State University of New York College at Cortland
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Declaring a Major That is Right for You: Considerations and Advice From a Senior
No full textI chose to discuss how to choose a major in my class because the majority of my students were pre-majors. Research has found there are many reasons why a student delays declaring a major (Hunsaker, 2024). In fact, some students had greater satisfaction with their major when they declared it during college than those who declared theirs prior to the start of the semester. With this in mind, I wanted to make sure my students knew it is okay for them to take their time making this decision. There has also been research into what kinds of decision making typically go into this decision. In order to begin considering the right major for you, you need to identify your interests, abilities, and values (Milsom, 2015). In other words, you need to discover who you are, what you can do, and what is important to you. Whatever major a student chooses should fit who they are as a person. Therefore, the second goal of my lesson was to help students think critically and get to know themselves and what they want to do at SUNY Cortland. Some considerations we discussed included what subjects they are passionate about, what subjects they are good at, what type of learning and/or working environment they see themselves in, and so on.https://digitalcommons.cortland.edu/cor101posters/1095/thumbnail.jp
Beyond the First Semester
No full textThe topic I chose to teach was Beyond the First Semester . My presentation was based off of the years to come for freshman students here at SUNY Cortland because I think it\u27s a topic that gets neglected at times during the excitement of the first semester. While many institutions pay lots of attention to the transition from high school to college for first year students, they fail to recognize the transition college students undergo throughout the course of the next three years as a college student. A study by Althea Sterling, from Touro College, suggests that there is a period of attrition for sophomore students as there is little to no support relative to their student development as there was during freshman year (Sterling, 2018). As the academic, social, and economic demands of students typically increase during the years proceeding freshman year, students receive less support from their institutions. Research has shown that students tend to develop new identities and re-evaluate their purpose during years proceeding freshman year, so they are in great need of year-specific support, hence the purpose of this lesson, Beyond the First Semester (Sterling, 2018). Additionally, it’s of extreme significance that attrition rates are highly attributed to years proceeding freshman year, these being the years where less advisement and support are given to students in belief that they have already made the full transition to college after their first year (Willcoxson et al., 2011). This lesson guides students to understand how to find a sense of purpose throughout all years of college and navigate obstacles associated not only with their first year of college, but the years to come as well.https://digitalcommons.cortland.edu/cor101posters/1104/thumbnail.jp
Learning by Doing: College Students Promoting Children’s Philosophical Inquiry in Schools
Get PDFThis focus group study explores the perceptions and experiences of college students working within an applied learning program during the COVID-19 pandemic. The program engages children from prekindergarten to sixth grade in local schools and early childhood education centers. The college students serve as teaching assistants in the SG Program hosted by an academic department in a northeastern university and lead philosophical inquiries as they read picture books. Informed by philosophical inquiry with children and the applied learning principles as the research framework, this focus group study invites five teaching assistants to three one-hour in-depth semi-structured interviews. The analysis of their experiences leads to three themes that include philosophical inquiry approaches in the primary grades have greater potential for promoting critical thinking; a flexible approach to culturally responsive discussions keeps students engaged; and teamwork with multiple stakeholders who validate diversity promotes a more engaging teacher education program. The experiences of the Teaching Assistants offer rich evidence to evaluate the value of philosophical inquiries in the SG Program and expand applied learning programs in more courses that teacher candidates take to develop their content and pedagogical knowledge
SUNY Cortland\u27s First School Newspaper
No full textThis project examines the first issue of the SUNY Cortland school newspaper.https://digitalcommons.cortland.edu/englishgradresearch/1000/thumbnail.jp
Critical Reflection: My Writing Progression (2024-2025)
Get PDFThe following critical evaluation piece offers a reflection at the conclusion of CPN 101. In this piece Ashley Klees considers a number of different skills and strategies that she learned through CPN 101, including the need for specificity, the importance of finding and following a model, and how to modify writing for different audiences. She notes how these experiences in CPN 101 will be important in her future career as a teacher, not only in writing to different audiences, but also in differentiating lesson plans for a range of different students.https://digitalcommons.cortland.edu/rhetdragonscriticaleval/1006/thumbnail.jp
