UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
Not a member yet
1011 research outputs found
Sort by
Understanding Stubborn Inequities: A Critical Lesson in History
Get PDFThe K12 teaching corps in the U.S. remain majority White, while student demographics are and will continue to be much more racially and ethnically diverse. This discrepancy is linked to lower academic outcomes for students from marginalized groups. Through the application of elements of Critical Race Theory, particularly the concepts of critwalking and of movement building, as well as Critical Whiteness Studies, we have created a professional development exercise for K12 educators. The exercise is focused on the normalization and institutionalization of racism in the U.S. and centers a timeline history that exposes the systemic, historically-rooted, and legalized ways that the nation has, over time, denied access and opportunity to individuals from marginalized groups. In this manuscript, we detail the professional development exercise, focusing on how we consider it to be both pedagogical critwalking and movement building. The timeline exercise intends to help equip educators to not only understand the history that created and supports institutionalized racism and other forms of marginalization in the U.S., but also to challenge it in their classrooms and schools today. That is, we want educators to recognize their role in disrupting Whiteness and the larger system of White supremacy. We do this by first exposing K12 educators to evidence that shows that institutional racism has been normalized in the U.S. and can be demonstrated through a historical review of policies and practices. We then encourage K12 educators to use the knowledge gained from this exercise to challenge traditional, deficit views by linking the historical patterns of a lack of access and opportunity to the disparities they see in their classrooms today and in U.S. society and institutions at large
Pre-service teachers’ perceptions and experiences: Courses based on the active learning model and environment
Get PDFAn active learning environment is a technology-enriched and interactive physical space convenient for applying cooperative, active and engaged learning. It allows focus on engaging experiences for students and faculty. This study investigated pre-service teachers’ perceptions and experiences in courses in an active learning environment. Eighty pre-service teachers participated in two separate courses designed according to active learning strategies in an active learning classroom. Findings indicated that participants’ perceptions about the courses were positive for cognitive awareness, respectability, individual responsibility, cooperation and active participation. Further, their perceptions and experiences regarding the active learning model and environment were positive. Participants also expressed their views about using an active environment in the learning process and instructors conducting courses in these environments
Place-Based Community Engagement in Higher Education: A Strategy to Transform Universities and Communities
Get PDFBook Revie
Communicating nanoscience and the communication center: An INNOVATE case study
Get PDFCommunication Centers are well positioned to support communicating science efforts across campus. This manuscript, written by faculty who designed and facilitated a potpourri of support for nanoscience during the 2017-18 academic year, provides a detailed place to start for those who will take on this work at other institutions
Social Media’s Integration into Communication Centers: A UNC-Greensboro Case Study
Get PDFThe UNC-Greensboro Speaking Center (SC) acknowledges the growing impact of social media as a means of sharing information, connecting with stakeholders, and fostering a community of practice. In this study, we review the history of social media integration into our center. After securing a presence primarily on multiple platforms, we shifted our focus away from using social media solely for information dissemination to promote social connections and relationships. In our latest digital project during the summer of 2019, we launched a new social media campaign with the goal of promoting our center to incoming freshmen. Through acknowledging our progress, our center plans to continue increasing our social media presence as we believe these platforms remain prospective interpersonal resources.
Mining Laban Studies as a Critical Pedagogical Praxis
Get PDFMining the writings of Laban and his collaborators through a pedagogical lens reveals philosophical underpinnings of a transformative teaching-learning paradigm, one that shares characteristics with the field of critical pedagogy. An examination of the ways this connection unfolds becomes the entrée to this query. The commonly held beliefs that are in play reflect the innovative thinking of the leading pioneers of the two discourses. In each pedagogical praxis, themes of inclusion, reciprocity, and collaboration can be evidenced in a caring and ethical environment with teachers honoring individual learners while simultaneously celebrating the diversity of experiences students bring to the classroom. This paper explores these connections, in particular the relevance of community as a platform to re-mediate Laban Studies as a pedagogical praxis in today’s 21st century world
Let’s Get Creative about Creativity in Dance Literacy: Why, Why Not, and How?
Get PDFThis article is written in the interests of opening up dialogue and generating debate about the relationship between dance literacy and the role of creativity in dance education. It aims to provoke discussion amongst dance educators who may, or may not, currently value or be aware of, the benefits that graphic movement notation can play in learning and teaching in, through and about dance. This article, however, is not an exhaustive examination of the educational value of graphic movement notation, as that information is readily available from many different sources including dance educators, anthropologists of dance, dance historians and so forth. Questions that are of concern here include: Why should graphic notation play a more prevalent role in dance education? Why not graphic notation? What may be grounding current resistance towards its inclusion? What benefits could accrue from creative making of graphic movement notation for teachers, learners and the status of dance education itself? How can we make graphic notation more creative? Such lines of inquiry can give rise to some interesting educational, historical and pedagogical matters
Simulations on a Mathematical Model of Dengue Fever with a Focus on Mobility
Get PDFDengue fever is a major public health threat, especially for countries in tropical climates. In order to investigate the spread of dengue fever in neighboring communities, an ordinary differential equation model is formulated based on two previous models of vector-borne diseases, one that specifically describes dengue fever transmission and another that incorporates movement of populations when describing malaria transmission. The resulting SIR/SI model is used to simulate transmission of dengue fever in neighboring communities of differing population size with particular focus on cities in Sri Lanka. Models representing connections between two communities and among three communities are investigated. Initial infection details and relative population size may affect the dynamics of disease spread. An outbreak in a highly populated area may spread somewhat more rapidly through that area as well as neighboring communities than an outbreak beginning in a nearby rural area