Teacher Education and Professional Development Commons^™

Chapter 13- Asynchronous Discussions For First-Year Writers And Beyond: Thinking Outside The Ppr (Prompt, Post, Reply) Box, Miriam Moore

Resilient Pedagogy

Asynchronous discussions can challenge even experienced online learners and teachers: forums can become perfunctory hoops for students to jump through, particularly in the common PPR (prompt, post, reply) format, in which students answer a prompt and then reply to one or more other students. As a peer reviewer for online courses, I have seen rich and insightful discussions that engage students and promote learning, as well as forums that scarcely resemble discussions at all. Research on cultivating dialogue in online discussions has targeted primarily upper-division or graduate courses (see Andreson, 2009; Delahunty, 2018; Delahunty et al., 2014; Garrison et al., …

Chapter 14- Designing Curriculum Collaboratively: A Practice For Learning Alongside Undergraduate Teaching Assistants During Uncertain Times, Jessica Rivera-Mueller, Kresten Erickson

Resilient Pedagogy

The transition to remote learning during the Spring 2020 semester was abrupt for faculty and students, and it did not allow much time for reflection or purposeful planning, especially as individuals were faced with managing multiple aspects of their lives. Educators had to consider quickly what learning experiences and teaching practices could be preserved or revised, as well as what learning activities could or should be removed. These choices were not easy to make. During this challenging moment, however, we discovered how collaborative partnerships between faculty and undergraduate teaching assistants (UTAs) can contribute to the development of a flexible and …

Resilient Pedagogy: Practical Teaching Strategies To Overcome Distance, Disruption, And Distraction, Travis N. Thurston, Kacy Lundstrom, Christopher González, Jesse Stommel, Lindsay C. Masland, Beth Buyserie, Rachel Welton Bryson, Rachel Quistberg, David S. Noffs, Kristina Wilson, Rebecca M. Quintana, Jacob Fortman, James Devaney, Briana D. Bowen, Christina Fabrey, Heather Keith, Steven R. Hawks, Kosta Popovic, Eric M. Reyes, Jennifer B. O'Connor, Kay C. Dee, Ella L. Ingram, Christopher Phillips, Jared S. Colton, Jenae Cohn, Elizabeth Winter, Michele C. Clark, Christopher Burns, Rebecca Campbell, Kevin Kelly, Miriam Moore, Jessica Rivera-Mueller, Kresten Erickson, Maggie Debelius, Susannah Mcgowan, Aiyanna Maciel, Clare Reid, Alexa Eason

Resilient Pedagogy

Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction.

Introduction, Travis N. Thurston

Resilient Pedagogy

Introduction for Resilient Pedagogy.

Resilient Pedagogy: A Foreword, Jesse Stommel

Resilient Pedagogy

Foreword for Resilient Pedagogy.

Chapter 15- "Things Are Different Now" A Student, Staff, And Faculty Course Design Institute Collaboration, Maggie Debelius, Susannah Mcgowan, Aiyanna Maciel, Clare Reid, Alexa Eason

Resilient Pedagogy

Like other institutions across the world, Georgetown University in Washington, DC switched to remote learning in March 2020 as the COVID-19 pandemic hit the United States. Our Center for New Designs in Learning and Scholarship (CNDLS), which serves as both a center for teaching and learning as well as a center for technology innovation, responded quickly with a series of offerings to prepare and support faculty to teach remotely. Options included a virtual conference on digital pedagogy, a series of cohort-based Course Design Institutes (CDI) throughout the summer where faculty engaged with intertwined principles and best practices from inclusive pedagogy …

Chapter 3- How Adult Education Can Inform Optimal Online Learning, David S. Noffs, Kristina Wilson

Resilient Pedagogy

David's Story

I first met Krissy Wilson in 2015 when I was asked to design a new graduate course at Northwestern University on learning environment design. Krissy was part of the talented Distance Learning team in the School of Professional Studies. I was a teacher, instructional specialist, and reluctant learning management system administrator at an arts-based city college where I had worked for almost 15 years.

Krissy's Story

I got to know David Noffs first as a faculty member in the Master in Information Design and Strategy program in the School of Professional Studies at Northwestern University. Before he joined …

Praise For Resilient Pedagogy, Rajiv Jhangiani, Tazin Daniels, Jessamyn Neuhaus, Josh Eyler

Resilient Pedagogy

What professionals who reviewed the book have to say about Resilient Pedagogy.