African Women Custodians: Teaching, Toponymy and Tacit Reverie in Heritage Education
Get PDFThis paper investigates the critical role of women in African cultures as guardians of cultural heritage. It explores their central function in transmitting traditional ecological knowledge and practices across generations through established pedagogical methods, toponymic knowledge systems (place-names within cultural landscapes), and the cultivation of tacit knowledge. The paper emphasizes the significance of women\u27s contributions to environmental education, often overlooked or undervalued within Western scientific paradigms. This marginalization restricts access to resources and participation in decision-making processes. It argues for the integration of traditional knowledge systems, informed by women\u27s expertise, into formal education and pedagogy. This inclusion serves to validate and legitimize African women\u27s knowledge and experiences, fostering a more comprehensive framework for environmental understanding and the pursuit of sustainable development
Increasing weekly assignment performance with student self-evaluation and teacher feedback
Get PDFThis action research project was designed to investigate how self-checking work and receiving teacher feedback on work affects student performance on a weekly assignment in math class. Baseline data was collected by reviewing grades on assignments preceding the intervention and also observing student habits when working on this assignment. Four students were chosen from a single class period to participate in this study. For the intervention, students were given self-checking strategies and timely teacher feedback was provided before students handed in each assignment. Throughout the intervention students were observed on their work and asked to stay after-school. Data collected during this time included grades, and how often the assignment was checked and corrected. Following the intervention additional data was collected through an interview and grades on subsequent assignments. The data yielded mixed results on the effectiveness of these ideas for these students
Gender stereotypes in the elementary classroom
Get PDFThis study explores ways to reduce gender stereotypes in the elementary classroom. Specifically, it was designed to collect data on male and female behaviors related to gender stereotypes toward different school subjects, volunteering, peer relationships, and student redirections during lessons. A literature review was conducted to investigate existing research on this topic. A mixed-methods design was used in this study. Data was collected in a fifth-grade classroom, by keeping a tally of each of the subject areas Math, Reading, Science, and Writing, and the students who volunteered. Included in the investigation was a teacher interview regarding her thoughts on gender equality and her classroom and student interviews to assess what they already knew about the topic of gender stereotypes and their level of comfort with volunteering. Three children’s books containing gender stereotype themes were selected as part of an intervention with the students. A discussion of the selected texts was held with the students regarding gender stereotypes. The research study coincided with existing research identifying inequity among the sexes in these classroom behavior areas. Namely, males were more likely to volunteer over females, as well as males were more likely to be reprimanded for inappropriate classroom behaviors
“Under the Influence, How Drugs and Alcohol Affect Your Mind and Body”
No full textA poster describing a lesson given on drugs and alcohol. I chose the topic of Drugs and Alcohol for my poster. Drugs and alcohol usage are prominent on every college campus. As a first responder on campus, I have first-hand experience seeing the effects of drugs and alcohol on the minds and bodies of students. When consumed, drugs and alcohol both have intoxicating effects where it is difficult or impossible for the user to think or act as they normally would. In my lesson, I discussed the individual effects that drugs and alcohol have on the mind and body, but I emphasized the potentially lethal effects of combining drugs and alcohol. When combining drugs and alcohol, your Central Nervous System can become severely depressed and can even lead to death. This lesson was so important, especially to give to first-year students, because they are on their own for the first time and trying new things, and it is important to inform them on the risks of using drugs and alcohol.https://digitalcommons.cortland.edu/cor101posters/1101/thumbnail.jp
Mental Health Matters
No full textPoster about mental health and how to improve time management for freshmen college students. This topic was chosen based on personal experiences and experiences around me. Mental Health often gets forgotten about when new students enter a new unfamiliar environment.https://digitalcommons.cortland.edu/cor101posters/1100/thumbnail.jp