Scholarship of Teaching and Learning Commons^™

Motivation, Belonging, And Support: Examining Persistence In Counseling Programs, Alisa Housenecht, Jacqueline Swank

Teaching and Supervision in Counseling

The rising racially and ethnically minoritized population in the U.S. challenges counselor educators to train racially and ethnically diverse counselors; therefore, there is a need to better understand the factors that affect persistence and retention of diverse students in counseling programs. The researchers examined the role of motivation (Academic Motivation Scale), sense of belonging (Campus Connectedness Scale), and social support (Student Academic Support Scale) on the persistence (3-item persistence measure) of 396 master’s level counseling students, including investigating differences between White and minoritized students. Pearson’s correlations results revealed intention to persist was positively correlated with motivation (r(394) = .44, p < .01), belonging (r(394) = .39, p < .01), and social support (r(394) = .01, p < .05) and ANOVA results showed no significant differences were found between White and minoritized students. Counselor educators can improve student experiences by implementing strategies to create a diverse and inclusive community.

The Clinical Reasoning Assessment Tool For Learning From Standardized Patient Experiences: A Pilot Study, Mary A. Riopel, Sara Benham, Jennifer Landis, Stephanie Falcone, Sarah Harvey

Internet Journal of Allied Health Sciences and Practice

Purpose: Clinical reasoning (CR) is the ability to integrate the knowledge of diagnoses with the use of supporting theories to create effective, client-centered interventions. One means of teaching CR to rehabilitation students is using standardized patient (SP) experiences. The relationship between faculty and student CR ratings after SP experiences has not been researched. The purpose of the study was to determine if there would be correlations between physical therapy (PT) and occupational therapy (OT) student and faculty ratings of CR skills after an SP experience. Method: The Clinical Reasoning Assessment Tool (CRAT) was used by students to self-reflect on their …

College Academic Coaching Can Increase College Success And Later Earnings, Pierre Mouganie, Serena Canaan, Stefanie Fischer, Geoffrey C. Schnorr

Upjohn Institute Policy and Research Briefs

No abstract provided.

What Counts As Rigor When Rigor Counts?: Increasing Intentionality In Teacher Education, Derek Riddle, Chyllis E. Scott, Leann G. Putney

Taboo: The Journal of Culture and Education

Debates regarding the effectiveness of teacher preparation programs continue to persist. The level of rigor in teacher preparation programs and the ability of teacher educators to prepare candidates for the challenges persist in the educational climate. In higher education, rigor has been well-defined, but the understanding is limited, specifically rigor in preparing new teachers. This study undertook a telling case approach to explore student and faculty perceptions of rigor in a teacher preparation course. This research “leans in” to the criticism of rigor by exploring how teacher preparation programs can match the rigor and demands of the profession and to …

Grassroot Power Of Communities Of Practice – The Case Of Sdg Literacy, Olivia Freeman, Lucia Walsh, Cormac Mcmahon, Alacoque Mcalpine

Other

With emerging consensus on an urgent need to address the potentially catastrophic issues of climate change, threats to the natural world and social injustice, Generation Z is spearheading a quiet revolution, elevating sustainability from desirable to essential. Achievement of the UN SDGs has emerged as a megatrend (Mittelsaedt et al., 2014) and universities are playing a key role in developing graduates’ sustainability knowledge, skills and mindsets (Andrews and Soares, 2017). To empower our students to solve ‘wicked sustainability problems’ (Levin et al., 2012) we, as educators, need to move beyond our discipline silos and develop cross-disciplinary collaborations that lead to …

Empowering Responsible And Sustainability-Aware Business Graduates Through Digital Authentic Assessment, Lucia Walsh, Olivia Freeman, Alacoque Mcalpine, Cormac H. Macmahon

Conference papers

Business schools must engage in fundamental change to retain their legitimacy and position themselves as providers of solutions to urgent economic, social and environmental crises. Achievement of the UN Sustainable Development Goals (SDGs) has emerged as a megatrend and business education must enhance graduate skills to contribute to their achievement. The world requires the next generation of graduates to become responsible business leaders who will address wicked sustainability problems. Hence, we need pedagogy that enables students to become sustainability literate and thus develop appropriate knowledge, skills and mindsets.

Authentic assessment provides transformative learning opportunities that empower students to achieve meaningful …

Teaching, Learning, And Exploring The Geography Of North America With Virtual Globes And Geovisual Narratives, Paul Mcdaniel

Open Access Publishing Fund Collection

Amid the shift to virtual learning during the COVID-19 pandemic, educators across disciplines were faced with developing new strategies for active learning. This article discusses findings from a case study of using Google Earth for virtual field trips and projects in an undergraduate Geography of North America course, assessing the process of incorporating Google Earth and student perspectives on their engagement with this technology. With broader applications to secondary and post-secondary education contexts, findings suggest increased student engagement and an appreciation for the opportunity to work with a geospatial technology mapping platform without needing prior coding, software, or mapping experience.