Chapter 5- Lessons From Anticipatory Intelligence: Resilient Pedagogy In The Face Of Future Disruptions, Briana D. Bowen

Resilient Pedagogy

The COVID-19 pandemic has disrupted universities across the globe in unprecedented ways, requiring many teaching faculty to reexamine and transform approaches to pedagogy. As higher-education institutions have grappled with various methods of hybrid and remote delivery in an effort to best preserve student instruction through the pandemic, most have fervently looked ahead for a more satisfying “new normal.” Yet this moment of unease and transformation is one of critical opportunity for universities and their teaching faculty. Educators are seeing in vivid form how an unexpected “threat”—in this case, a global health challenge—can profoundly disrupt pedagogy, and the immense adaptive innovation …

Chapter 9- A New Normal In Inclusive, Usable Online Learning Experiences, Christopher Phillips, Jared S. Colton

Resilient Pedagogy

The most obvious consequence of the COVID-19 pandemic in higher education has been more students accessing their classes remotely without having the technology and other resources readily available on their local campuses. Students from underrepresented groups have been disproportionately affected as a result of COVID-19, particularly students of color (Alvarez, 2020) and students with disabilities (Hill, 2020; National Center, 2020). This neglect of underrepresented groups in higher education is not unique to the pandemic, of course, and sadly is nothing new to higher education, but COVID-19 has made this problem more apparent.

Chapter 7- Innovative Pedagogies For Promoting University Global Engagement In Times Of Crisis, Steven R. Hawks

Resilient Pedagogy

Even as universities, institutes, and professional associations are renewing their commitment to global engagement and the internationalization of higher-education campuses, there are significant geopolitical and social challenges that are pushing back (van der Wende, 2017). The immediate crisis posed by the global coronavirus pandemic (COVID-19) has further hampered progress by bringing a number of critical global engagement activities to a sudden halt (Brimmer, 2020). In the midst of these challenges there is an opportunity to consider theory-driven pedagogical innovations that can move the global engagement agenda forward even in times of complexity and crisis.

Land Acknowledgment, Utah State University

Resilient Pedagogy

We acknowledge that Utah State University and all in-state USU institutions reside on the original territories of the eight federally recognized tribes of Utah, that have been living, working, and residing on this land from time immemorial. These tribes are the Confederated Tribes of the Goshute Indians, Navajo Nation, Ute Indian Tribe, Northwest Band of Shoshone, Paiute Indian Tribe of Utah, San Juan Southern Paiute, Skull Valley Band of Goshute, and the White Mesa Band of the Ute Mountain Ute. We acknowledge the painful history of genocide and forced removal from this land. In offering this land acknowledgment, we affirm …

Chapter 2- Productive Disruptions: Resilient Pedagogies That Advocate For Equity, Beth Buyserie, Rachel Welton Bryson, Rachel Quistberg

Resilient Pedagogy

When the COVID-19 pandemic shuttered universities in March 2020, many students and faculty were thrown into shifting uncertainties regarding course delivery and pedagogy. As the pandemic persisted, faculty and students experienced new stressors caused by social isolation, unequal access to technology and resources, economic distress, and many other factors. In addition, the killings of George Floyd, Breonna Taylor, and others in the Black community sparked widespread social unrest that added to and compounded the emotional and material weight of the pandemic. Amid this tumult, higher-education faculty began asking questions about how to move forward with pedagogies resistant to unpredictable and …

Evolutionary Theory: Establishing Positive Learning Environments, Lawrence C. Scharmann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

A simple but effective technique for self-assessing readiness to teach a particular topic is to explicitly reflect on the student questions, ‘Why do I need toknow this stuff?’ and ‘What’s in it for me?’ Faced with these questions, real or implied, instructional decisions should be made to better address and reflect the needs of target learners. If the teacher’s response does not have sufficient perceived relevance to the target learner, students find it quite easy to dismiss the ‘stuff’ as unimportant – something to be memorised for a test and forgotten. Preparation to teach evolution often carries with it an …

To Read Or Not To Read: Navigating Young Adult Literature In The Classroom In The Age Of Trigger Warnings And Banned Books, Ashley Sell

