UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
Not a member yet
1011 research outputs found
Sort by
Deconstructing underlying practices of short-term study abroad: Exploring issues of consumerism, postcolonialism, cultural tourism, and commodification of experience
Get PDFShort-term study abroad experiences are thought to provide students with opportunities to develop the skills needed to participate in an increasingly global world. However, what is often ignored are the ways short-term programs promote consumerism, postcolonialism, cultural tourism, and commodification of experiences. The authors will trouble the celebratory discourse of short-term study abroad and provide suggestions on how to promote more socially just short-term study abroad practices
Engaging in Inclusion: Cultivating LGBTQ Students’ Sense of Belonging through a Critical Place-Based Curriculum
Get PDFAbstractWhile recent literature has highlighted the importance of inclusion of lesbian, gay, bisexual, and transgender, and queer (LGBTQ) topics in the composition courses (Alexander and Wallace, 2009; Furrow, 2012), few have outlined how to include these topics. The purpose of this article is to detail how the inclusion of LGBTQ students and topics was achieved in a freshman first-year writing course using a critical place-based curriculum. While most place-based curriculum do not take into account LGBTQ students’ unique lived experiences on a college campus, this article details how conversations and assignments were altered to take into consideration issues of power and privilege on campus. Implications suggest the need for use critical pedagogical practices in the composition classroom.
New Student Orientation at the Two-Year College – An Appreciative Approach
Get PDFOver the years, New Student Orientation (NSO) at Midlands Technical College (MTC) has become more intentionally student-focused. The NSO team at MTC is striving to develop intentional positive relationships with students by implementing the six phases of the appreciative education model into on-campus orientation. After a brief overview of the six phases of appreciative education, as they are outlined in the 2013 article by Bloom, et. al., there will be detailed examples of how MTC has implemented all six phases of appreciative education – disarm, discover, dream, design, deliver, don’t settle – into NSO. The next section will be used to share some of our orientation survey data, as it correlates with the overall goal of the AE model and its phases. Finally, the concluding remarks will summarize why using an appreciative model for NSO at a two-year college increases the potential for developing positive relationships with students.
Service-Learning in a Public Relations Campaign Class: How Contingency Management Supports Positive Outcomes
Get PDFThis paper examines how applying a contingency management approach to service-learning projects in public relations courses can illustrate effective pedagogy. First the authors examine Drake’s (2000) four components of service-learning and why public relations courses are a natural fit for this form of teaching, as using a contingency approach ranging from accommodation to advocacy is one approach to the practice of PR itself. Next the “reality” of service-learning is discussed, with observations drawn from other scholars and the authors’ own experiences that provide insight on how applying a contingency approach can enhance learning outcomes
Public participation for 21st century democracy
Get PDFPublic participation in the 21st century is often complex, frustrating, and confusing. A guide to help navigate through the labyrinth of bureaucracy and conventional participation is necessary as we strive to find ways in which our civic engagement will create a more democratic, just, and participatory country. With Public Participation for 21st Century Democracy, Tina Nabatchi and Matt Leighninger provide a history of public participation, contemplate the current state of our democracy, and offer both theory and praxis regarding how we might effectively engage in public participation to create the changes we desire. This book presents more than hypothetical constructs, and instead produces concrete examples to illustrate how various methods of public participation have succeeded. The authors emphasize the importance of partnerships, especially those between members of the public and the institutions that represent them. Public Participation for 21st Century Democracy offers both the hope and means for people to solve public problems, effect social change, and ensure democracy’s survival
Inventing the future: Applying design thinking to NextGen program development
No full textVirginia Tech’s motto is “Invent the Future.” Building on this culture, the University has undergone a massive transformation in the way that it imagines its role on campus. Until recently, the Libraries’ approach to online learning was more ad hoc than strategic, with no dedicated online learning staff and no clear strategy for program development. Recognizing the increasing need for a strategic approach to online learning, the Teaching & Learning Engagement unit recognized the need for new tools for thinking outside of traditional methods for online program development. The team took a start-up approach to program development using a Design Thinking framework to create a new online learning team, with a mix of traditional and non-traditional library faculty, including a web developer and an instructional designer. As part of this process, the team engaged in a university-wide needs assessment for identifying themes for program development and developing a clear mission and niche for the online learning team. Through rapid prototyping and brainstorming sessions, the team developed a learning design studio; a technology training program for librarians, staff, and teaching faculty; and a new learning objects repository for creating, remixing, and sharing online tutorials and modules
Masters of Fate or Victims of Circumstances? Connecting Communication Centers with Locus of Control
Get PDFLongstanding research correlates locus of control (LOC)— the sense of self-empowerment (internal orientation) versus feeling influenced by events others control (external orientation)—with self-motivation, persistence, high academic achievement, and workplace success. In study 1, undergraduate peer tutors (n = 31) at a midsize, doctoral-granting, minority-serving university completed a variant of the teacher locus of control (TLOC) survey, which measures the degree of internal/external LOC orientation in educational settings. In study 2,communication center supervisors (n = 12) and undergraduate peer tutors (n = 13) from 14 institutions nationwide completed a qualitative survey describing how they approach consultations with student clientele.The studies found: (1) Supervisors exhibited slightly higher external LOC than peer tutors, indicating a keener sense of restrictions on their personal agency and deferring more to specific procedures as solutions to challenging situations. (2) Small but statistically significant correlations were found between a tutor’s self-identified race and LOC orientation. White tutors more readily attributed levels of achievement to the nature of the student (external LOC); non-white tutors treated achievement levels more as products of the consultation techniques (internal LOC). (3) Qualitative data show that communication center personnel must balance the tensions between different LOC orientations, perhaps by ranging across the continuum from highly internal to highly external
Mapping the Landscape of Asynchronous and Synchronous Online Services in Communication Centers
Get PDFIn response to the growing presence of online learning in higher education, this project explored communication centers’ online synchronous (real time) and asynchronous (submit and respond) advertised services. Using the National Association of Communication Center’s directory, only 21 (20%) of the viable websites mentioned online services. The 21 websites were coded for types of online mediated services offered, the platforms used for services (e.g. Skype, WebX, virtual whiteboard), as well as the types of consulting services provided (e.g. outline feedback, presentation rehearsals, mock interviews). While 11 (52%) of the websites offered some form of synchronous conferencing service and 5 (23%) offered both synchronous and asynchronous services, this research reveals the need for more communication centers to consider and seriously investigate the logistics of offering online services in order to best meet the growing, diverse needs of both online and brick-and-mortar learners.