Faculty Achievements Report, September 2022, Otterbein University

Faculty Achievement Reports

No abstract provided.

Conceptualizing The Campus Culture: The Significance Of Cultural Artifacts, Ryan Theroux, Derek Furukawa

New York Journal of Student Affairs

Cultural artifacts convey meanings and messages to members of a campus community that provide insights into the culture of a college. Artifacts may include physical, behavioral, or verbal phenomena that one identifies in the culture of an institution. While studies of culture on college campuses have been conducted through anthropological, organizational, and academic lenses, it is still unclear how cultural artifacts are categorized within higher education literature and why this may be important. Based on a review of literature from multiple disciplines and institutional examples, the authors present a categorization and conceptual framework of cultural artifacts found on college campuses. …

Uem Guiding Principle 4 (Excellent, Flexible, Agile Teaching And Learning), Barry Ryan, Fionnuala Darby, Shaun Ferns

Group Reports

This UEM Essential introduces Guiding Principle 4: "Excellent, Flexible, Agile Teaching and Learning." The COVID-19 pandemic accelerated change across the world, including in education, where emergency remote teaching was swiftly implemented to ensure continuity for learners. As the crisis evolved, educators and students sought to integrate beneficial aspects of this remote learning phase into everyday practices. The result was a focus on increased agility and flexibility in teaching, learning, and assessment, driven by technology. This period of disruption presented an opportunity for innovation, allowing educators to explore new modalities for instruction, assessment, and feedback. By embracing these changes, TU Dublin …

Uem Guiding Principle 3 (Diversity Of Provision & Focus On Practice), Shaun Ferns, Barry Ryan, Fionnuala Darby

Group Reports

This UEM Essential introduces Guiding Principle 3: "Distinguished by Diversity of Provision and Focus on Practice and Career Development." TU Dublin offers a broad spectrum of educational programmes, including apprenticeships, undergraduate, and postgraduate studies, across five faculties. The university is distinguished by its commitment to delivering an exceptional student experience, fostering strong industry partnerships, and excelling in research with a specific emphasis on practice and career development. Guided by its Strategic Intent (2020), TU Dublin’s practice-based learning approach, supported by research-informed teaching, sets it apart from more traditional universities. Aligned with the National Qualifications Framework, this model supports flexible learning …

Uem Guiding Principle 7 (Inclusive, Global And Multicultural), Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

This UEM Essential introduces Guiding Principle 7: "Inclusive, Global, Multicultural." Immersing a diverse and motivated student population in a global educational community enables learners to become active global citizens. In an increasingly interconnected world, a global learning perspective is essential for understanding nations, cultures, and information in the 21st century and beyond. TU Dublin aims to cultivate graduates who are informed, adaptable, and capable of navigating complex, ever-changing circumstances. Engaging with individuals from diverse backgrounds and life experiences broadens perspectives, fostering a deeper appreciation of diversity and enhancing the ability to work and thrive in a multicultural environment.

Uem Guiding Principle 8 (Continuously Developing, Committed & Caring Staff), Eileen Quinn, Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

This UEM Essential introduces Guiding Principle 8: "Continuously Developing Committed and Caring Staff." High-quality staff development is essential to TU Dublin’s success and the success of its learners. Creating a culture of teaching and learning excellence requires staff who are open to growth and development. The UEM emphasises nurturing and supporting staff while adopting people practices that convey care, particularly from leadership. This culture of care has a ripple effect, fostering stronger connections between colleagues and enhancing the learner experience. This principle operates on three interdependent layers of commitment: (i) individual staff development, (ii) staff commitment to TU Dublin’s mission, …

Framework Of Learning Experiences, Barry J. Ryan, Shaun Ferns, Fionnuala Darby

Group Reports

This document outlines the Framework of Learning Experiences (FLE) within the University Education Model (UEM) at Technological University Dublin (TU Dublin). The FLE is designed to provide transformative and practical learning opportunities that enable learners to achieve their educational and career goals. The framework is built on three interconnected threads: Authentic, Inclusive, and Digital experiences. Each thread is grounded in established pedagogical approaches and extends across the learner’s journey, offering both formal and informal learning experiences. The development of the FLE involved a collaborative and iterative process, utilising a Double Diamond Design approach to ensure the framework meets the diverse …

Uem Guiding Principle 9 (Transitions), Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

