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Creating an Inclusive Learning Community to Better Serve Minority Students 创建一个包容的学习社区，更好地为少数民族学生服务
Journal of effective teaching in higher education Pub Date : 2022-01-04 DOI: 10.36021/jethe.v4i3.250
Phoebe Lin, Lynne N. Kennette
{"title":"Creating an Inclusive Learning Community to Better Serve Minority Students","authors":"Phoebe Lin, Lynne N. Kennette","doi":"10.36021/jethe.v4i3.250","DOIUrl":"https://doi.org/10.36021/jethe.v4i3.250","url":null,"abstract":"As campuses become increasingly diverse, it is important that faculties maintain inclusive classrooms. Students of underrepresented ethnic/racial groups are more likely to experience disengagement in an academic setting (Nagasawa & Wong, 1999), which can lead to underperformance (Major et al., 1998). Students with LGBTQA+ (lesbian, gay, bisexual, transgender, queer, or asexual) identities are at higher risk of poor mental health and lower academic performance compared to cisgender and heterosexual students (Aragon et al., 2014). These detrimental experiences can lead to even more harm in a remote learning environment, where students have fewer opportunities to feel a sense of belonging and connect with their peers and/or instructors. This paper will consider strategies of inclusiveness in the online classroom and in-person learning environment within a social psychology framework to better support underprivileged students to improve academic performance and the overall educational experience. The suggestions and discussions provided apply to both in-person learning as well as remote delivery.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42736908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Play in Three Acts 三幕戏
Journal of effective teaching in higher education Pub Date : 2022-01-04 DOI: 10.36021/jethe.v4i3.232
M. Yeo, M. Lafave
{"title":"Play in Three Acts","authors":"M. Yeo, M. Lafave","doi":"10.36021/jethe.v4i3.232","DOIUrl":"https://doi.org/10.36021/jethe.v4i3.232","url":null,"abstract":"In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42832590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Crossword Puzzles and Knowledge Retention. 填字游戏和知识记忆。
Journal of effective teaching in higher education Pub Date : 2022-01-01 DOI: 10.36021/jethe.v5i1.244
Elisa R Torres, P Renée Williams, Wondwosen Kassahun-Yimer, Xiaoshan Zhu Gordy
{"title":"Crossword Puzzles and Knowledge Retention.","authors":"Elisa R Torres,&nbsp;P Renée Williams,&nbsp;Wondwosen Kassahun-Yimer,&nbsp;Xiaoshan Zhu Gordy","doi":"10.36021/jethe.v5i1.244","DOIUrl":"https://doi.org/10.36021/jethe.v5i1.244","url":null,"abstract":"<p><p>Students perceive crossword puzzles as enjoyable. In addition to students' perceptions, crossword puzzles actually improve knowledge retention. However, crossword puzzles increased exam scores for some students but not others. Recommendations have been made for students to create puzzles for their classmates to complete with the rationale that students are encouraged to research and understand the material in order to write meaningful clues for the puzzle. While students enjoy creating their own crossword puzzles, the association between students creating crossword puzzles and knowledge retention is unknown. The purpose of this project was to determine if creating crossword puzzles and completing peers' crossword puzzles were associated with improved knowledge retention indicated by higher scores on quizzes. Students in a research course from two institutions across three semesters had the option each week to upload a blank puzzle they created prior to completing each other's puzzles and taking a quiz. Quiz scores were compared between those who did versus did not create their own puzzles and complete their peers' puzzles. Results varied by institution and programs, as well as the same program within the same institution but different semesters. Results highlight the importance of moving beyond student perceptions and towards assessing knowledge retention while taking into consideration institution, program, and semester.</p>","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":"5 1","pages":"18-29"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9262006/pdf/nihms-1817111.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40590858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Unbroken 坚不可摧
Journal of effective teaching in higher education Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.174
Christina S. Morton
{"title":"Unbroken","authors":"Christina S. Morton","doi":"10.36021/jethe.v4i2.174","DOIUrl":"https://doi.org/10.36021/jethe.v4i2.174","url":null,"abstract":"In this critical autoethnography, I examine my lived experiences as a Black woman doctoral student during the rise of the Black Lives Matter movement. Further, as I recount my academic journey in the wake of assaults to Black life and resulting Black resistance, I discuss the pedagogical interventions of Black women faculty members that made me feel as if my life and work mattered in their classrooms. I revisit spoken word poems and class assignments written between 2015 and 2017 along with news articles documenting national events occurring at the time as relevant texts to help me explore and understand my experiences. I utilize Critical Race Theory as an analytic lens, focusing on the following tenets: persistence of racism, critique of color-evasiveness, and counterstorytelling. I conclude with implications regarding how introducing graduate students to critical theory and methodologies can equip them with the tools to empirically explore and articulate their lived realities. Moreover, I discuss how such explorations can be validating and healing as students navigate particularly challenging academic and sociohistorical contexts. Additionally, I describe how providing students with creative outlets to express themselves in coursework can help them process their experiences and produce material that is humanizing, liberating, and life-giving. ","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Researching, Learning, and Healing Within the Master’s House 在大师之家里研究、学习和治疗
Journal of effective teaching in higher education Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.186
Robin Phelps-Ward, Keneisha Harrington, Lashia Bowers, Dion T. Harry, Maurice Williams, Cherese F. Fine, Travis Smith
