UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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The Me Curriculum: High-Stakes Testing and the American COVID-19 Response
Full text linkAmerican culture’s emphasis on individualism has been identified bythose directly engaged with fighting the COVID-19 pandemic and bypopular cultural commentators as problematic in mustering the collective social consciousness and self-sacrifice necessary to mount asuccessful pandemic response. This concern is supported by emergingacademic research which postulates a relationship between a culture’s relative balance between individualism and collectivism and the success of its pandemic response. Big data analysis suggests an inverse relationship between individualistic cultural traits and success in pandemic mitigation. Although the relative advantages and disadvantages of American individualism have been debated since Tocqueville, a recent rise in the dominance of individualism within the American psyche has been noted by both sides of the political spectrum with conservative commentary expressing concern over radical individualism and more left-leaning commentary finding increasing acceptance of libertarian principles perilous to the common good. Paralleling this rise in individualism are neo-liberal efforts at education reform that culminated in No Child Left Behind and its successor Every Student Succeeds. Such comprehensive neo-liberal reform efforts engender increased cultural individualism in three ways: by narrowing curriculum definitions and content to a core that excludes issues of citizenship; by increasing direct instruction that limits students’ opportunities to engage with others in meaningful educational tasks; and most importantly, by creating an accountability superstructure based solely on decontextualized evaluations of isolated students, educators, and schools. The decades-long dominance of neo-liberal reform efforts create an educational environment which reinforces the cultural individualism hampering a successful American response to COVID-19
Mama's Dream Bakery
Full text linkThe purpose of this children’s book is to introduce the Appreciative Education framework to readers from a child’s point of view. Walking readers through the framework via the curiosity of Jason, a six-year-old who loves to ask questions, each phase of the framework is touched upon.When Jason’s mother came home and seemed to be unhappy, Jason wanted to know why. Unbeknownst to him but through the open-ended questions he asks his mother, he follows the Appreciative Education framework to find out why. Through his questions, Jason is able to make his mother smile, find out why she is sad, make her ponder and plan, and in the end be there for her new developments.
How to Prepare for Your College Advising Appointment
Full text linkThis video informs students how to prepare for their appointment with their college academic advisors. It is about understanding the role of your advisor, the importance of showing up on time, examples of great questions to ask, and why you should stay connected to them. Relating to the Appreciative Education framework, this video can help students feel more disarmed and prepared when meeting with their advisor
Pedagogical Freedom through Hope: How Communication Centers Can Instill Actionable Hope through a K-12 Citizenship Education Model
Full text linkThis paper argues Communication Centers as a core space for revitalizing citizenship education through dialogic interaction and the encouragement of outside civic engagement. Developing informed and sustainable hope requires education (Lake, et al., 2012). Learning how to develop habits of hope can lead to students becoming more informed and civil citizens because it attunes students to their civic potential and enables them to cultivate visions for future democracies
Editorial Introduction: Transitions Abound
Full text linkIntroduction to the 8th volume of CCJ and reflection on transitions
Mixed finite element approximations for Darcy flow of isentropic gases
Full text linkIn this paper, the mixed finite element methods are analyzed for the approximation of the solution of the system of equations that describes the single-phase Darcy flow of isentropic gas in a porous medium. Our numerical approach is based on the mixed finite element method (MFEM) in space, and backward-differences in time. The lowest order Raviart-Thomas elements are used. Within this frame work, we derive error estimates in suitable norms and show the convergence of the scheme. The features of the MFEM, especially of the lowest order Raviart- Thomas elements, are now fully exploited in the proof of convergence. Finally, we give the numerical experiments to confirm the theoretical analysis regarding convergence rates
Rebooting or Regressing? Communication Centers and Peer Mentoring in the Introductory Communication Course
Full text linkAs a response to ongoing student attrition and declining academic performance, a midsize (enrollment = 17,743), minority-serving southeastern research (Carnegie R2) university initiated a “reboot” of high-enrollment general education courses. A key component of the reboot involved embedding undergraduate staff from the university’s oral communication center as peer guides to energize improvements in three areas: performance and retention, engagement, and student satisfaction.This study examines the empirical evidence of how embedding undergraduate peer guides from a communication center can affect student success in the introductory, performance-based communication course. Measures related to each area targeted for improvement were applied to students (n = 406) in 16 rebooted sections of the introductory course with peer guides and control groups of students (n = 319) in sections without peer guides. Qualitative feedback on the peer guide experience was obtained from focus groups with peer guides and instructors who participated in the reboot.No significant difference was found between students in the peer guide sections versus the control group in overall midterm or final grades, perceived quality of instruction, or student activity on the Canvas learning management system. Students in the reboot sections lagged behind their control group cohorts in reducing their communication apprehension. The decidedly mixed outcomes suggest the need for different types of involvement than the traditional consultative role that communication center tutors usually play
COVID-19 Pandemic and Online Classroon Interaction in the Japanese Context
Full text linkThis paper investigates the challenges EFL instructors faced while delivering online classes during the pandemic in Japan in order to help language instructors improve the quality of classroom interaction they provide. Semi-structured interviews were conducted with seven EFL instructors at the English Department of a Japanese university. Participants revealed how they overcame challenges to engage students in online class interactions. However, the instructors pointed out that the online pedagogical training that they received was inadequate. The paper argues that universities should formulate standardized guidelines for online education and expand the opportunities provided for instructors to receive adequate training
An Appreciative Approach to Building a Sense of Belonging Among First-Year Students
Full text linkA sense of belonging is a key contributing factor to student retention and engagement. Sense of belonging is defined as, “students’ perceived social support on campus, a feeling or sensation of connectedness, the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the group and others on campus” (Strayhorn, 2012, p. 3). Sense of belonging is a mid-level need that needs to be satisfied before students can begin to learn and thrive on campus. At Nova Southeastern University, program administrators for the Razor’s Edge Shark Teach program work to intentionally build a sense of belonging among students beginning during recruitment. By utilizing the Appreciative Advising framework, administrators strive to create a community that leads to higher GPAs, increased graduation rates, and better retention
Six Ways the Appreciative Advising Institute Made Me a Better Graduate Student
Full text linkThe Office of Appreciative Education hosts virtual Appreciative Advising Institutes. During the Institute, participants spend most of their time in small groups facilitated by a Facilitator and a Facilitator Assistant. This article explores my experience as a Facilitator Assistant and how my time at the Appreciative Advising Institute enhanced my skills as a graduate student