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Correctional Center Reading Group
No full textThe Correctional Center Reading Group is an internship credit class in which three students host a book club with individuals in custody. These students met with an organizer of the Illinois Coalition for Higher Education in Prisons (ILCHEP) and IWU professors with a background in justice systems to learn about social conditions that create mass incarceration as well as its practical implications. Students then selected a book to read for both themselves and the 10 individuals in custody involved in the program, and have primarily had literary discussions over WebX. Book selection rotates between the students’ choices and the inmates’ choices. At the end of the month, these students will travel to Lawrence Correctional Center, a maximum security facility, to hold the final meeting of the book club in person with the incarcerated members. The goal of this reading group is to pilot a continuous program between individuals in custody and IWU across all disciplines, as well as provide students with the tools to examine a consistently overlooked population of America
Multimodality, Multiple Intelligences, and Engagement in the English Classroom
No full textMultimodality assessment in English Language Arts consists of audio, visual, and kinesthetic reading and analysis of literature and text (Lenter, 2018). Multimodal work is not limited to these types of learning, however, as detailed by Howard Gardner’s Multiple Intelligence Theory (1983). This theory outlines the idea that students are not limited to one way of learning, and engaging different senses and interests helps their retention of knowledge. Using existing knowledge of formative and summative assessments, as well as of this theory as it applies to day to day English education, a classroom research was conducted that allowed students to show their literacy and comprehension skills through multimodal projects and stories written in a Creative Writing course. Students were able to choose the modality in which they wanted to tell their narratives, and they also reflected on how this autonomy impacted their understanding, as well as their engagement with the content. This study concludes that students become more engaged with literature and text when given autonomy over their assessments, and when they are given the option to submit work in a different modality. Additionally, student literacy and comprehension is improved when exposed to multimodal texts in the classroom. These findings prove that providing students with choice and autonomy over their literature encourages them to seek out their own education, and it teaches them to think critically about the things they read in and out of the classroom
The Impact of Social-Emotional Learning on Student Engagement
No full textEnsuring that students are consistently engaged throughout an entire day in the classroom is one of the most complicated tasks that teachers must monitor, despite it also being one of the most important. With Social Emotional Learning (SEL) becoming more prevalent in the classroom, new engagement strategies are beginning to be discovered. SEL is defined as “the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions; developing caring and concern for others; making responsible decisions; establishing positive relationships; and handling challenging situations capably” (Zins & Elias, 2006, p. 234). It has been proven by other researchers that SEL is essential for lifelong success, and reduces the risks of poor adjustment, unsuccessful relationships, violence, substance abuse, and general unhappiness (Elias et al., 1997; Zins, Weissberg et al., 2004; Zins & Elias, 2006). Previous research emphasizes the importance of SEL for all students, regardless of background, when it comes to their education, but also their future. This self-study examines how the implementation of SEL impacts student engagement and learning experience during the school day. Data was collected utilizing student observations, student surveys, and personal reflections throughout lessons or methods of SEL. The self study was completed in a second grade classroom with thirteen students, all attending school in a low-income area. The results generally support previous research, finding that the more SEL that is implemented throughout the day, the further that student engagement levels will increase. The outcome of this study will increase understanding of prior research done regarding SEL and its impact on students
Enhancing Student Engagement and Achievement in Science Through Culturally Relevant Pedagogy
No full textStudent representation in the science classroom is key for student engagement and academic achievement. The science classroom should be an environment where students are reflected in lessons and can use their science knowledge to enhance their understanding of the world around them and make a positive difference in their communities. Gloria Ladson-Billings’ foundational theory of Culturally Relevant Pedagogy (CRP) provides a pathway towards culturally inclusive classrooms for all students. This framework includes three parts that a culturally relevant teacher should focus on in their classroom: academic success, cultural competence and critical consciousness. A literature review coupled with a classroom study were conducted on the findings of how CRP can impact student academic achievement and engagement in the field of science. Findings suggest that both student engagement and academic performance can be positively impacted by CRP. This research can influence the way science curriculum is shaped and the way teachers approach science lessons for their students
Amanda Hopkins
No full textInterview of Amanda Hopkins, PhD, RN, Posse 2 and Posse 6 mentor and Associate Professor of Nursing at Illinois Wesleyan University, on July 22, 2025
