565 research outputs found
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Basic concepts for increasing learning for students in general education at Lincoln University
Full text linkThis blog reflects on general teaching principles commonly known, but also many times overlooked. Keeping teaching simple - to best engage students in the learning process - helps to recenter and refocus processes that sometimes feel convoluted or over-done. This opportunity helped me to focus my attention back to the most basic points that will help my students be successful learners in any course
Advancing Interpersonal Communication Research and Beyond at the National Communication Association 2019 Convention
Full text linkThis document functions as a synopsis of my time spent at the 2019 National Communication Association annual convention, held in Baltimore, Maryland. In this post I briefly discuss my contributions to and participation in the convention, and outline some of the pedagogical takeaways as they relate to my position as Assistant Professor at Lincoln University
Quality Matters Annual Conference 2020
Full text linkTo better develop my online courses at Lincoln University, I attended Quality Matters 2019 Annual Conference in Grapevine, Texas from Sunday, October 27th to Tuesday, October 29th. I began the conference by attend two workshops on Sunday: one that addressed researching teaching methods in online courses, and another on online course development. While both workshops were productive, the online course development workshop was particularly helpful. It was taught by two co-authors of a recent manual on online course development. I have ordered a copy of the manual, which contained many of the tips and tricks we learned in the workshop. I will able to apply concepts I learned in the course development workshop when formulating both my online and face to face classes at Lincoln for the Spring 2020 Semester. The workshop on researching online courses answered a lot of questions I had on what was involved in online teaching research. After Sunday’s workshops, I attended various conference presentations on Monday and Tuesday. I was able to attend several sessions on how to get online courses QM certified. Coupled with Sunday’s workshop, I am now confident I can develop any course and have it QM certified. I also attended several sessions on course review. I am a QM Course Reviewer and found the sessions very helpful in further developing my course review skills. In all, attending the conference enabled me to further develop my online teaching skills for which I can apply to my teaching at Lincoln University
Midwest Education Technology Community (METC) Train the Trainer: Updates in Educational Technology
Full text linkThis is a pdf form of the content provided at the following link: Title III Report PDF
This train the trainer LibGuide provides a web-based synopsis of the notes and experiences that Katrina Blau had while at the METC2020 conference. The conference was a three day event, covering lots of topics related to technology and teaching. The PDF and the website include links to resources and other related content
Social Justice Education Framework: Examination of an Integrated Model for Teaching and Evaluating Social Justice Education through Historical Injustices
Full text linkSocial justice continues to be emphasized within the social work profession as a central principle and value, often identified as the professional value that separates it from other human service professions. As varied as definitions of social justice are, so are approaches to effectively teaching about social justice within social work education across the curriculum (practice, research, HBSE, and policy). Equally absent are evidence based approaches to teaching social justice.In recent years, historical injustice and our societal lack of knowledge regarding it has been examined. Numerous studies have confirmed that the K-12 education system is grossly negligent in providing students with an accurate and comprehensive examination of historical events, especially those involving significant social injustices. Thus, students often begin their college education inadequately prepared to understand and address the consequences of these injustices. Consequently, they also fail to learn the many benefits of knowing and understanding their personal, societal, global, and generational effects. More recent studies have addressed the benefits of teaching through the use of historical injustice. Among these benefits, which have been categorized as transformational, are improved personal autonomy and agency, increased civic mindedness, improved cognitive skills and critical thinking, and in depth evaluation of values and biases, which according to NASW and CSWE are of significance to social work practice and education. This roundtable will begin a discussion on integrating these different silos of information. It will address how to best demonstrate their overlap and how to build on the literature and studies that have already been done in various fields of investigation. The overall goal of the roundtable is to determine how to best move forward in rigorously investigating an empirically grounded approach to teaching social justice in social work that is directed by a social justice education framework, the utilization of historical injustice, and their applicability to current social and structural obstacles to equality and equity. The first presenter will disucss the social justice education framework and its application to social work education. Two of the presenters will focus on discussing their experiences with the use of historical social injustice in teaching across the social work curriculum, as well as their experiences with using the Social Justice Education Perspective \ to guide and evaluate their work with students. A third presenter will address the importance of historical injustice knowledge across generations in helping individuals understand structural obstacles to racial equity and other forms of injustice. All three presenters will address the potential applications of this line of inquiry for emerging areas of scholarship and practice, especially as related to improving social justice education in social work, implications of such work for social work practice, theoretical guiding frameworks for such work and potential funding sources for such work
Comparing Durability and Cost-Efficiency in Drone (UAV) Construction
No full textThrough my research I plan to find the most cost efficient and durable materials to efficiently build my drone one and drone two with through a series of trials to test them in their entirety for cost and durability overall. For the purpose of the study we will use multiple separate materials to construct the bodies and components of the drones will be ordered. Another study was done in a similar fashion in which different components were made from different materials and tested to work. Their results will be taken into consideration upon the completion of my study
Winning With Highly At-Risk Student-Athletes
Full text linkThroughout one’s coaching career, coaches will experience several complexities as it relates to the well-being of the student-athletes that we coach. In the coaching community, there are several conversations being had about a “New Breed” of student-athletes coming through the pipeline. The premise of this conversation is based on a new reality that student-athletes today require much more than skill based training and preparation. That coaches must serve in a greater capacity than just coaching, and must be equipped to serve in several other roles, such as a parental figure, counselor, motivator, amongst others.
