University of Windsor, Ontario: Open Journal Systems
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Internalized Oppression: Exploring the Nuanced Experiences of Gender and Sexuality in Historically Black Colleges and Universities
No full textIn the American South at the turn of the twentieth century, quality education was scarce and legislative laws were put in place to ensure that African American individuals remained far away from Predominantly White Institutions (PWIs). As a result, Historically Black Colleges and Universities (HBCUs) became a catalyst for change in this “separate but equal” society. This article will explore the significance of HBCUs in elevating Black Americans throughout the twentieth century, while also assessing the conservative nature of the institutions and their inflexibility towards the various nuances of African American communities. While it is not particular to HBCUs, a tolerance of toxic masculinity and severe conservatism has resulted in starkly different Black experiences for cis-gendered heterosexual men, in contrast to cisgendered women and other members of the 2SLGBTQI+ community. By investigating various experiences within HBCUs, this article will explain the unifying and uplifting benefits for Black individuals in these institutions, as well as its many divisive components. My research will strive to analyze and properly convey the various nuanced experiences throughout HBCUs and assess the variety of factors that have led to these underrepresented interactions. This article will provide an understanding of how HBCUs have and continue to reflect American society but also demonstrate their role in various Black communities and their representation of non-dominant Black groups from the late nineteenth century to the present
Arguing with Arguments: Argument Quality, Argumentative Norms, and the Strengths of the Epistemic Theory
No full text‘Argument’ has multiple meanings and referents in contemporary argumentation theory. Theorists are well aware of this but often fail to acknowledge it in their theories. In what follows, I distinguish several senses of ‘argument’ and argue that some highly visible theories are largely correct about some senses of the term but not others. In doing so, I hope to show that apparent theoretical rivals are better seen as collaborators or partners, rather than rivals, in the multi-disciplinary effort to understand ‘argument,’ arguments, and argumentation in all their varieties. I argue as well for a pluralistic approach to argument evaluation and argumentative norms, since arguments and argumentation can be legitimately evaluated along several dimensions, but urge that epistemic norms enjoy conceptual priority.« Argument » a de multiples significations et référents dans la théorie contemporaine de l’argumentation. Les théoriciens en sont bien conscients mais oublient souvent de le reconnaître dans leurs théories. Dans ce qui suit, je distingue plusieurs sens du terme « argument » et je soutiens que certaines théories très visibles sont largement correctes dans certains sens du terme mais pas dans d’autres. Ce faisant, j’espère montrer que les théoriciens apparemment rivaux sont mieux perçus comme des collaborateurs ou des partenaires, plutôt que comme des rivaux, dans l’effort multidisciplinaire visant à comprendre « argument », les arguments et l’argumentation dans toutes leurs variétés. Je soutiens également une approche pluraliste de l’évaluation des arguments et des normes argumentatives, puisque les arguments et l’argumentation peuvent être légitimement évalués selon plusieurs dimensions, mais je conseille vivement que les normes épistémiques bénéficient d’une priorité conceptuelle
Qu\u27est-ce qui fait la force d\u27un argument ? Le contrastivisme dans la nouvelle hétorique
No full textIt is widely believed that Perelman and Olbrechts-Tyteca’s theory of argumentation is vulnerable to the charge of relativism. This paper provides a more charitable interpretation of Perelman and Olbrechts-Tyteca’s normative views, one that properly considers the historical trajectory of their work and a wider range of texts than existing interpretations. It is argued that their views are better characterized as a form of “contrastivism about arguments” than any kind relativism. This more accurate depiction contributes to ongoing efforts to revive interest in Perelman and Olbrechts-Tyteca’s work as well as build bridges with trends in contemporary argumentation theory.Il est largement admis que la théorie de l’argumentation de Perelman et Olbrechts-Tyteca est vulnérable à l’accusation de relativisme. Cet article propose une interprétation plus charitable des vues normatives de Perelman et Olbrechts-Tyteca, une interprétation qui considère correctement la trajectoire historique de leur travail et un éventail de textes plus large que les interprétations existantes. On fait valoir que leurs opinions sont mieux caractérisées comme une forme de « contrastivisme sur les arguments » que comme n’importe quelle sorte de relativisme. Cette représentation plus précise contribue aux efforts en cours visant à raviver l’intérêt pour le travail de Perelman et Olbrechts-Tyteca ainsi qu’à établir des ponts avec les tendances de la théorie contemporaine de l’argumentation
