with six parenting adult learners (ParentALs) enrolled in three public two-year community colleges in the United States. This study investigated the problem of a lack of understanding of the experiences of ParentALs enrolled in community colleges. The purpose of this study was to examine how the lived experiences of ParentALs enrolled in community colleges may influence their persistence. Three themes emerged from the literature review and data analysis: the identity of the ParentAL, characteristics and intersectionality of factors, experiences, and perceptions that may influence ParentAL persistence in community college, …


A Pen, A Pencil, Or A Keyboard: Writing Center Tutors’ Perceptions, Mirta Ramirez-Espinola Mar 2023

A Pen, A Pencil, Or A Keyboard: Writing Center Tutors’ Perceptions, Mirta Ramirez-Espinola

Teaching/Writing: The Journal of Writing Teacher Education

A Pen, A Pencil, or a Keyboard: Online Writing Center Tutors’ Perceptions

Author, Adjunct Faculty, Grand Canyon University

Abstract

Writing can be challenging for some students, even those who have graduated high school and are moving forward to higher learning. Thus, an idea about students and writing support led to a study about writing centers and the individuals responsible for supporting struggling writers. This qualitative case study explored the tutors’ perceptions of online writing tutoring and investigated how tutors perceive their work using both asynchronous and synchronous online tutoring modes at a 4-year university. Though the writing center participating in …


Evaluating The Outcomes Of Human-Centered Design In A Virtual Program Development Higher Education Course, Amy Leman, Rebecca Mott Mar 2023

Evaluating The Outcomes Of Human-Centered Design In A Virtual Program Development Higher Education Course, Amy Leman, Rebecca Mott

Journal of Human Sciences and Extension

Societal changes brought about by the COVID-19 pandemic have shown the importance of both intrapersonal and interpersonal skills in virtual environments. Two midwestern university instructors joint-taught their spring 2021 agricultural education and training program development courses, bringing students together in virtual teams during the pandemic. Course content included human-centered design (HCD) practices (a problem-solving approach focused on the end-user) applied to traditional models of education and program planning. Previous research from other fields has shown that HCD helps students become more empathetic, collaborate in more meaningful ways, and appreciate the need to adapt their points of view. Students in this …


Introduction To Transparency In Learning And Teaching, Mary-Ann Winkelmes Feb 2023

Introduction To Transparency In Learning And Teaching, Mary-Ann Winkelmes

Perspectives In Learning

Introduction to Transparency in Learning and Teaching


Facilitating Tilting As A Faculty Community, Debra Palmer, Carrie Bachhofer, Allen Brown, Alaina Kaus, Michele Mckie, Thelma Sexton Feb 2023

Facilitating Tilting As A Faculty Community, Debra Palmer, Carrie Bachhofer, Allen Brown, Alaina Kaus, Michele Mckie, Thelma Sexton

Perspectives In Learning

In this paper, we describe our perspectives and experiences working as one of several small groups within a campus-wide program at our university to help implement transparency in learning and teaching (TILT) principles. Faculty were asked to implement TILT into lower-and upper-level courses, as well as co-curricular activities, by transforming some aspect of their course or activities to be more "transparent," meaning students would be able to better understand its purpose and value and how it relates to their major, future career, and personal lives. The program followed a faculty learning community (FLC) model, where members supported one another through …


Can Tilt Be Used To Teach Study Tactics? A Case Study In A Biology Classroom, Anne Jacobs Feb 2023

Can Tilt Be Used To Teach Study Tactics? A Case Study In A Biology Classroom, Anne Jacobs

Perspectives In Learning

Recently, there has been a movement encouraging instructors in higher education to use the Transparency in Teaching and Learning (TILT) framework when designing assignments. This framework helps instructors clarify their expectations and evaluation criteria. Making assignments more transparent may result in greater student success. However, it is less clear how this framework can be applied to classes that use exams as a main method of assessing student learning. One option might be to use a TILTed assignment to introduce students to learning tools to improve their studying. I did this by giving students in an introductory biology class an assignment …


