Higher Education and Teaching Commons^™

Reflections On Skipping Stones To Diving Deep: The Process Of Immersion As A Practice, Judith Liu Dr

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

Reflecting upon over 30 years of teaching courses with a community service-learning and engagement component, this article is a personal piece that explores the author’s journey through voluntarism, community service-learning and civic engagement, and how that path has led to embracing immersion as a critical pedagogical practice for community engagement.

Engaged Pedagogy: Reflections From A Barriologist, Rigoberto Reyes

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

This essay offers advice to University faculty and administrators on how best to implement the work of engaged pedagogy and community development work. The author is an established activist and community organizer for the past 40 years. His most important recommendation when doing the work of community engagement is to begin work that starts and benefits the community.

Non-Tenure-Track Faculty And Community Engagement: How The 2020 Carnegie Community Engagement Classification Application Can Encourage Campuses To Support Non-Tenure-Track Faculty And Their Community Engagement, Allison Lafave, Damani Lewis, Sarah Smith

New England Resource Center for Higher Education Publications

In 2006, the Carnegie Foundation for the Advancement of Teaching developed an elective classification for community engagement for institutions of higher education. To receive the classification, campuses must complete an application and respond to questions by providing evidence that demonstrates a commitment to sustaining and increasing their community engagement efforts (Welch & Saltmarsh, 2013). Many of the application questions relate to policies and practices that affect faculty careers. For example, the 2015 Community Engagement Classification application asked institutions to describe relevant professional development opportunities and ways in which faculty community engagement is incentivized, recognized, and rewarded. These questions are important, …

Nota Bene: News From The Yale Library, Spring 2016, Amanda Patrick

Nota Bene

Nota Bene is published during the academic year to acquaint the Yale community and others with the resources of the Yale Library.

Evolving Roles Of Librarians: Juggling Print And Electronic Collections While Making Meaningful Connections, Jorge Leon Jr., Barbara Pope

Nebraska Library Association: Conferences

The traditional role of librarians has long been to support the university’s needs through instruction, collection development, and research assistance. Pittsburg State University’s challenge has been to balance our print and electronic collections at a university whose programs sometimes do not draw enough on library resources while also creating meaningful connections with students and faculty. In an effort to increase the relevancy of our collections and create meaningful connections with the university community, we have been actively creating opportunities for patrons to create content in the library. This has allowed users to engage with library resources and services in a …

When Maps Ignore The Territory: An Examination Of Gendered Language In Cancer Patient Literature, Joanna Bartell

USF Tampa Graduate Theses and Dissertations

Cancer patients report having a high need for cancer information. Several studies show that the majority of patients surveyed report preferring information from the American Cancer Society (ACS). Ranging up to 129 pages, the ACS’ Detailed Guides (DG) are widely distributed throughout the United States, and offer patients an authoritative guide to help patients navigate the difficult terrain of the cancer journey. This dissertation examines the ACS’ cervical, endometrial, ovarian, penile, prostate, testicular, and vaginal cancer guides. Through a rhetorical analysis of the 7 guides, it was shown that the ACS DGs in question foster gendered narratives that strictly limit …

Yorba Times: Special Edition On Safety, Noah Asher Golden, Facundo Acevedo, Jesse Alonzo, Henessy Arana, Leslie Arriaga, Michelle Brait, Amy Chau, Ashley Diaz, Jeremiah Dille, Sierra Durand, Beberly Espinoza, Elora Estes, Lesley Fernandez, Darshan Gamma, Cassandra Garcia, Karla Garcia, Yasmin Garcia, Neko Gianquinto, Gisselle Gonzalez, Jacob Gonzales, Sakina Jaffery, Adrianna Herrera, Allie Hoch, Victoria Hulett, Anthony Jaimes, Leilani Lagunes, Sandra Loredo, Kate Markey, Joshua Marmolejo, Faith Martin, Melissa Medina, Layla Melendez, Dylan Moses, Michaela Moses, Brooklynn Payne, Michelle Perez, Brianna Quirarte, Ieleen Ramirez, Edwin Reyes, Jehu Sandoval, Jaqueline Ramirez, Jonathan Sanchez, Nathalie Sanchez, Christopher Santibanez, Kaylin Seeley, Genevieve Stothers, Miranda Valdez, Christopher Velasquez

Yorba-Chapman Writing Partnership Anthology of Journalistic Writing

During the Spring 2016 semester, Dr. Noah Asher Golden's Teaching of Writing K-12 students partnered with the Journalism class at Yorba Academy for the Arts. Through collaboration over a four-month period, Chapman's future teachers and Yorba's junior high journalists engaged a deep writing process to write a series of features, editorials, and news articles, all connected in some way to the overarching theme of safety. Thank you to Ms. Andrea Lopez, Ms. Tracy Knibb, and the Lloyd E. and Elisabeth H. Klein Family Foundation for supporting this project.

