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Scholarship of Teaching and Learning Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Scholarship of Teaching and Learning
Review: Higher Education Internationalization And English Language Instruction: Intersectionality Of Race And Language In Canadian Universities, Alicia Brienza
Review: Higher Education Internationalization And English Language Instruction: Intersectionality Of Race And Language In Canadian Universities, Alicia Brienza
Writing Center Journal
This review focuses on the main points, methodology, and contribution to writing center studies in Higher Education Internationalization and English Language Instruction: Intersectionality of Race and Language in English Language Instruction by Xiangying Huo. Contributions to the field include a critical perspective of a non-native speaker's experience as an English-language instructor across three research sites and an example of autoethnography as an effective methodology. The primary finding is that non-native students are less likely to initially perceive non-native English language instructors as legitimate.
Voices Of Partnerships Within The Critical Service-Learning Framework, Kiesha Warren-Gordon, Ken Hudson, Frank Scott
Voices Of Partnerships Within The Critical Service-Learning Framework, Kiesha Warren-Gordon, Ken Hudson, Frank Scott
Journal of Community Engagement and Higher Education
Over the course of the past three decades, service learning has become a major component in higher education. Heretofore, however, there has been limited published research that focuses on the community partner or that assesses the role of the community partner within the community-servicelearning (CSL) model. This paper fills that gap by focusing on the community partner relationship as delineated by Mitchell (2008), the community partner’s position in CSL, and the authentic relationships between the community partner, class, and instructor. Specifically, we address the following question: How do community partners articulate their voices within the CSL framework? This paper argues …
My Story Is In The Structure: An Autoethnographic Study By An Instructional Designer Working In A Centralized Academic Reporting Line, Pamela Williams
My Story Is In The Structure: An Autoethnographic Study By An Instructional Designer Working In A Centralized Academic Reporting Line, Pamela Williams
Dissertations
Although not officially named in the shared governance of an institution, instructional designers play an important role as they collaborate with administrators and faculty to create high quality, regulatory-compliant courses for enrolled students. Instructional designers working in centralized, academic reporting units may be well-positioned to advance the work of institutions to maintain good standing with the industry and regulatory bodies. To illustrate the challenges, opportunities, and strategies employed by an instructional designer working in such a position, an autoethnographic study was conducted to elucidate how shared governance influences, empowers, and disempowers an instructional designer’s ability to lead and collaborate on …
I Didn’T See It Coming: Navigating An Uncomfortable Episode During Doctoral Research Fieldwork, Narina A. Samah
I Didn’T See It Coming: Navigating An Uncomfortable Episode During Doctoral Research Fieldwork, Narina A. Samah
The Qualitative Report
In this article, I revisit my experiences during my doctoral fieldwork from the lens of a novice qualitative researcher. Initially embracing the role of narrative inquirer, I was in the midst of navigating my inquisitive journey by re-examining my personal practical knowledge as a means to confront my puzzle of practice. Six months of fieldwork allowed me to re-experience my classroom teaching practice through a pair of new eyes. As my research was ending, events took an unexpected turn, leading to the delicate issue of female teacher/lecturer-student relationships during research fieldwork and the dilemma of deciding whether to include or …