Facing The Crises Of Higher Education: Reflections On A State University’S Experiment With Tilt, John Lejeune, Judy O. Grissett Feb 2023

Facing The Crises Of Higher Education: Reflections On A State University’S Experiment With Tilt, John Lejeune, Judy O. Grissett

Perspectives In Learning

Facing the Crises of Higher Education:

Reflections on a State University’s Experiment with TILT


Examining Faculty’S Transition To 100% Online Learning During A Pandemic: A Narrative Inquiry, Christa Ann Banton, Jose Garza Jan 2023

Examining Faculty’S Transition To 100% Online Learning During A Pandemic: A Narrative Inquiry, Christa Ann Banton, Jose Garza

The Qualitative Report

The coronavirus disease (COVID-19) quickly emerged as an unprecedented pandemic that has impacted communities at every level. Although online teaching is not a new concept, many faculty entered new territory as they transitioned into the online learning environment at the onset of the pandemic. This qualitative, narrative inquiry sought to capture the unique experiences of on-ground faculty during the rapid transition into online learning. Through these twenty interviews, some emerging themes included the instability and usage of technology, changes in engagement and participation, and the need for additional student and faculty support. Emerging themes provide insight to future implications related …


Developing A Healthy Masculinities Program On A University Campus, David A. Scott, Freeman Woolnough, Tony W. Cawthon Dec 2022

Developing A Healthy Masculinities Program On A University Campus, David A. Scott, Freeman Woolnough, Tony W. Cawthon

New York Journal of Student Affairs

Amid increased concerns about mental health, sexual violence, and substance use among college students, college campuses are looking toward developing targeted programming to help counteract these concerning trends. This practitioner paper highlights the development and impacts of a program at a Canadian institution, which focuses on healthy masculinity and identity development. Although still in the early stages, the feedback and observations are indicative of the powerful potential of this type of programming to improve healthy masculinity on college campuses.


Integrating Media Literacy Into General Education Core Courses For Undergraduates, Christen Embry Dec 2022

Integrating Media Literacy Into General Education Core Courses For Undergraduates, Christen Embry

Dissertations

This study aimed to understand the essential nature of media literacy, evaluate pre-developed higher education classes for existing media literacy context, and recommend best practices for incorporating media literacy into an undergraduate curriculum. This mixed-methods study of media literacy in undergraduate college courses explored the presence and absence of media literacy lessons within core classes by auditing 15 online course shells accessed through the university’s Learning Management System (LMS). Specifically, all the courses surveyed included the first skill of media literacy, Access; 33% of the classes included Analyze; 27% included Creation; 20% included Reflection; and 20% included Action. Once the …


Enacting A Critical Media Production Pedagogy, James D. Swerzenski Oct 2022

Enacting A Critical Media Production Pedagogy, James D. Swerzenski

Doctoral Dissertations

This project draws upon earlier calls—particularly in the critical pedagogy, critical media literacy, and cultural production fields—to outline a teaching approach that balances technical media production practices and critical media studies. I refer to this synthesis as critical media production pedagogy. This blending of critical analysis and technical skill, I argue, is especially important at the university level where my research is focused, as students in these courses will likely enter industry fields in which they can influence culture on a mass level. Creating opportunities for a media theory/production synthesis enables students to translate critical ideas beyond the academy and …


Improving Computer Programming Competency For First Semester Computer Science Students Through Immersive Project-Based Learning, Ubaidah Ubaidah, Minaldi Loeis Oct 2022

Improving Computer Programming Competency For First Semester Computer Science Students Through Immersive Project-Based Learning, Ubaidah Ubaidah, Minaldi Loeis

Journal of Educational Research and Practice

The objective of this research is to describe the implementation of project-based learning (PJBL) in improving computer programming competency in a higher education setting. The method applied in this study is action research with a one-cycle framework with four phases of development: a) planning, b) action, c) observing, and d) reflection phases. This research tries to answer two questions: how to implement PJBL in a programming course to improve programming competency and how to ensure students’ satisfaction in the learning process. The PJBL applied in this research consists of seven steps, including a) a challenging problem or question; b) sustained …