In Memoriam J. Anthony Blair
No full textAnthony Blair, who died in March of this year, may yet be remembered as the scholar who was instrumental in creating, developing and popularizing informal logic in the 1970s, and who then spent the rest of his career trying to decide what exactly it was he had discovered
Facilitating Productive Struggle in an Online Secondary Education Mathematics Methods Course: Experiences of Pre-Service Teachers
No full textThis research investigated preservice teachers’ (PSTs) experiences with productive struggle in an online environment, and how it influenced their pedagogical knowledge. This action research study reports on secondary mathematics pre-service teachers (PSTs) who completed mathematical tasks in weekly synchronous Zoom sessions to develop their understanding of productive struggle. Vygotsky’s (1978) Social Constructivist Theory and the growth mindset framework (Boaler, 2016; Dweck 2006; 2008) provided the lenses through which the research was designed and analyzed. Findings show that presenting opportunities for PSTs to experience productive struggle informs their pedagogical practice, and that providing this experience in an online environment is possible. PSTs gained an increased understanding of the importance of collaborative work, asking purposeful questions, and the alignment between productive struggle and improved mathematical understanding.
Documenting and Activating Educational Leadership and Authentic Teaching
No full textThis essay describes two integrated projects initiated by the 2020 3M National Teaching Fellowship Award (NTF) cohort on educational leadership and the role of authenticity among exemplary teachers, as presented at STLHE 2022. A thematic analysis of 3M NTF award-winning dossiers identified six prevalent traits characteristic of educational leaders: innovation, persistence, responsiveness, reflectiveness, curiosity, and positive opportunism. The analysis also revealed aspects of educational leadership in practice, including being committed to a cause, being action-oriented, being community-engaged, being multi-disciplinary, building bridges, freely sharing, trailblazing, and using applied methods. Educational leaders’ relationships with others tended to foreground elements of collaboration, empowerment, support, and mentorship, and their actions had an impact beyond their own classrooms or institutions. In the second project, qualitative interviews with cohort members articulated ways in which authentic teaching is expressed by educational leaders. The actions of authentic teachers were viewed as influential and inspiring, and based on their actions authentic teachers tended to be recognized as instruments of change. These results were shared in an interactive workshop at STHLE 2022, which discussed how educational leadership is currently framed in higher education, and guided participants in self-reflection as educators and leaders to formulate calls to action involving educational leadership and authentic teaching
Reverse Engineering a Multiple-Choice Test Blueprint to Improve Course Alignment
No full textLarge introductory classes typically reflect courses that cover a broad landscape of learning and necessitate assessment formats that are efficient and reliable, making multiple-choice (MC) tests a good option. Designing a good quality MC test requires reflection on the appropriateness of the assessment format, designing a test blueprint, and writing MC questions following item-writing guidelines that align with course learning objectives and teaching/learning strategies. It is a time-consuming endeavour that often requires a group of question writers who are experts in the domain—both of which can be challenging considering the demands of teaching in higher education. Sometimes we want to adopt or adapt existing MC tests that we have access to. I suggest a five-step “reverse engineering” analytical process for selecting questions from existing MC tests to utilize in our course assessment, emphasizing the alignment process. In one of the steps, we will refer to the Taxonomy Table, a practical two-dimensional aid proposed by Anderson and Krathwohl (2001), to select the questions that cover a cognitive dimension landscape. The outcome of this process provides an effective visual representation of the alignment and enables us to decide on the utility of questions for the context of our unit and assessment objectives.
Keywords: course alignment, assessment, multiple-choice test, taxonomy table