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Articles 20461 - 20490 of 386408
Full-Text Articles in Education
Undergraduate Curriculum Council Annual Report [2024-2025], East Tennessee State University
Undergraduate Curriculum Council Annual Report [2024-2025], East Tennessee State University
University Level Committee Year End Reports
No abstract provided.
Sustainability Fee Committee Year End Report [2024-2025], East Tennessee State University
Sustainability Fee Committee Year End Report [2024-2025], East Tennessee State University
University Level Committee Year End Reports
No abstract provided.
Scholarship Committee Year End Report [2024-2025], East Tennessee State University
Scholarship Committee Year End Report [2024-2025], East Tennessee State University
University Level Committee Year End Reports
No abstract provided.
Safety Committee Year End Report [2024-2025], East Tennessee State University
Safety Committee Year End Report [2024-2025], East Tennessee State University
University Level Committee Year End Reports
No abstract provided.
Academic Preparedness And Institutional Support For Low-Income Students: A Scoping Review Of College Success And Retention, Davina Wilson
Academic Preparedness And Institutional Support For Low-Income Students: A Scoping Review Of College Success And Retention, Davina Wilson
Social Work Theses - Archive
Students from lower-funded high schools often enter college with lower levels of academic preparedness and limited access to advanced coursework, individualized advising, and extracurricular opportunities, all of which contribute to disparities in retention and academic success. These inequities, rooted in longstanding school funding gaps and systemic barriers, disproportionately affect first-generation and racially minoritized students, who may also experience cultural mismatch or isolation within college environments. This scoping review synthesizes existing research conducted by other scholars to examine how academic preparedness and institutional support services such as tutoring, mentoring, bridge programs, and college transition initiatives influence college readiness for students from …
Understanding Middle School Teachers’ Content Knowledge And Pedagogical Content Knowledge For Effective Teaching Of The Nature Of Science, Austin C. Wilson
Understanding Middle School Teachers’ Content Knowledge And Pedagogical Content Knowledge For Effective Teaching Of The Nature Of Science, Austin C. Wilson
Curriculum and Instruction (Ed.D.) Dissertations
The purpose of this study was to examine middle school science teachers’ knowledge of the nature of science (NOS) and their pedagogical content knowledge (PCK) for teaching NOS. Developing students’ scientific literacy requires teachers who not only understand NOS but also know how to effectively integrate it into classroom instruction. This explanatory sequential mixed-methods study investigated in-service middle school science teachers’ NOS content knowledge (NOS-CK), their NOS-PCK, the relationship between these two constructs, and the extent to which demographic variables predicted teacher knowledge. NOS-CK and NOS-PCK data were collected from 61 teachers in a large suburban district through the Views …
Enhancing Culturally Responsive Pedagogy In Teaching And Learning For White Faculty: Can Professional Development Help?, Isabelle Jenkins
Enhancing Culturally Responsive Pedagogy In Teaching And Learning For White Faculty: Can Professional Development Help?, Isabelle Jenkins
Scholarship and Professional Writing from the J.D. Power Center and Donelan Office
Pedagogies traditionally used by faculty in U.S. higher education tend to center white students and their success, simultaneously disregarding the learning strengths of BIPOC (Black, Indigenous, and People of Color) students. Culturally Responsive Pedagogy (CRP) may align better with BIPOC students; however, white faculty use of Keywords: culturally responsive pedagogy, professional development, teaching and learning, white racial consciousness CRP is limited and/or superficial. Therefore, professional development for CRP is needed to enhance and deepen the teaching and learning practices of white faculty. Using a multiple case study method, this study examines how white faculty from a diverse range of disciplines …
Allyson Zuleger Honors Portfolio, Allyson Zuleger
Allyson Zuleger Honors Portfolio, Allyson Zuleger
Honors Capstone Portfolios
Allyson Zuleger's Honors Portfolio captured in May 2025.
Taryn Dolan Honors Portfolio, Taryn Dolan
Taryn Dolan Honors Portfolio, Taryn Dolan
Honors Capstone Portfolios
Taryn Dolan's honors portfolio captured in May 2025.
Mekdelawit Zergaw Honors Portfolio, Mekdelawit Zergaw
Mekdelawit Zergaw Honors Portfolio, Mekdelawit Zergaw
Honors Capstone Portfolios
Mekdelawit Zergaw's honors portfolio captured in May 2025.