This UEM Essential introduces Guiding Principle 9: "Transitions." Educational transitions can be challenging and often require additional support to ensure a smooth progression for learners. Transitions occur not only when learners enter a new phase of their educational journey but also when they exit one. While traditional transitional support focuses on the move from one level of education to the next, transitions can also involve more subtle changes, such as learners taking ownership of their educational path and navigating new roles and responsibilities. One of the most studied transitions is the shift from second-level to third-level education, which has been …

Uem Guiding Principle 1 (Student Centred & Student Engaged), Barry Ryan, Fionnuala Darby, Shaun Ferns

Group Reports

This UEM Essential introduces Guiding Principle 1: "Student-Centred and Student-Engaged for Student Success." The principle highlights the importance of student agency, placing the dynamism and diversity of learners at the core of the university’s educational experience. TU Dublin aims to attract a diverse learner demographic that reflects broader societal diversity. As the learner population evolves, so too does the concept of "student success," which varies according to individual student experiences. By actively engaging and empowering students throughout their educational journey, and supporting their personalised learning choices, TU Dublin cultivates an inclusive environment that allows each student to achieve their full …

Uem Guiding Principle 10 (Access And Equal Opportunity), Shaun Ferns, Barry J. Ryan, Fionnuala Darby

Group Reports

This UEM Essential introduces Guiding Principle 10 "Access and Equal Opportunity." It emphasises the need to proactively facilitate equitable access to education for all learners, particularly those from underrepresented backgrounds. By fostering a culture of equality, inclusion, and respect, TU Dublin seeks to create an educational environment that mirrors the diversity of the wider community. This guiding principle aligns with national and international educational policies, such as the UN Sustainable Development Goals, and promotes initiatives like Universal Design for Learning to ensure all students are empowered to succeed. Through strategic support and inclusive practices, TU Dublin aims to enhance learner …

Uem Guiding Principle 2 (Connected, Engaged & Internationalised Curriculum), Barry Ryan, Fionnuala Darby, Shaun Ferns

Group Reports

This UEM Essential introduces Guiding Principle 2: "Connected, Engaged, and Internationalised Curriculum." In today’s highly connected and globalised world, enhanced by technology, the curriculum must be purposefully designed to reflect the environment in which we live, teach, and learn. The curriculum is a cornerstone of higher education, yet its role and implementation have evolved to meet the changing needs of society, learners, and partners. By carefully aligning TU Dublin’s values throughout the curriculum and fostering impactful, co-created learning experiences, the university ensures that its educational offerings are relevant, dynamic, and globally engaged. This approach defines the learning experience at TU …

Uem Guiding Principle 5 (Knowledge Creation To Application), Barry Ryan, Fionnuala Darby, Shaun Ferns

Group Reports

This UEM Essential introduces Guiding Principle 5: "Knowledge – Creation to Application." The establishment of Technological Universities, as outlined in the National Strategy for Higher Education 2030 (2011) and the Towards a Future Higher Education Landscape document (2012), was envisioned as critical to meeting the needs of a knowledge-based economy. A core mission of these universities is to enhance excellence in teaching, learning, and assessment, with a strong emphasis on preparing graduates for the world of work. The Department of Further and Higher Education, Research, Innovation and Science's Statement of Strategy 2021-2023 reaffirmed this goal, emphasising the role of higher …

Flexible Learning Pathways Essential, Shaun Ferns, Fionnuala Darby, Barry J. Ryan

Group Reports

This document explores the concept of Flexible Learning Pathways (FLPs) within higher education, emphasising the need for adaptable entry and progression routes to accommodate diverse learner needs. It highlights the global increase in higher education enrolment and the associated challenges, particularly in Ireland, where higher education institutions (HEIs) are planning for a surge in student numbers. The document underscores the importance of FLPs in promoting equity, employability, and efficient resource management. It discusses international and national policies, including the United Nations Education 2030 Agenda and the Irish National Strategy for Education 2030, which advocate for flexible learning systems. The role …

Comments From The Editor, Robert M. Mangione, Susan V. Iverson

New York Journal of Student Affairs

Editor comments for Volume 22.

A Word From The Writing Team (September 2022), Pam Walter, Mfa, Liz Declan, Ma, Mfa

A Word From the Writing Team (Newsletter)

This issue includes:

• Upcoming Workshops
• Writing Opportunity

Uem Guiding Principle 6 (Highly Engaged Student Experience), Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

This UEM Essential introduces Guiding Principle 6: "Highly Engaged Student Experience." Learner engagement is fundamental to meaningful learning, as it directly impacts both the quality and depth of a learner’s experience. Engagement occurs across cognitive, emotional, and behavioral dimensions, but it is also shaped by interactions with peers, staff, the university, and the broader community. The National Student Engagement Programme (NStEP) identified five core principles of student engagement: Dialogue, Trust, Equity and Inclusivity, Empowerment, and Students as Co-creators. These principles foster collaborative and valued relationships that lead to an enhanced student experience. TU Dublin aligns this engagement with its strategic …