Making An Impact: Empowering Student Via Information Use, Michael Flierl

IMPACT Presentations

Presentation on Purdue's IMPACT program for the First Nations Knowledge Services without Borders Institute gathering at Maskwacis, Alberta in April, 2016.

Habits Of Mind In The Classroom: Threshold Concepts, Instructional Philosophy, And Sotl, Alicia S. Hansen, Brad Petitfils Ph.D.

Staff publications

Students performing research in higher education, especially at the undergraduate level, is a progressively dazzling task in the universe of digital and print resources. Using sound pedagogy to create student confidence in approaching research, hand in hand with creating scholarship, is a challenge tackled well by librarians and teaching faculty together.

We will discuss three theories and their place in research methods, using ACRL’sFramework for Information Literacy as context. First, Mezirow’s Transformative Learning Theory. Second, Perry’s Epistemology of Learning: moving a student’s absolute belief in all things defined by authority toward a belief in his own values and …

Too Little Stem Workforce In The United States: Framing The Discourse In A Global Setting, Patrice-Andre P. Prud'homme

Theses and Dissertations

Policymakers and industry leaders are claiming that the U.S. has an insufficient number of STEM graduates. As the rhetoric of a shortage of skilled scholars and employees in STEM-related fields expands, there is a plethora of publications that refers to a phenomenon dating back to the 1950s. Nonetheless, this new paradigm presents a critical challenge to policies and programs that surround STEM education in countries around the world. While STEM, including the underlying human capital component is a major factor of economic growth in the United States, it is also in Australia and Germany. The policy analysis study is presented …

The Pracademic And Academic In Criminal Justice Education: A Qualitative Analysis, James E. Mccabe, Stephen A. Morreale, John R. Tahiliani

Criminal Justice Faculty Publications

Over the past several years, a few hundred colleagues involved in criminal justice education have participated in panel discussions and roundtables to discuss the trials and issues that have been observed by practitioners turned academics, or “pracademics.” Some complained of having difficulty breaking into academia. A debate has occurred in a number of colleges and universities over the benefit of having faculty with traditional academic credentials versus hiring non-traditional scholars with a blend of educational and practical experience. Similarly, there have been lively discussions over the appropriateness of a J.D. or professional doctorate as opposed to a Ph.D. in criminal …

Promoting Global Empathy And Engagement Through Real-Time Problem-Based Simulations: Outcomes From A Policymaking Simulation Set In Post-Earthquake Haiti, Chad Raymond, Tina Zappile, Daniel J. Beers

Faculty and Staff - Articles & Papers

We introduce a real-time problem-based simulation in which students are tasked with drafting policy to address the challenge of internally displaced persons (IDPs) in post-earthquake Haiti from a variety of stakeholder perspectives. Students who participated in the simulation completed a quantitative survey as a pretest/posttest on global empathy, political awareness, and civic engagement, and provided qualitative data through post-simulation focus groups. The simulation was run in four courses across three campuses in a variety of instructional settings from 2013 to 2015. An analysis of the data reveals that scores on several survey items measuring global empathy and political/civic engagement increased …

"Do Not Engage Y'All!" Training And Preparing Our Black Students For Battle, Michael J. Seaberry

Journal of Critical Scholarship on Higher Education and Student Affairs

Students' Critical Reflections on Racial (in)justice

Preservice Teachers’ Perceptions Of Students With Learning Disabilities: Using Mixed Methods To Examine Effectiveness Of Special Education Coursework, Renée A. Greenfield, Megan Mackey, Gretchen Nelson

The Qualitative Report

As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, …

Quantitative Reasoning For The Social Science Classroom, Maria Aysa-Lastra

Winthrop Conference on Teaching and Learning

Twenty five years ago the Mathematical Sciences Education Board (Scheaffer 1990) stated that “Citizens who cannot properly interpret quantitative data are, in this day and age, functionally illiterate” Quantitative reasoning then should not be reduced to the ability to perform arithmetic functions but must be conceived as “a habit of the mind, competency and comfort in working with numerical data” (AACU 2015). Moreover, quantitative reasoning is essential for the development of higher order level skills such as analyzing, evaluating and creating. In a world, in which data is produced more rapidly than it can be analyzed, employers note that …

