Higher Education Commons^™

When Women Faculty Write: The Power Of Community In Scholarship, Eloise Hockett, Brenda Morton

Faculty Publications - College of Education

With the variety of teaching and leading roles placed on faculty members within higher education institutions, finding time to engage in scholarship can be very challenging and often problematic. One way to support scholarship requirements, is finding like-minded colleagues who can provide encouragement and assistance in such efforts. This article describes the formation of a women’s faculty writing group at one Christian higher education institution, and how the support from within that group, helped to facilitate and increase each member’s scholarship agenda and productivity.

A Peer Training Model To Promote Digital Fluency Among University Faculty: Program Components & Initial Efficacy Data, Linda Samek, Robin M. Ashford, Gloria Doherty, Debra S. Espinor, Anna A. Berardi Phd.

Faculty Publications - College of Education

The Digital Fluency Initiative: A faculty-led peer mentoring program integrating education technologies and complementary pedagogies to facilitate student engagement and learning outcomes.

Innovative School-University Partnerships: Co-Teaching In Secondary Settings, Brenda Morton, Ginny Birky

Faculty Publications - College of Education

A unique co-teaching partnership with professional development was created with two local high schools and a university teacher education program. The model was implemented to strengthen teacher candidate practicum experience and inservice teacher development. Three themes emerged from the design-based research: classroom climate, lesson planning/implementation/assessment, and differentiation. As a result of the co-teaching model with professional development, teacher candidates perceived increased support and guidance on all aspects of classroom practice. Cooperating teachers deepened their own understanding of teaching and learning in the classroom. High school students in co-taught classrooms reported positive classroom climate, increased engagement, individualized instruction, and feedback. Overall, …

Barriers To Post-Secondary Enrollment For Former Foster Youth, Brenda Morton

Faculty Publications - College of Education

The purpose of this study was to explore the lived experiences of current and former foster youth who faced challenges with the process of enrolling in post-secondary education. These participants illuminated the importance of teacher preparation programs that include awareness of the contexts of foster children and youth. Unfortunately, little is known about this group, leaving them vulnerable to significant barriers. Many foster youth aspire to a four-year bachelors degree, but need the help and support of high school teachers to get there. Teacher educators have the unique opportunity to prepare future teachers to work with students from such varying …

From Cosmetic To Metabolized Change: Promoting Paradigm Shifts In A Dominant Culture University, Linda L. Samek, Anna A. Berardi, Amy Lynn Dee, Debra S. Espinor, Brenda M. Morton, Stephen R. Bearden, Steve Song, Waneen Aden White

Faculty Publications - College of Education

The authors provide three case examples modeling the implementation of the Diversity agenda in a school of education within a private Christian university. The second article in a series, the case studies demonstrate contextual application of confronting privilege as it manifests itself in a seemingly homogeneous environment. As the authors document programmatic, personal, and pedagogical methods informed by principles of social justice and equity, the intent is to move beyond cosmetic compliance with accreditation obligations towards a metabolized second order change within students and faculty.

Developing A National Perspective Of Interrelated Preparation: Educational Administration Leading Teacher Leadership Programs, Caryn M. Wells, Marc Shelton, Ralph L. Marshall

Faculty Publications - College of Education

This NCPEA Position Paper articulates a national perspective for the development of teacher leadership programs with leadership from educational administration professors. The National Council of Professors of Educational Administration (NCPEA), as the professional organization that provides direction and leadership for its members, presents a vision for dialogue and action to collaboratively develop teacher leadership programs among professors of educational administration and teacher education faculty. We believe that leadership matters and thus we submit there is a sense of urgency for professors to collaboratively develop teacher leadership programs embedded within educational administration programs. It is crucial that these programs articulate knowledge …

A Treatise On Diversity In A Dominant Culture University, Brenda Morton, L. Samek, A. Berardi, Debra S. Espinor, S. Song, W. White, S. Bearden

Faculty Publications - College of Education

The authors examine progress in strengthening the Diversity agenda in a school of education within a private Christian university. This agenda is informed by external academic accrediting organizations and principles of social justice congruent with the historical roots of the university. Special emphasis is placed on the unique challenges of confronting how privilege manifests itself in seemingly homogeneous environments. The ultimate goal of the authors is to promote moving beyond cosmetic compliance with accreditation obligations towards a metabolized second order change reflecting internal paradigm shifts in which social justice is a central motivating factor in one’s vocation.

Rausch's "Educating For Faith And Justice: Catholic Higher Education Today" - Book Review, Eloise Hockett

Faculty Publications - College of Education

No abstract provided.

Scholarship In The Gfu School Of Education: High Expectations And High Commitment, Ken Badley, Marc Shelton

Faculty Publications - College of Education

Christian scholarship is more than this, but it is also mainly an opportunity to tell our stories to peers in our respective content disciplines - and in telling our stories, we are in fact telling God's story of partnering with us in his work. We fully intend this White Paper to be used as a resource within the School of Education and as a way of informing groups outside of the SoE about our work as scholarship, or in another way of saying it, about our work as learners - with both humility and service.

Part One: Introduction & Methodology …

An Exploration Of Reflective Thought Based On Reaction, Relevance, And Responsibility Using The Tools Of Drama, Collage, And Personal Narrative With Preservice Teachers, Carol Jo Brazo

Faculty Publications - College of Education

This study examined the usefulness of focused reflection in helping preservice teachers develop their vision for professional practice. Sixteen students progressed through learning events during the first ha(f of their Master of Arts in Teaching program utilizing four central categories of professional identity, reaction (emotional responses), relevance (cognitive responses), and responsibility (psychomotor responses). Students utilized the tools of drama, collage, and personal narrative. Written reflections followed each learning event. Respondents were encouraged to tie learning events to theory and to deconstruct their experiences. Reflections were structured usingprofessionalzdentz(y, reaction, relevance, and responsibiliry. Evidence from the study revealed that professional identity evolved …

God's Ordinary Heroes, Patrick Allen

Faculty Publications - College of Education

No abstract provided.

Higher Education In The Wesleyan Tradition, Patrick Allen

Faculty Publications - College of Education

"I want to briefly discuss three ideas which strike me as particularly important as we think together about higher education in the Wesleyan tradition: discourse, teaching, and outcomes. Then, I will conclude with a story that I hope will illustrate what we are trying to do here at Point Loma."

Christian Higher Education In Canada: A Bookish Review, Ken Badley, Gordon Smith

Faculty Publications - College of Education

No abstract provided.

The Faith-Learning Integration Movement In Christian Higher Education: Slogan Or Substance?, Ken Badley

Faculty Publications - College of Education

The challenge of thinking Christianly in a secular world is a favorite topic of discussion among Christian scholars, espe­cially among those of evangelical persuasion. But what does it mean to integrate faith and learning? The concept is fraught with semantic and conceptual ambiguity. Through a historical lens, Ken Badley delineates the varieties of meaning implied by the integration-of-faith-and-learning construct as a useful first step in advancing coherent scholarly dialogue. Badley includes a compendium of recommended readings.

The Community Of Faith As The Locus Of Faith-Learning Integration, Ken Badley

Faculty Publications - College of Education

No abstract provided.