Honors Projects

Most public school libraries or English classrooms celebrate Banned Books Week during the school year, featuring dozens of Young Adult novels that have been challenged or banned in public schools across the country. However, books aimed towards young readers are typically not optimized for educational use in the classroom. In this project, I will explore the benefits of using Young Adult literature in the classroom, while also investigating the obstacles that one might face in order to do so, i.e. censorship, sensitive subject matter. I also want to summarize and respond to an argument for the retainment of classic literature …

Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle

Antioch University Dissertations & Theses

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …

Evolutionary Theory In Applied Problem-Solving, Lawrence C. Scharmann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Biology’s quest to be considered a mature science was initiated by Charles Darwin with the publication of On the Origin of Species2 in 1859. Naturalists quickly endorsed Darwin’s explanation for the relationships between similar species (i.e., common ancestry). Nonetheless, one of the arguments posed against evolution was that its supposed mechanism of action – namely natural selection – was considered conjecture at best since Darwin provided little in the way of evidence to support how natural selection might actually work. It was not until the 1930s when geneticists T.H. Morgan, Theodosius Dobzhansky, Ernst Mayr, and G. Gaylord Simpson noted that …

Struggling Student Teachers: Interventions For Support And Success, Sheree Moser

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Teacher shortages in K-12 schools have created unique challenges for teacher preparation programs. University instructors face the task requirements of supporting candidates from a wide variety of backgrounds at the undergraduate and graduate level. While some of these candidates enter higher education programs skilled, eager, and committed, others are less prepared, requiring significant attention to make it through the program. Exams required by state departments of education and minimum grade point averages influence each candidate’s ability to move forward within the program, causing some students to experience additional struggles related to mental health and financial burdens.

The problem of practice …

Struggling Student Teachers: Interventions For Support And Success, Sheree Moser

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Teacher shortages in K-12 schools have created unique challenges for teacher preparation programs. University instructors face the task requirements of supporting candidates from a wide variety of backgrounds at the undergraduate and graduate level. While some of these candidates enter higher education programs skilled, eager, and committed, others are less prepared, requiring significant attention to make it through the program. Exams required by state departments of education and minimum grade point averages influence each candidate’s ability to move forward within the program, causing some students to experience additional struggles related to mental health and financial burdens.

The problem of practice …

Mindfulness And Social Emotional Learning: The Lived Experience Of Students Learning English As A Second Language, Lara Catherine Donnelly

Dissertations

In a phenomenological case study, the author sought to gain an awareness of the lived experiences of 4th and 5th grade ESL students, their parents, and their teachers who participated in the MindUp mindfulness curriculum. The author was interested in the relationship between the mindfulness curriculum and SEL based on the perspective of all three participant groups. Qualitative interviews were conducted with 3 students, at least one parent of each of those three students, and the two classroom teachers who conducted the MindUp lessons. Five main themes developed from coding of the raw data: (1) positive impact on students; (2) …

Designing Analog Learning Games: Genre Affordances, Limitations And Multi-Game Approaches, Owen Gottlieb, Ian Schreiber

Articles

This chapter explores what the authors discovered about analog games and game design during the many iterative processes that have led to the Lost & Found series, and how they found certain constraints and affordances (that which an artifact assists, promotes or allows) provided by the boardgame genre. Some findings were counter-intuitive. What choices would allow for the modeling of complex systems, such as legal and economic systems? What choices would allow for gameplay within the time of a class-period? What mechanics could promote discussions of tradeoff decisions? If players are expending too much cognition on arithmetic strategizing, could that …

Gender Equality, Education, And Development: Tensions Between Global, National, And Local Policy Discourses In Postcolonial Contexts, Naureen Durrani, Anjum Halai

Book Chapters / Conference Papers

For the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but …

Narratives Of Creativity Among Social Care Educators In Irish Higher Education, Louisa Goss

Theses

Research on creativity in the delivery of social care highlights growing evidence of its importance for the wellbeing and quality of life of those in receipt of care, as well as benefits for the workforce. However, what is less well understood and overlooked in the literature is how creativity is conceptualised and operationalised in practice and education. This thesis attends to this gap in research from the perspective of social care educators. With the aim of deepening understanding of higher education teachers’ construction of creativity, the study explores small stories about creativity from six educators teaching into an undergraduate degree …

Adolescent Mental Health Training For Middle School Educators, Sarah Minton

Doctor of Nursing Practice (DNP) Projects

Abstract

Background: Adolescent mental health disorders are an increasing concern in the United States. School systems, specifically educators, are in the unique role to aid in early identification of mental health disorders, as well to intervene in mental health distress. However, mental health training for educators is lacking, leaving educators unprepared to manage mental health concerns within their classroom.

