UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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Book Review: How Your Story Sets You Free
No full textReview of Box, Heather, & Mocine-McQueen, Julian (2019) How Your Story Sets You Free
The Centrality of the Center: Best Practices for Engaging Students on Campus
Get PDFCommunication centers exist primarily as a complementary student service (Strawser, Apostel, Carpenter, Cuny, Dvorak, & Head, 2019). As an integral campus student services, centers must place an overarching emphasis on student engagement. Student engagement, according to NSSE, is the time and effort students put into their educational activities and the institutional deployment of educational resources. Communication centers, to continue to prove their value to institutions, must continue to build programming and initiatives that are worthy of students’ time and get students to participate. To address engagement concerns, the authors of this essay offer ten best practices for building and sustaining student engagement in the communication center. The best practices are universal and transferable, meaning, any center, no matter the vision or the resources, could theoretically implement the ideas
Examining the changing shape of the specialist studio/classroom model in Communication Design education today.
Get PDFThe shift from specialised studio environments to digital classroom learning has changed the shape of Communication Design education today. As networked learning and Technology Enhanced Learning (TEL) continue to dominate higher education, then the purpose of this paper is to examine the impact of a repertoire of learning spaces on students’ engagement within contemporary studio learning. This study proposed that through employing a methodological framework, known as a Methods Process Model, students may be empowered to form their own strategies for learning in conventional studio and TEL classroom spaces. This paper discusses the findings from two case studies in the UK and Australia
Active Learning Training and Classroom Renovation: Exploring Student and Faculty Perceptions in Health and Human Performance Disciplines
Get PDFActive learning spaces form an important part of university learning environments and have the potential to enhance student learning, yet studies on student and faculty perceptions of collaborative learning pedagogies indicate many remain resistant. To overcome this resistance, an academic department developed and implemented an active learning initiative to assist faculty transiting to teach in a classroom newly renovated for active learning pedagogies. Five semi-structured focus groups explored perceptions of faculty and students in the inaugural classes in the renovated space to identify what they perceived enhanced or detracted from faculty delivery of content and student learning experiences. Thematic analysis revealed three themes: Positive improvements in the physical classroom environment, enhanced student engagement, and improved instructional methodology because of faulty training and classroom renovation. Key findings indicated primarily positive perceptions of the renovated physical environment, especially the tables and mobile white boards; however, participants also noted some frustrations with the furniture, classroom layout, and technology influencing student engagement and effectiveness of active learning strategies. Overall, data supported the conclusion that the classroom renovation and faculty training program effectively facilitated positive learning experiences and student-instructor interactions
In celebration of p(P)artnership(s)
Get PDFFor ten years Partnerships has provided peer-reviewed and invited articles to challenge the building and deepening of partnerships supporting higher education community engagement. A board member reflects on its contributions
Science, Technology and the Nightly News: A Service Learning-Based Approach in Teaching Science Communication to Journalism Students
Get PDFJournalists have often been accused of over-simplifying complex scientific stories leading to less audience engagement and information at a time when U.S news media continue to experience declining audiences. U.S. media has also experienced a gradual decline in coverage of science stories for a variety of reasons. Through a partnership with the National Science Foundation, journalism students at a university in the Midwest sought to correct this problem using a service-learning approach that produced science-based video content distributed through NSF channels. Results show improved student comprehension of scientific content may increase the quality of science stories available on television news.
Reimagination of the Requiem: From “For the Mass” to “For the Masses”
No full textIn this article, the author explores the transition of the requiem as a musical form. She explains the ways in which different composers set the text to change the tone and message of the overall work. The author also examines the changing themes in relation to the theories of humanism. The essay examines the works of Verdi, Brahms, and Dan Forest as examples of different text settings and alterations.
Labanotation of Latvian Folk Dance: Tracing the Story of Cūkas Driķos Through the Notation Process
Get PDFThe historical and cultural complexites of Latvian folk dance make the issue of deciding upon what to notate, determining what is essential about a particular dance, a challenge. Many variations on the same dance can be found in archival materials and folk dance publications, and contemporary versions are even more diverse as seen in their participatory and presentational contexts. Tracing the story of the dance Cūkas driķos [Pigs in a Buckwheat Field] for notation purposes became as valuable as the Labanotation score that resulted. This particular dance was selected based on its widespread popularity in the last few decades, as well as its rich and varied history. The investigation began with a presentational, modern version of the dance, which led to examining the related contemporary, participatory versions. These were then compared to descriptions in field notes and historic folk dance publications to try to discern any consistencies across time and place. In this journey, Labanotation helped illuminate distinctions between the presentational and the participatory versions of Cūkas driķos, as well as clearly define standard participatory variations and their relationship to related documented dances. In this manner, the search for what to notate was aided by the notation process itself. Ideally, the Labanotation scores developed through this research process can then become another, perhaps more precise and clear, primary source for understanding and documenting Latvian folk dances
