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Therapeutic Applications for Communication Center Student Efficacy: Motivational Interviewing and Cognitive Behavioral Therapy
Full text linkResearch consistently proves that communication centers serve a vital role in aiding student success. This article explores the possibilities of further augmenting centers’ effectiveness on student motivation and success through the application of two therapeutic concepts: Motivational Interviewing and Cognitive Behavioral Therapy
Book Review: The Rowman & Littlefield Guide to Learning Center Administration: Leading Peer Tutoring Programs in Higher Education
Full text linkBook Review Sanford, D. R. & Steiner, M. (2021). The Rowman & Littlefield Guide to Learning Center Administration: Leading Peer Tutoring Programs in Higher Education. The Rowman & Littlefield Publishing Group, Inc. (183 pp., Paperback $42)
A Brief History of the First 10 Years of the Curriculum Studies Summer Collaborative
Full text linkTo mark the inaugural issue of the Curriculum Studies Collaborative Journal, it is important to acknowledge the history of its origins,as an outgrowth of The Curriculum Studies Summer Collaborative (CSSC). The CSSC, which has grown into a successful international Collaborative, was our brainchild when we were just beginning our careers at Georgia Southern University. For years, Julie, an alumna ofthe Curriculum Studies program at Georgia Southern, had heard her mentors talk about the need for a conference that would both highlight Georgia Southern’s important contributions to the field of curriculum theory and provide opportunities for doctoral students, most of whom were practitioners, to gain more exposure to a diverse range of international curriculum scholars. Daniel, a graduate of the University of North Carolina-Greensboro, recognized the unique, practitioner-oriented nature of the doctoral program at Georgia Southern and saw an opportunity to bring the more traditional conference experience most Ph.D. candidates have directly to his students. Together, Julie, a faculty member in the then-named Department of Teaching and Learning, and Daniel, a faculty member in the Department of Curriculum, Foundations, and Reading, decided to organize a conference that emphasized collaboration – between the two departments; between the conference organizers; and between senior, junior and emerging scholars, as well as practitioners
The Genealogy Project: The Founding of a Podcast
Full text linkWhen thinking about a new journal, my first thought about this was tohave a multimedia aspect to the journal that would include a series ofongoing podcasts that Daniel Chapman and I would do collaboratively.This turned into The Genealogy Project. Since we began this project about a year and half ago, Daniel and I have interviewed many scholars across generations. As conversations unfolded, I found that many of us have had inter-connected life histories and backgrounds. As I began thinking about a podcast in curriculum studies I thought that it might be a way to archive the work being done by my generation. I wanted to make sure that our work did not disappear from the archives. But, too, I wanted to show that my generation is also linked backwards to previous generations. As Derrida teaches, the archive is more about the to-come. The Genealogy Project Podcast is about archiving the future of a field. What we are able to do in the field today is due to the work that was done by scholars who came before us and mentored us. As my generation mentors future generations to-come, the field will go its own way and take on new life. I would liketo showcase scholars from all generations to join in the conversationswe are having about the field
Flexibility and predictability: change, furniture arrangements and pedagogical communication
Full text linkNon-traditional learning spaces have been a trending topic and investment opportunity during the last decade. Ostensibly their novel material settings promote active and flexible learning. This article traces the furniture layouts used in curricular teaching during three semesters across the first five years of an 80 seat non-traditional learning space in University of Helsinki, Finland. We examine space and pedagogical communication as a deleuzoguattarian arrangement and present a tension between social, organic and physiochemical predictability and a limited yet observable drive to change furniture layouts to promote particular kinds of pedagogical communication in curricular teaching
Exploring the role of environmental features on student experience in the university classroom with the Community of Inquiry framework
Full text linkAn active learning classroom design recognizes the importance of students becoming engaged in their own learning. Using a mixed-methods approach, this study compared student-reported data (n = 219) and used the community of inquiry framework to evaluate the impact of environmental features on students’ experience. Students occupied traditional or active-learning classrooms, but the same course content was delivered by the same instructor. Findings indicate a preference for seating at tables versus fixed desks, appropriate personal space and sightlines to the teacher and projector screens, and gratification for forming social connections (i.e., social presence)
The Effects of Furnishings and Technology on Pedagogical Agility and Student Engagement Across Flexible Learning Spaces
Full text linkWe explored how furnishings and technology impact pedagogical agility and student engagement across three flexible learning spaces. We collected various data sources from students and faculty teaching in multiple learning spaces, such as focus group interviews with students, faculty responses to reflection prompts, and pre-and post-occupancy surveys with faculty and students. Flexible furniture configuration was found to support various instructional strategies and facilitate interaction between student-student and student-instructor. A writable surface is beneficial to facilitate student engagement during group activities. Digital displays with content sharing capabilities promote collaborative learning. Specific recommendations for learning space designs and faculty development are provided
Charting Peer Tutor Success and Developing Consultant Self-Efficacy Through Concept Mapping
Full text linkPsychologist Albert Bandura defines self-efficacy as the belief in an individual’s ability to perform difficult objectives (Bandura, 1977). He states there are four major schemas involved to strengthen a student’s belief in self-efficacy: 1) performance accomplishments, 2) vicarious experiences, 3) verbal persuasion, and 4) emotional arousal. Attending to these four components when training consultants is essential in developing their belief in their self-efficacy, and thus their impactfulness on the students they consult. This paper explains how directors and mentors can apply a concept-mapping method in training that uses these four components to help communication consultants increase their self-efficacy