While attending the Women’s Basketball Coaching Convention hosted by the Women’s Basketball Coaching Association (WBCA), a professional organization that provides a platform for women’s basketball coaches across the country to connect, network, and grow, I was able to sit in on a seminar and gain some valuable insight and perspective from a coaching colleague. Instead of focusing on all the many roles that coaches have to play, this conversation was geared more towards looking at the totality of student-athletes backgrounds, life experiences, and common characteristics that would warrant their “neediness” for a lack of a better word.
This opened up an entire different view for me. To a certain extent, when we recruit student-athletes, we want to learn as much about them as possible. However, even when you think you’ve learned a lot about a student-athlete, there are some things that are left hanging in the balance. And when a student-athlete says or does something outside of that picture you painted in your mind of them, we as coaches are sometimes very quick to rip away the scholarship and send said student-athlete back to wherever they came from. Whereas, if we utilized the information that we obtained about a student-athlete in a different manner, then we can see the red flags coming and prepare ourselves to better deal with them when they arise.
Highly At-Risk Student- Athletes (HARSA), a term coined by Chanda Rigby, the presenter of the above mentioned seminar, are student-athletes that meet one or more of the following characteristics: first generation college student, have an absent parent, learning disability, emotional disability, have experienced homelessness, low socioeconomic background, low test scores, taken remedial coursework, etc. This is all information that is obtained throughout the recruiting process, but when used improperly it can be detrimental to the student-athlete’s success. As coaches, we expect a certain standard of behavior across the board from all of our student-athletes, not realizing that many of them may have never been properly taught. We are holding them to this high expectation instead of meeting them where they are, properly utilizing what we are learning about them in the recruiting process and developing the necessary environment to assist them in their pursuit of success.
This was an eye opener for me, as many of the student-athletes we recruit and come into contact with on the regular basis would fit this criteria, and therefore would fall into the HARSA category. It is important identify these characteristics early, and understand that these particular student-athletes may come to college with a very unique set of needs and will require much more effort on behalf of the coach. It’s about progress not perfection; to meet each student-athlete where they are at, and help foster an environment in which they can grow and be successful. If you can successfully do this, then you have found a way to connect to the person behind the mask… And that right there is considered a WIN.
Ayana McWilliam
Retention Rates in a HBCU Community
Full text linkThis project determines the impact of federally funded STEM programs on retention rates of the underrepresented minority (URM) returning to their HBCU after 2 semesters. A statistical analysis of university data will determine if there is a significant difference in the retention rates of the URM majoring in STEM who participate in federally funded STEM programs vs. URMs majoring in STEM who do not participate in STEM programs. Previous researchers found students well prepared academically but with unmet basic needs were more likely to transfer and more access to scholarships increase the likelihood of returning to school tied into financial support aids in retention. I anticipate that there is a significant difference in the retention rates of URMs majoring in STEM who participate in STEM programs
Legendary Ladies of Lincoln: Learntene Enlow
Full text linkA native of McCarey, Mississippi, Learntene Branch Enlow earned her Bacherlor’s Degree in Elementary Education in 1953. Mrs. Enlow taught at Washington Elementary, Caruthersville, MO; Pruitt Elementary, Saint Louis, MO and Eastgate Elementary, Columbus Ohio. She returned to Jefferson City to earn a Master of Elementary Education at Lincoln University.Learntene was a leading proponent of the Lincoln University Day Care Center and taught there for many years. She retired in 1999. Learntene Enlow passed away in 2014 in Jefferson City, MO.https://bluetigercommons.lincolnu.edu/lll/1006/thumbnail.jp
Legendary Ladies of Lincoln: Rosemary Hearn
Full text linkDr. Rosemary Hearn is a native of Indianapolis, Indiana. She is a graduate of Howard University, where she earned the Bachelor of Arts degree in English. After Howard, she returned to Indiana to enroll in the Graduate School of Arts and Sciences at Indiana University, Bloomington, where she earned her masters and doctorate in English. Upon receipt of her master’s degree in 1958, Dr. Hearn was appointed to the faculty of Lincoln University and remained at Lincoln for forty-two years, serving the university in a number of positions. While at Lincoln, Dr. Hearn served on a number of state and national committees, including the Executive Committee of the Mid-Missouri Associated Colleges and Universities and the Missouri State Planning Committee of the American Council on Higher Education. Upon her retirement from Lincoln University, Dr. Hearn returned to Indiana and made her home in Carmel, just outside of her native Indianapolis.https://bluetigercommons.lincolnu.edu/lll/1011/thumbnail.jp