Purpose: The purpose was to utilize an evidence-based training, the “Teacher Knowledge Update Guide” from TeenMentalHealth.org to train middle school educators on the signs and symptoms of mental health conditions in the adolescent population with the intent to increase awareness, knowledge, …

An Examination Of Cuban-American Social Studies Teachers' Cultural Consciousness Relative To Their Identity, Educational Beliefs, And Curricular Decisions: A Critical Latino Theoretical Perspective, Victor Barrios

FIU Electronic Theses and Dissertations

The purpose of this research was to examine how five self-identified Cuban-American social studies teachers, in a city where they are viewed as the dominant culture, demonstrated ethnic and cultural identity, expressed educational beliefs on teaching and learning, promoted culturally diverse pedagogy, and approached the official curriculum relative to their cultural consciousness. This study used a qualitative research design with multiple case and cross-case analysis. Critical Latino theory was the theoretical framework employed for social and cultural categories pertinent to Latinx groups. The study found that the teacher-participants in this study reflected a dominant cultural ideology in Miami which influenced …

Modeling Potential Energy Of The Gaussian Gun, Leslie Atkins Elliott, André Bolliou, Hanna Irving, Douglas Jackson

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The Gaussian gun is an arrangement of magnets and ball bearings (pictured in Fig. 1) such that—when the leftmost ball is released—the rightmost ball is ejected at high speeds. The device has been described in several articles on energy education. The sudden appearance of kinetic energy offers a productive context for considering a range of challenging ideas: the often-counterintuitive relationship between force and potential energy, the escape velocity for attractive forces, why energy is required to break bonds, and why energy is released when bonds form. Beyond these ideas, it is also useful for motivating the representation of a potential …

Water A Precious Gift 2019.Pdf, Natasha Yates

Education Faculty Scholarship

No abstract provided.

International Comparisons In Education (Why Doesn’T The Usa Perform Better?), Lawrence C. Scharmann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

I spent 23 years of my career in higher education as an administrator of teacher education programs (15 at Kansas State, 4 at Florida State, and 4 at UNL). I would, on occasion, find myself in discussion with school board members or state legislators concerning the standing of American schools in relation to rankings reported, for instance, by the Program for International Student Assessment (PISA). Before making a case why our educational system has no need to apologize, let’s examine our 2015 PISA rankings.

• Reading literacy – 24th (tied with Chinese Taipei)

• Mathematics literacy – 40th (tied with Israel)

• Science …

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Implementing A Teaching And Learning Enhancement Workshop At Aga Khan University: Reflections Onthe Implementation And Outcomes Of An Instructional Skills Workshop In The Context Of Pakistan, Sherwin Rodrigues, Sadia Muzaffar Bhutta, Zeenar Salim, Sahreen Chauhan, Naghma Rizvi

Institute for Educational Development, Karachi

The Teaching and Learning Enhancement Workshop (TLEW) is an indigenous name for the Canadian-based Instructional Skills Workshop (ISW). TLEW is a teaching development workshop aimed at enhancing faculty members’ stances towards student-centred teaching and reflective practice at the higher education level. This short paper discusses the initiation, implementation and institutionalisation of the TLEW at Aga Khan University (AKU) across entities in Asia and Africa. In total, 77 faculty members drawn from different entities of AKU participated in the workshop in 2016-2017. Empirical evidence collected from TLEW graduates through a survey and interviews suggests that the intense episode of planning, teaching …

The Double-Edged Sword Of Standardized Testing, Barbara Meyer, Christine Paxson

Faculty Publications - College of Education

Assessment in Pk-12 schools has always been a challenge. Measurement and comparison of students, schools, school districts and states provides accountability for all stakeholders in education. Standardized testing has become the norm, but it is overused. The Partnership for Assessment of Readiness for College and Careers is one test adopted on a large scale to measure whether students are prepared for college and career. Parents are one of the stakeholders who had had concerns about another standardized test, but they also recognize the need. A survey was conducted of parents whose children took PARCC to learn their expectations of the …