A Practical Tool To Enhance Faculty And Student Interactions Surrounding E-Learning Platforms, Kimberly N. Williams, Alexandria K. Gombas, Claudia Cornejo Happel, Tracy C. Parodi, Elizabeth H. Lazzara, Barbara Chaparro

Publications

Learning management systems (LMS) are prevalent in modern day education, but their implementation is often highly diverse based on individual faculty and course needs. This can result in students falling behind in their schoolwork if they do not understand how faculty use the e-learning platform in specific courses, which may be further exacerbated when students are exposed to many different faculty using learning management systems in different ways at a single institution. The current research sought to create a practical tool to reduce the impact of diverse LMS implementation through the generation of a homepage template that could be customized …

Designing Learning Spaces For Hispanic And Latino/A Knowledge To Emerge In Doctor Of Education Programs, Edward Cromarty, Simone Elias, Oksana Karapetian

Journal of Research Initiatives

Shifts in demographic and cultural change in American society, particularly the growth of the Hispanic and Latino/a population, have shed light on inequalities in education and revealed institutional barriers to Hispanic learning in doctoral education programs. This best practice paper contextualizes Hispanic and Latino/a Learners (HLL) within scholar-practitioner programs, specifically in Doctor of Education programs. It historically addresses potential factors that may impact this population within that context based on the scholarly literature, history, and practice. Most importantly, it sets the tone for designing positive inclusive spaces and improving conditions for HLL knowledge to emerge in Doctor of Education programs.

Writing For Intercultural Growth On Study Abroad In Australia, Allison J. Spenader, Joy L. H. Ruis, Catherine Bohn-Gettler

Education Faculty Publications

For students participating in study abroad programs in seemingly familiar environs, ongoing cultural mentoring is critically important. This study looks at intercultural development using both the Intercultural Development Inventory (IDI) and qualitative analysis of reflective writing assignments. U.S. participants in a semester-long faculty-led program in Australia experienced significant intercultural growth as measured by the IDI. Four writing prompts were analyzed in terms of how well they correlated with student IDI Developmental Orientation (DO) scores. Written reflection reveals how students write about intercultural issues at different developmental stages. Some writing prompts were found to facilitate intercultural development, allowing students to ‘write …

Reading Through The Pause: How Superintendents Viewed Literacy For Middle Grade Learners During The Pandemic, Dana Evans, Paige Paquette, Dionne Rosser-Mims, Terry Oatts, Brenda Coley

The Journal of Advancing Education Practice

This paper highlights the voices of two superintendents' lived experiences guiding teachers, parents, and students in their districts during the pandemic shutdown. The emphasis of literacy education showcases the ways in which middle grades learners were able to continue discursive practices through online platforms to share and engage with texts. This reflective piece describes the process of perseverance in literacy education through the pandemic pause.

Advancing Student Futures In Stem, Urmi Ghosh-Dastidar, Sandie Han, Nadia Kennedy, Diana Samaroo Phd, Armando Solis

Publications and Research

This work reports a programmatic effort devoted to increasing diversity, equity, and inclusion in STEM education at a Hispanic-serving undergraduate higher-education institution. Between Fall 2015 and Spring 2020, the STEM program offered comprehensive academic and financial support to ninety-four students from five STEM majors: Bachelor of Science degrees in Biomedical Informatics, Applied Chemistry, and Applied Mathematics; and Associate of Science degrees in Chemical Technology and Computer Science. The goals of the program were to: (1) support, retain and graduate academically talented low-income and underrepresented minority students in the five targeted STEM majors; (2) establish a model for a comprehensive support …

A Situational Analysis Grounded Theory Study Of University Inclusive Physics Learning Environments, Tali Hairston, W. Tali Hairston, Wilford T. Hairston

Education Dissertations

Different teaching and learning strategies have informed physics educators on addressing the cultural meanings and practices of physics that have sustained homogeneity within university programs. However, literature evidence physics learning environments are under-theorized in dismantling homogeneity and conceptually changes physics student learning for those struggling to learn physics. The purpose of this situational analysis grounded theory study was to explain a theoretical construct of inclusive physics learning environment strategies of eighteen college and university faculty, collected from interview data in a 2017 study. The research question guiding this study was to describe the sociocultural theoretical structure emergent in the inclusive …

Stop Telling Women To Smile: Stories Of Street Harassment And How We’Re Taking Back Our Power, Mio Yoshizaki

Feminist Pedagogy

This book review addresses the author, Fazlalizadeh's approach to art as social justice, overarching definitions of gender-based street harassment, and intersectionality. This review also offers suggestions for how feminist educators may utilize Stop telling women to smile in classrooms.