Emily (Em) Hodge Honors Portfolio, Emily (Em) Hodge
Emily (Em) Hodge Honors Portfolio, Emily (Em) Hodge
Honors Capstone Portfolios
Emily (Em) Hodge's honors portfolio captured in May 2025.
Jack Raverty Honors Portfolio, Jack Raverty
Jack Raverty Honors Portfolio, Jack Raverty
Honors Capstone Portfolios
Jack Raverty's honors portfolio captured in May 2025.
Sai Meghana Lakku Honors Portfolio, Sai Meghana Lakku
Sai Meghana Lakku Honors Portfolio, Sai Meghana Lakku
Honors Capstone Portfolios
Sai Meghana Lakku's honors portfolio captured in May 2025.
Oltjona Muca Honors Portfolio, Oltjona Muca
Oltjona Muca Honors Portfolio, Oltjona Muca
Honors Capstone Portfolios
Oltjona Muca's honors portfolio captured in May 2025.
Anne-Lyse Nono Honors Portfolio, Anne-Lyse Nono
Anne-Lyse Nono Honors Portfolio, Anne-Lyse Nono
Honors Capstone Portfolios
Anne-Lyse Nono's honors capstone portfolio captured in May 2025.
13. Mentorship Matters: Documenting The Unseen Impact Of Instructor-Student Relationships, Jeff Spears, Amanda Deliman, Hannah Mae Lewis, Jim Lamuth, Kim Hales
13. Mentorship Matters: Documenting The Unseen Impact Of Instructor-Student Relationships, Jeff Spears, Amanda Deliman, Hannah Mae Lewis, Jim Lamuth, Kim Hales
Documenting Teaching Excellence
This chapter explores the critical yet often unrecognized role of documenting instructor mentorship as a core component of teaching excellence in higher education. Mentorship encompasses a range of instructor-to-student interactions, including academic guidance, psychosocial support, research support (graduate and undergraduate), and career exploration for students (DeAngelo, Mason, & Winters, 2016; Thiry & Laursen, 2011). Despite its importance, mentorship is rarely documented comprehensively in teaching documentation portfolios (Ocobock et al., 2022). By systematically capturing the multifaceted impacts of mentorship, instructors enhance their teaching portfolio and contribute to the broader discourse on teaching excellence. This chapter aims to empower instructors to demonstrate …
14. Loops, Badges, And Remixes: How Ctls Support Documenting Scholarly Teaching, Travis N. Thurston
14. Loops, Badges, And Remixes: How Ctls Support Documenting Scholarly Teaching, Travis N. Thurston
Documenting Teaching Excellence
College instructors today face mounting pressure to document and demonstrate teaching excellence, but too often they confront ambiguous requirements disconnected from teaching values. However, what if the future of scholarly teaching depended on making instructors feel visible, validated, and valued in how their teaching is documented and shared? In the current climate, where burnout and disconnection run high, instructors need more than compliance checklists, they need structures of support that affirm their professional identity and invite them into a community of inquiry to support scholarly teaching.