{"title":"Researching, Learning, and Healing Within the Master’s House","authors":"Robin Phelps-Ward, Keneisha Harrington, Lashia Bowers, Dion T. Harry, Maurice Williams, Cherese F. Fine, Travis Smith","doi":"10.36021/jethe.v4i2.186","DOIUrl":"https://doi.org/10.36021/jethe.v4i2.186","url":null,"abstract":"This paper tells the story of resistance and efforts to work and mend within an anti-Black institution: higher education. Through a collaborative autoethnographic approach, seven Black academics connected to the Action Research Collective team (a group focused on supporting graduate students and cultivating equitable campus climates), explored how doing research as a team served as a mechanism for healing from the trauma of anti-Black racism. This paper illustrates how researching, learning, and healing can manifest within research teams by emphasizing visibility, shared experience, authenticity, and community.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46276058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Showing Out 显示出
Journal of effective teaching in higher education Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.184
Toby S. Jenkins, Gloria Boutte, Kamania Wynter-Hoyte
{"title":"Showing Out","authors":"Toby S. Jenkins, Gloria Boutte, Kamania Wynter-Hoyte","doi":"10.36021/jethe.v4i2.184","DOIUrl":"https://doi.org/10.36021/jethe.v4i2.184","url":null,"abstract":"In this essay, we center hip-hop culture and Black cultural legacies.  We envision and offer a two-fold framework which illuminates the intersection between the two. We explore ways that the Black cultural experience (or better yet Black cultural praxis) has always brilliantly and organically demonstrated the shape and form of a scholarship of consequence.  Black cultural praxis, or reflective action with a Black emancipatory influence, has always allowed freedom of movement, freedom of body, freedom of tongue, and freedom of voice. We translate what this cultural praxis teaches and urges regarding the transformation, unbinding, and freeing of both educators and educational spaces. We demonstrate how the intersection of hip-hop culture and Black cultural legacies can be instructive and transformative to educators. We invite educators to reimagine their classroom spaces by not only focusing on learning about hip hop but from it as well.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43361258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators 论高等教育/学生事务管理人员的培养
Journal of effective teaching in higher education Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.222
G. Boss, T. Davis, C. Porter
{"title":"On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators","authors":"G. Boss, T. Davis, C. Porter","doi":"10.36021/jethe.v4i2.222","DOIUrl":"https://doi.org/10.36021/jethe.v4i2.222","url":null,"abstract":"The purpose of this critical content analysis study was to examine higher education/student affairs (HE/SA) preparation toward a racial framing that centers and honors Black mattering. We explored linkages between Black literacies and epistemic credibility as indicators of Black mattering by analyzing 24 syllabi of foundational courses in HE/SA graduate preparation programs using Muhammad’s (2020) Historically Responsive Literacy (HRL) framework. The HRL framework is a four-layered equity framework with the following learning goals: (a) identity development; (b) skill development; (c) intellectual development; and (d) criticality. Across the four layers, we found little evidence of Black mattering in our data. To meaningfully situate Black mattering within curriculum development, we suggest instructors use their syllabus to begin unframing white supremacy and framing the curriculum with Black mattering.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48579521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
We Want to do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom 我们要做的不仅仅是生存:废奴主义教学和对教育自由的追求
Journal of effective teaching in higher education Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.259
Roshaunda L. Breeden
{"title":"We Want to do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom","authors":"Roshaunda L. Breeden","doi":"10.36021/jethe.v4i2.259","DOIUrl":"https://doi.org/10.36021/jethe.v4i2.259","url":null,"abstract":"","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49150512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Letter from the special issue editors 特刊编辑的来信
Journal of effective teaching in higher education Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.255
Terah J. Stewart, W. Okello
{"title":"Letter from the special issue editors","authors":"Terah J. Stewart, W. Okello","doi":"10.36021/jethe.v4i2.255","DOIUrl":"https://doi.org/10.36021/jethe.v4i2.255","url":null,"abstract":"Over the past year we have labored to curate this special issue of the Journal of Effective Teaching in Higher Education titled In The Along: Curricular and Pedagogical Imperatives for Black Mattering. This process began during a global health pandemic and the already ongoing assault on Black people and lifeways, and we complete the issue in the same, if not more precarious place.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47177998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Black Feminist Wondaland 黑人女权主义乐园
Journal of effective teaching in higher education Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.167
E. Gilliam, S. Toliver
{"title":"Black Feminist Wondaland","authors":"E. Gilliam, S. Toliver","doi":"10.36021/jethe.v4i2.167","DOIUrl":"https://doi.org/10.36021/jethe.v4i2.167","url":null,"abstract":"Janelle Monae’s, Dirty Computer, tackles issues like feminism, racism, sexuality, Black womanhood, self-assurance, and growth. Each song on the album is presented from a first-person point of view, offering a unique insight into a story that shares an intimate portrait of what it means to embrace authentic Black womanhood. Monae’s lyrical storytelling brings to life stories of love, loss, fear, and celebration, offering an experience that cannot be ignored. Still, the numerous ways Black women experience joy and celebration are often overlooked in higher education. Thus, in this article, we center Monae’s album and offer the framework, Black Feminist Wondaland (BFW), to account for how Black women reckon with the misogynoir enacted against us, celebrate ourselves as an act of radical resistance, and reclaim our joy in a society bent on keeping us in a state of sorrow.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47828361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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