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Workshopping Our Non-Native-English-Speaking Sessions: Ways to Reduce Guilt and Encourage Flexibility When We Consult
Get PDFThis article describes the workshop I developed for our Writing Center consultants. My workshop was designed to allievate feelings of guilt common to consultants who work with non-native English speaking students. I advocate for consultants who acknowledge their role as a cultural informant, are willing to work line-by-line through portions of a paper, and interweave global and local concerns rather than prioritizing one over the other. This article explores how I paced my workshop, the questions I asked, and how I established goals
"The room itself is active": How classroom design impacts student engagement
Get PDFA responsive case study evaluation approach utilizing interviews and focus groups collected student and faculty perspectives on examined how instructors and students utilized a newly redesigned active learning space at Iowa State University and the impact of this design on student engagement aspects of the classroom that influenced engagement. The findings demonstrate how classroom design influences engagement through low-cost learning tools and a flexible, open, student-centered space that allowed for a variety of active learning strategies. In addition, this case study highlights the importance of conducting assessment on classroom redesign initiatives to justify and improve future classroom spaces.
Bringing innovation theory to practice in a program model for collaborative knowledge building: The Curriculum Fellows Program
Get PDFWe share a transferable program model that applies innovation theory to partnership-centered civic engagement hosted and facilitated by an institution of post-secondary education. To address the issue of college readiness, our model created multiple 3-person, cross-sector teams operating with a shared mission and multiple points of contact over the course of a year to prepare classroom-ready curriculum units for area high schools. Teams were comprised of a high school teacher, a college faculty member, and a college student. The cross-sector team model disrupts traditional hierarchies, promotes creativity, and invites multiple actors to draw upon their resources of knowledge and influence to grow, and help others grow, while achieving common goals. In this essay, we present the theory behind our program model; the context from which our program emerged; and details about our practice, including the structure, implementation, and assessment of the program. We conclude with framing questions that invite readers to explore the transferability of the model to other challenges in which partnerships might advance collaborative engagement in their community or organizational context
The political classroom: Evidence and ethics in democratic education
Get PDFDiana Hess and Paula McAvoy’s book, The Political Classroom: Evidence and Ethics in Democratic Education, succeeds in offering an ethical framework for the discussion of political topics in the classroom and provides practical insights both for educators who are new to in-class political discussions and for more experienced instructors who wish to revise/refine their pedagogical praxis. The authors argue that their book is unique because it “integrates social science research with philosophic thinking about ethical issues of teacher practice” (p. 9). This brief text contains a justification for the necessity of political classrooms, three case studies, and an ethical framework for democratic education. Their research and conclusions are compelling, but critics may find that Hess and McAvoy fail to adequately address issues of power and justice
Constructing Galois 2-extensions of the 2-adic Numbers
Get PDFLet Q_2 denote the field of 2-adic numbers, and let G be a group of order 2^n for some positive integer n. We provide an implementation in the software program GAP of an algorithm due to Yamagishi that counts the number of nonisomorphic Galois extensions K/Q_2 whose Galois group is G. Furthermore, we describe an algorithm for constructing defining polynomials for each such extension by considering quadratic extensions of Galois 2-adic fields of degree 2^{n−1}. While this method does require that some extensions be discarded, we show that this approach considers far fewer extensions than the best general construction algorithm currently known, which is due to Pauli- Sinclair based on the work of Monge. We end with an application of our approach to completely classify all Galois 2-adic fields of degree 16, including defining polynomials, ramification index, residue degree, valuation of the discriminant, and Galois group
How Do Our Tools Connect to Our Practice? Investigating What Tools to Pick for a Multimodal Communication Center
Get PDFCommunication centers regularly use tools to shape and augment their pedagogical practices. It can be difficult to choose what new tool to purchase, especially without understanding how that tool can be applied during a tutoring session. By analyzing the Georgia Tech Communication Center's own usage of tools during tutoring sessions and then mapping these tools to specific affordances, this article provides both an index of how prospective tools are used and some basic questions to ask while investigating these tools' applicability to a communication center
Communication Center Effectiveness: The Impact of Tutoring on Speech Performance
Get PDFIn this study, the researchers explore required public speaking tutoring in communication centers and the effect it has on students’ grades, speaking apprehension, and expected speech outcomes. Test and control group participants completed the Situational Communication Apprehension Measure after the completion of their persuasive speeches in a traditional public speaking course. Recorded speeches were also analyzed by the researchers. No significant difference was identified between the test and control group related to either communication apprehension or speech delivery. Students in the test g roup (those students attending required tutoring) did, however, have statistically higher scores related to organizational outcomes and final speech grades. Future directions of research and limitations are discussed
Communication Center Journal, Volume 2
No full textContents:RESEARCH“Facilitating Learning through Facilitation: How Facilitation Skills Can Inform Communication Center Tutoring Best Practices” – Leanna K. Smithberger – page 3“Thin Slices of Public Speaking: A Look into Speech Thin Slices and Their Effectiveness in Accurately Predicting Whole-Speech Quality” – page 18PRAXIS“Music as an Effective Anxiolytic Intervention in Communication Centers” – Evan Zakia-O’Donnell & Kimberly M. Cuny – page 4
Book Review: Communication Centers
No full textBoof review of Communication Centers: A Theory-Based Guide to Training and Management by Turner and Sheckels