15. Documenting Teaching Excellence: Applying Universal Design For Learning (Udl) In Communication Courses, Shihua Brazill
15. Documenting Teaching Excellence: Applying Universal Design For Learning (Udl) In Communication Courses, Shihua Brazill
Documenting Teaching Excellence
As a professor in communications, I know firsthand the challenges and rewards of teaching diverse students in courses such as Presenting Technical Information, Public Speaking, Interpersonal Communication, and Intercultural Communication. These courses demand not only mastery of content but also the ability of students at varying levels of comfort and expertise to communicate effectively using a variety of media. My approach to teaching has been heavily influenced by the Universal Design for Learning (UDL) framework, which I have found to be an invaluable tool for creating inclusive, engaging, and dynamic learning environments. UDL has become essential to my pedagogy because …
16. Confronting "I Just Don't Have Time": An Argument For Seeking And Documenting Professional Learning, Sharon Lyman, Karin Dejonge-Kannan
16. Confronting "I Just Don't Have Time": An Argument For Seeking And Documenting Professional Learning, Sharon Lyman, Karin Dejonge-Kannan
Documenting Teaching Excellence
We confess our teaching is not always exemplary and our students often struggle to learn. We argue that intentionally pursuing professional learning is the only way to improve our teaching, and that documenting this learning is imperative when we make the case for teaching excellence. This chapter will examine the common lament of “I just don’t have time” for professional learning, followed by a discussion of how to exchange this self-sabotaging notion for a self-sustaining alternative, and a description of the benefits of documenting professional growth. The aim of this chapter is three-fold: to argue that “I just don’t have …
17. Our Teaching Excellence: Effective Teaching As An Inherently Collective Endeavor To Enhance Student Learning, Melissa E. Ko
17. Our Teaching Excellence: Effective Teaching As An Inherently Collective Endeavor To Enhance Student Learning, Melissa E. Ko
Documenting Teaching Excellence
Higher education has long pursued excellence in its core pillars: research, service, and teaching. Yet, public trust in higher education is at an all-time low. In 2024, nearly 1 in 3 Americans reported little to no confidence in higher education (Nietzel, 2024). Another survey revealed that 1 in 2 Americans think a college degree is less important now for getting a well-paying job compared to 20 years ago (Pew Research Center, 2024). Individual faculty continue to secure tenure through demonstrated teaching excellence, yet higher education struggles to convince the American public of its effectiveness. Why does this discrepancy exist?
Impact Of Digital Courseware Use On Online Student Sense Of Belonging And Potential For Building An Online Community Of Inquiry, Kat Klement
All Graduate Theses, Dissertations, and Other Capstone Projects
Though interest in online education is rising, online programs have a lower retention rate than do in-person programs and a correspondingly higher dropout rate. One factor that drives online student retention is the degree to which students feel a sense of belonging in their online courses. As more interest in online education leads to larger course sizes and more online sections, instructors may turn to digital courseware offered by publishing companies to increase student engagement and provide formative assessment. Yet research shows little consistency in the impact of digital courseware use on course grades. The studies in this thesis explored …
Teaching Object-Oriented Design Through Interactive Uml: A Dual-Approach Framework For Code-Based Generation And Direct Diagram Manipulation, Moses Kayuni
Masters Theses & Specialist Projects
This thesis introduces an interactive educational framework for teaching object-oriented design through UML class diagrams. The framework implements a dual-approach methodology: code-based generation, where students write Java code that automatically transforms into UML diagrams, and direct diagram manipulation, where students build diagrams by interacting with highlighted terms in problem descriptions. This approach addresses common challenges in teaching UML, including cognitive load difficulties, visualization problems, and the disconnect between code implementation and visual design. Built on the Mermaid diagramming framework, the system features a React frontend for diagram creation and manipulation, and a Flask backend that handles some code parsing and …
Contributors, Eliana Elkhoury, Jako Olivier, Travis N. Thurston, Morgan Barker, Steven Clontz, Will Cross, Michael Tadeusz Dabrowski, Teresa Focarile, Hillary Fox, Angela George, Sharona Krinsky, Drew Lewis, Erin Mckenney, Lauren Mcmillan, Nalanda Roy, Zoë Soon, James Thibeault, David Tully, Lydia Watson, Sam Winemiller
Contributors, Eliana Elkhoury, Jako Olivier, Travis N. Thurston, Morgan Barker, Steven Clontz, Will Cross, Michael Tadeusz Dabrowski, Teresa Focarile, Hillary Fox, Angela George, Sharona Krinsky, Drew Lewis, Erin Mckenney, Lauren Mcmillan, Nalanda Roy, Zoë Soon, James Thibeault, David Tully, Lydia Watson, Sam Winemiller
Open Educational Resources For and As Assessment
No abstract provided.
1. Placing Students At The Heart Centre: Using A Compassionate Lens In The Selection And Use Of Open Assessment, Lydia Watson
1. Placing Students At The Heart Centre: Using A Compassionate Lens In The Selection And Use Of Open Assessment, Lydia Watson
Open Educational Resources For and As Assessment
This chapter will discuss the topic of compassion and its role in the selection and application of open educational assessment practices. Drawing on research and practice that centers compassion within assessment activities and everyday life, it will focus on four emerging themes, namely: understanding compassionate assessment, self-compassion and assessment, compassion for students in assessment, and compassion for faculty in assessment practices. It will propose that embracing and integrating open assessment practices offers a meaningful path forward.