"Dear Stanford: You Must Reckon With Your History Of Sexual Violence" By Seo-Young Chu, Seo-Young J. Chu Jul 2022

"Dear Stanford: You Must Reckon With Your History Of Sexual Violence" By Seo-Young Chu, Seo-Young J. Chu

Publications and Research

In 2000 a Stanford professor raped me. My rape is now older than I was. (I’m still not as old as he was.) The more time passes the more I’m struck by Stanford’s apathy and fecklessness about sexual violence. I wrote a letter asking Stanford to stop compounding the abuse and to reckon with its rape culture. This letter—including the “Incomplete Compilation of Links to Sources Documenting Stanford’s History of Sexual Violence, in Chronological Order”—should be mandatory reading for administrators, faculty, students, alumni, and stakeholders at both Stanford and CUNY. #MeToo #MeTooAcademia


Reviewing Beyond Profession: The Next Future Of Theological Education, James Shelton Jun 2022

Reviewing Beyond Profession: The Next Future Of Theological Education, James Shelton

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.


Reviewing Ethics At The Heart Of Higher Education, Robert Samuel Thorpe Jun 2022

Reviewing Ethics At The Heart Of Higher Education, Robert Samuel Thorpe

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.


Reviewing The Outrageous Idea Of Christian Teaching, Garrett Trott Jun 2022

Reviewing The Outrageous Idea Of Christian Teaching, Garrett Trott

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.


Reviewing Forming Ministers Or Training Leaders? An Exploration Of Practice In Theological Colleges, James W. Barber Jun 2022

Reviewing Forming Ministers Or Training Leaders? An Exploration Of Practice In Theological Colleges, James W. Barber

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.


Reviewing From Research To Teaching: A Guide To Beginning Your Classroom Career, Marcia P. Livingston Galloway, Janet George Jun 2022

Reviewing From Research To Teaching: A Guide To Beginning Your Classroom Career, Marcia P. Livingston Galloway, Janet George

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.


Centering Culture And Relationships In Learning: Culturally Responsive Teaching In Higher Education, Valerie Vistain Jun 2022

Centering Culture And Relationships In Learning: Culturally Responsive Teaching In Higher Education, Valerie Vistain

Dissertations

In colleges and universities all across the United States, the amount of culturally and linguistically diverse students has increased significantly. Research has shown that when educators can develop educational practices and curricula that account for and incorporate students’ cultural frameworks, outcomes improve for culturally and linguistically diverse students. Culturally responsive teaching is a pedagogical approach that does just that. This research project aimed to bring to light the various ways that general education professors define and enact culturally responsive teaching practices. It further illustrates how students receive and interpret these culturally responsive approaches. Using the general education college within a …


University Foreign Language Teachers’ Perceptions Of Professor-Student Rapport: A Hybrid Qualitative Study, Maryam Roshanbin, Musa Nushi, Zahra Abolhassani May 2022

University Foreign Language Teachers’ Perceptions Of Professor-Student Rapport: A Hybrid Qualitative Study, Maryam Roshanbin, Musa Nushi, Zahra Abolhassani

The Qualitative Report

Research has shown a consensus that positive professor-student relationship makes meaningful contributions to academic outcomes such as faculty effectiveness, increased motivation, enhanced learning, and excellent teaching. Employing a qualitative research design, the authors of this study examine the conceptualization of one specific aspect of faculty-student relationship; namely, rapport, which they believe is particularly salient in college classrooms characterized by effective teaching and a positive interpersonal climate. The data were collected through in-depth interviews with 26 Iranian foreign language professors who were selected through snowball sampling. A hybrid thematic analysis of the data revealed two core themes of rapport antecedents: (1) …


Reasons Faculty Teach, Or Do Not Teach, Service-Learning Courses In A Pandemic: The Role Of Faculty Investment And Clues For The Future Of Service-Learning, Melissa C. Garvin, Emily Acosta Lewis May 2022

Reasons Faculty Teach, Or Do Not Teach, Service-Learning Courses In A Pandemic: The Role Of Faculty Investment And Clues For The Future Of Service-Learning, Melissa C. Garvin, Emily Acosta Lewis

Higher Learning Research Communications

Objectives: Current issues impact the number and type of service-learning courses (SLCs) offered across universities. Our research aims to address the barriers and offer solutions to implementing SLCs.