Spectators Or Patriots? Citizens In The Information Age, Amrita Dhawan

Publications and Research

In theory, a strong democracy rests on robust citizen participation. The practice in most democracies is quite different. This gap presents a challenge, which can be narrowed by augmenting civic education to bring it up to date with the current information environment and thus give citizens the opportunity to participate. Robert Dahl’s work on democracy provides a model that looks at this problem structurally. He writes about the ideals and the actual institutions necessary for a democracy and if we situate his model in the modern information environment we get a better idea of how to improve civic education. Successful …

Are We Teaching Them Anything?: A Model For Measuring Methodology Skills In The Political Science Major, Christi Siver, Seth W. Greenfest, G. Claire Haeg

Political Science Faculty Publications

While the literature emphasizes the importance of teaching political science students methods skills, there currently exists little guidance for how to assess student learning over the course of their time in the major. To address this gap, we develop a model set of assessment tools that may be adopted and adapted by political science departments to evaluate the effect of their own methods instruction. The model includes a syllabi analysis, evaluation of capstone (senior) papers, and a transcript analysis. We apply these assessment tools to our own department to examine whether students demonstrate a range of basic-to-advanced methodological skills. Our …

Psyc 287: Psychology Of Personality—A Peer Review Of Teaching Project Benchmark Portfolio, Maital Neta

UNL Faculty Course Portfolios

In this portfolio, I am assessing student learning in a mid-level Psychology course, Psyc 287: Psychology of Personality. The course introduces students to the major theories of personality, and covers a wide array of topics intended to provide a broad overview of issues in the field. The course attracts a somewhat representative sample of UNL students, including non-majors, and therefore most are from Nebraska. The course is not a prerequisite to any other courses, but it could be a useful foundation course for students pursuing a career in psychology research, and it could also help people to consider issues related …

Anth 474/874: Applied And Development Anthropology—A Peer Review Of Teaching Project Benchmark Portfolio, Wayne A. Babchuk

UNL Faculty Course Portfolios

In what follows, I provide an overview of the Benchmark Portfolio developed for the upper level undergraduate/graduate course ANTH 474/874: Applied and Development Anthropology taught in the Spring Semester, 2016 through the Department of Anthropology at the University of Nebraska-Lincoln. Topics include the objectives for the portfolio, description of the course including course goals, enrollment and demographic information, teaching methods, rationale, course materials and activities, analysis of student learning, planned changes based on this experience, and an overall assessment of the portfolio process. As an Assistant Professor of Practice in the Department of Educational Psychology and the Department of Anthropology, …

Zines In The Classroom: Critical Librarianship And Participatory Collections, Robin Potter, Alycia Sellie

Publications and Research

This lesson plan outlines using zines in a library classroom with a critical pedagogy approach. It was written based upon the teaching each author did with the Brooklyn College Library Zine Collection.

Examining The Relationship Between Mental Health Professionals Knowledge And Beliefs As Predictors Of Attitudes Toward The Deaf, Pearl M. Weiss

Wayne State University Dissertations

Individuals who are D/deaf experience significant barriers and disparities when accessing mental health services. Factors associated with improving knowledge and beliefs could reduce these disparities among mental health professionals by incorporating cultural competence during professional training, academic curricular, and internship programs. The purpose of this study was to examined the relationship between mental health professionals’ knowledge and belief as predictors of attitudes toward individuals who are D/deaf. Variances in demographic data also were explored as predictors of attitudes regarding individuals who are D/deaf.

A nonexperimental, correlational research design was used for this study. The survey was completed by 65 mental …

Cyaf 382: Parenting—A Peer Review Of Teaching Project Benchmark Portfolio, Natalie A. Williams

UNL Faculty Course Portfolios

This benchmark portfolio summarizes the process and results of a reflective inquiry into the teaching of CYAF 382 Parenting. The primary goals of this portfolio were to: (1) refine the course to enhance participants’ experience by connecting course goals/objectives and course activities, (2) document the impact of the course of student learning outcomes, and (3) identify specific changes that can be made to enhance the learning of future students.

Adpr 450: Public Relations Theory And Strategy—A Peer Review Of Teaching Project Inquiry Portfolio—"Using Crisis Simulation To Enhance Crisis Management: The Role Of Presence", Ming Wang

UNL Faculty Course Portfolios

Simulation-based training (SBT) is a common pedagogical tool used in crisis management training. This paper explores the effects of a crisis simulation activity on students’ crisis management competencies. Pre- and post-test surveys indicated that students significantly improved crisis management competencies after the crisis simulation activity. Moreover, presence was found to be positively associated with crisis management competencies, suggesting that presence is critical in designing an effective simulation activity.

Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio—"Music And The Geography Of Place: Engaging The Geographical Imagination", Katherine Nashleanas

UNL Faculty Course Portfolios

The present project uses cooperative learning strategies that requires students in large classes to collaborate in applying intellectually challenging articles on place, space, sacred spaces, tourist places, and commodification of place to the development of a video project linking music to place and landscape. As an extension of their group activity, students are teaching each other how to apply concepts from the assigned articles to their projects in creative ways while engaging in critical thinking and exercising their geographical imagination.

Pols 459: International Political Economy—A Peer Review Of Teaching Project Benchmark Portfolio, Nam Kyu Kim

UNL Faculty Course Portfolios

This Peer Review Course Portfolio documents my teaching practices in International Political Economy (POLS 459) and analyze student learning in the course. POLS 459 is an upper-division course designed to introduces students to the study of international political economy. The most important goal of the course is that students should be able to demonstrate substantive knowledge of the political economy of international trade, investment and development. To this end, I mainly employ classroom lectures, classroom discussions, and small group work. Students work on six in-class quizzes, three exams, and one group presentation. My analysis of student learning reveals that many …

Jomc: 491/891: Special Topic: News Engagement Lab—A Peer Review Of Teaching Project Benchmark Portfolio, Michelle Carr Hassler

UNL Faculty Course Portfolios

This benchmark portfolio analyzes a collaborative elective course offered by the University of Nebraska-Lincoln College of Journalism and Mass Communications in partnership with NET News, the state’s public media organization. The Spring 2016 course offered students hands-on experience creating, implementing and assessing social media content and engagement strategies for NET News. This portfolio showcases the innovative nature of the course while also demonstrating its pedagogical underpinnings. The portfolio provides a broad overview, including course goals and how activities and assignments are aligned with them. Using several assessment strategies, the inquiry focused on the course’s final project, in which students were …

Pols: 450: Research In Biology, Psychology, And Politics—A Peer Review Of Teaching Project Benchmark Portfolio, Ingrid J. Haas

UNL Faculty Course Portfolios

This benchmark course portfolio provides an overview of student learning in Research in Biology, Psychology, and Politics (Political Science 450). This is an upper-level undergraduate course focused on training students to conduct research in the interdisciplinary area of political psychology. Enrollment in the course is primarily advanced political science majors, or students from related majors (i.e., psychology) with an interest in politics. This course focuses on developing understanding of research methods and application of appropriate methods to small group research projects. In addition, the course helps to improve student confidence in ability to engage in the research process and understand …

Comm 101: Communication In The 21st Century—A Peer Review Of Teaching Project Benchmark Portfolio, Aaron M. Duncan

UNL Faculty Course Portfolios

This portfolio examines the large lecture basic survey course, Communication 101. This course uses a combination of large lecture sections led by one faculty member and small recitation sections led by three graduate assistants. The goal of this project is to enhance learning and create higher levels of student engagement. Student learning was measured through a pretest and posttest, as well as through self-evaluation of their knowledge and skills. Additionally, graduate teaching assistants completed an evaluation of the course by providing an assessment of the course’s learning objectives and of course activities. Results showed that student learning was taking place. …

Comm 286: Business And Professional Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine M. Castle

UNL Faculty Course Portfolios

This instructional portfolio is an inquiry into the a large, multi-section standardized course at the University of Nebraska-Lincoln. This course was recently flipped into a hybrid design in order to improve consistency in learning objectives across course sections, streamline assessment processes, provide a better student educational experience, and to manage continued growth in the course. This inquiry examines the effectiveness of the course in meeting stakeholder needs, reducing communication apprehension, improving student confidence to communicate effectively in professional environments, and in teaching professional communication competencies. It is a comprehensive evaluation of the effectiveness of the course to include student, GTA, …

Alec/Adpr 207: Communicating To Public Audiences—A Peer Review Of Teaching Project Inquiry Portfolio, Karen J. Cannon

UNL Faculty Course Portfolios

A significant amount of research in teaching and learning is conducted exploring large enrollment courses. Often it seems as if we believe that the panacea is smaller class sizes. However, challenges exist in smaller enrollment courses as well. This inquiry portfolio explores an introductory, sophomore level course in strategic communication with an enrollment of 20 students. Despite the smaller number of students in the course, significant challenges exist and over the five spring semesters I’ve taught the class, one consistent challenge remains – how to bridge the wide range of student ability, knowledge, and experience of students in the course. …