2. Leveraging Open Pedagogy To Create An Authentic And Renewable Curriculum, Erin Mckenney, Sam Winemiller, Hillary Fox, David Tully, Will Cross
2. Leveraging Open Pedagogy To Create An Authentic And Renewable Curriculum, Erin Mckenney, Sam Winemiller, Hillary Fox, David Tully, Will Cross
Open Educational Resources For and As Assessment
The high cost of course materials is a barrier for many students, and traditional assessments often fail to inspire engagement. To address these challenges, NC State University Libraries promotes open course materials and open-enabled practices. Since 2014, the Alt-Textbook Project has helped faculty incorporate Open Educational Resources (OER) into their syllabi, reducing textbook costs and supporting innovative educational approaches. This effort was enhanced with the Open Pedagogy Incubator, a multi- semester program bringing together librarians and interdisciplinary faculty to redesign courses around open- pedagogical practices. Dr. McKenney, an incubator participant, redesigned her advanced undergraduate course on Applied Ecology (AEC 400) …
3. Checkit Oer Assessment Generator, Steven Clontz, Sharona Krinsky, Drew Lewis
3. Checkit Oer Assessment Generator, Steven Clontz, Sharona Krinsky, Drew Lewis
Open Educational Resources For and As Assessment
The CheckIt framework is an open educational technology for authoring randomized exercises, banks, and assessments for mathematics. Technological means facilitate the easy sharing and modification of open-source templates and generators authored in the framework to be used both in classrooms as well as to support educational research; case studies in this paper illustrate its use in both contexts, and describe its use in both small and large classrooms.
4. Oer As Assessment: Open Pedagogy In A Theatre History Course, Teresa Focarile
4. Oer As Assessment: Open Pedagogy In A Theatre History Course, Teresa Focarile
Open Educational Resources For and As Assessment
The following chapter serves as an example for how to combine assessment and Open Educational Practices (OEP), alongside evidence that doing so can improve both learning and teaching experiences. When I made the decision to utilize Open Educational Resources (OER) in my theatre history course (THEA 230), I also created a new culminating assessment. The products of this assessment became openly accessible materials that were added to the OER for THEA 230. This chapter includes a brief description of the course context and the impetus for the adoption of OER. I provide an overview of how I developed this new …
6. Oer As Assessment; Assessment As Oer: Collaborative Oer Creation And Assessment In Language And Culture Courses, Michael Tadeusz Dabrowski, Angela George
6. Oer As Assessment; Assessment As Oer: Collaborative Oer Creation And Assessment In Language And Culture Courses, Michael Tadeusz Dabrowski, Angela George
Open Educational Resources For and As Assessment
This chapter describes the transformative integration of Open Educational Resources (OER) utilized as assessments in language courses at two distinguished Western Canadian universities. It explores how OER, underpinned by a commitment to collaborative learning and evaluation, reshape educational practices. Through collaborative maps, peer editing, and renewable assignments, educators and students collectively contribute to the creation of a repository of knowledge, embracing a pedagogical paradigm that values student engagement and deepens their understanding of OER. This process demonstrates the ability of OER to redefine academic assessment and collaboration, showcasing how OER can transform the educational experience into a more engaging, enriching, …
Introduction, Karin Dejonge-Kannan, Travis N. Thurston
Introduction, Karin Dejonge-Kannan, Travis N. Thurston
Documenting Teaching Excellence
Before we embark on a brief overview of how the book is structured and what it contains, we wish to draw readers’ attention to the sculpture on the cover of this book, and to the word “vital” in the subtitle of this book.
2. Triangulating Teaching Growth: A Three-Voice Approach To Evaluating And Documenting Your Teaching, Terri A. Dunbar, Peggy Brickman, Janette R. Hill
2. Triangulating Teaching Growth: A Three-Voice Approach To Evaluating And Documenting Your Teaching, Terri A. Dunbar, Peggy Brickman, Janette R. Hill
Documenting Teaching Excellence
For many universities, student evaluations of teaching (SETs) are synonymous with teaching evaluation. Universities typically administer surveys to students at the end of the semester, year after year, to solicit evaluations of their instructors’ teaching. Instructors report their scores as evidence of their teaching excellence for formal evaluations. Different academic units review these scores while making consequential decisions, such as raises or promotions. For better or worse, SETs are deeply embedded within the academic evaluation system.