Methods: Instructors (n = 117) in the California State University system, the largest in the United States, who taught SLCs in fall 2019 and spring 2020 were contacted to understand why they chose to continue, or discontinue, teaching SLCs in Fall 2020.

Results: The majority of participants continued to teach an SLC. Those who had more experience teaching SLCs were more likely to continue. Additionally, female participants trended …


Building Resilient Higher Education Communities: Lessons Learned From Pandemic Teaching, Christian Williams, Carmen Veloria, Debra Harkins Apr 2022

Building Resilient Higher Education Communities: Lessons Learned From Pandemic Teaching, Christian Williams, Carmen Veloria, Debra Harkins

Pedagogy and the Human Sciences

The COVID-19 pandemic has left many educators grappling with uncertainties about the future of higher education while feeling exhausted from the stress and pressure to deliver quality education in unprecedented ways. While learning to incorporate new technology into remote, hybrid, and flipped classrooms, educators also find themselves responding to the psychosocial needs of students more than ever before. Yet the lack of established promising practices coupled with limited training and support on how to support students’ emotional well-being creates confusion and self-doubt. This conceptual article explores teacher experiences of teaching during a pandemic, missed opportunities, and highlights the need to …


Service-Learning In Undergraduate General Chemistry: A Review, Emily Faulconer, C. J. Y. Kam Apr 2022

Service-Learning In Undergraduate General Chemistry: A Review, Emily Faulconer, C. J. Y. Kam

Publications

Background: Service-learning is gaining recognition as a valuable pedagogy for students to gain both academic and psychosocial benefits. This high-impact practice allows students to achieve course learning objectives while contributing to their community's needs. A review from 2007 revealed a lack of research focused on the topic in the prior decade, despite the interest that was shown by the American Chemical Society in 2000. Purpose: This review of recent case studies on the topic provides future researchers and practitioners with an understanding of the current state of service-learning in undergraduate chemistry courses. Methodology/Approach: To create a representative sample of recent …


“The Amount Of Labor We Do For Free” And Other Contradictions: A Collective Inquiry Into The Pedagogical Choices Of Cuny Adjunct And Graduate Student Instructors Who Taught With Free Of Charge Materials During The Year 2020, Sami Disu, Joanna Dressel, Jamila Hammami, Marianne Madoré, Conor Tomás Reed Apr 2022

“The Amount Of Labor We Do For Free” And Other Contradictions: A Collective Inquiry Into The Pedagogical Choices Of Cuny Adjunct And Graduate Student Instructors Who Taught With Free Of Charge Materials During The Year 2020, Sami Disu, Joanna Dressel, Jamila Hammami, Marianne Madoré, Conor Tomás Reed

Publications and Research

A collective of five CUNY researchers developed and conducted a survey-based study of how CUNY adjunct and graduate student faculty taught with free of charge materials during the year 2020. A total of 152 respondents filled out the survey. Four themes emerged from the analysis of their responses:

  1. Adjunct and graduate student faculty who taught with free of charge materials at CUNY in 2020 were motivated by economic, logistical, and pedagogical benefits. They invested considerable amounts of time in both creating and selecting material.
  2. Their pedagogical choices about learning materials were formed in the context of the COVID-19 pandemic, the …


Cover Apr 2022

Cover

Experiential Learning & Teaching in Higher Education

No abstract provided.


Table Of Contents Apr 2022

Table Of Contents

Experiential Learning & Teaching in Higher Education

No abstract provided.