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The Civil Rights Movement and Service-Learning: Practicing the Lessons of Activism
No full textTeaching and Learning Department Capstone Project.This project, which consists of a literature review and a social studies unit, investigates linking education about the Civil Rights Movement to a service-learning project. The social constructivist learning theory and the social reconstruction curriculum theory shape the discussion throughout the project. The Civil Rights Movement is a pivotal part of American history, but it generally receives little attention in public elementary schools. The literature review explores these questions: Why is the Civil Rights Movement important for elementary-aged students to learn about? What content should educators include and what strategies should teachers use when presenting a unit on the Civil Rights Movement? Benefits and challenges of service-learning and sound practices of service-learning are also important issues in the paper. Additionally, there is focus on the role of authentic assessment in a unit on civil rights. The lessons within the unit exhibit the ideas presented in the literature review. The unit is a guide for educators interested in linking a service project to the study of the Civil Rights Movement in a 5th grade social studies class. Together the literature review and the unit emphasize the potential for meaningful learning when connecting civil rights content with service.Department of Teaching and LearningPeabody College of Education and Human Developmen
Vanderbilt Hustler; Vol. 125 Iss. 5 January 21, 2013
No full textThe official student newspaper at Vanderbilt University
Vanderbilt Hustler; Vol. 125 Iss. 45 November 13, 2013
No full textThe official student newspaper at Vanderbilt University
Profiles: By the Vanderbilt Review
No full textVanderbilt’s official undergraduate literary and arts journal including refereed work in fiction, poetry, drama, art, and photography from students, alumni, and University affiliates
Plea Bargains that Waive Claims of Ineffective Assistance - Waiving Padilla and Fry
No full textarticle published in law reviewThis essay addresses the growing use and enforcement of terms in plea agreements by which a defendant waives his right to attack his plea agreement on the basis of constitutionally deficient representation during negotiations leading to the agreement. Contrary to other commentators and some courts, I argue that the Constitution does not forbid the enforcement of such a waiver, and review steps a judge may have to take in order to ensure that a defendant’s express waiver of the right to effective representation during plea bargaining is knowing and voluntary. I also argue that although the Constitution does not prohibit judges from enforcing broad waivers of the right to attack a plea-based conviction on the basis of poor representation during bargaining, routine adoption and enforcement of such terms would be unwise, and suggest several strategies to avoid this result
Capstone EFL Portfolio
Get PDFTeaching and Learning Department Capstone ProjectThe portfolio here I present is my theoretical and practical understanding for teaching English as a Foreign Language (EFL). There are four parts in my portfolio: my teaching philosophy, introduction for the artifacts, artifacts I
chose to support my comprehensions for teaching English Language Learners(ELLs) and implications for the profession. In my teaching philosophy, I will display my professional knowledge in terms of students and communities; curriculum and program; and theoretical professionalism. In my introduction section for artifacts, I will briefly talk about artifacts I selected for each domain from four aspects: learner, context, curriculum and assessment. I will present
my artifacts as appendix for you to review. Lastly, I will talk about some implications and questions derived from my reflections upon some
disadvantaged instructions and assessment practices for ELLs along with a discussion of differences between China and the United States with regard to the educational theories as well as applications.Department of Teaching and LearningPeabody College of Education and Human Developmen
Clinical Teaching as Tutoring: Theory-Driven Clinical Education
Get PDFTeaching and Learning Department Capstone ProjectResearch on effective teaching in the clinical years of medical school lacks robust educational theory. The medical education literature contains a variety of models to guide clinical teachers in their practice, however these models are step-wise prescriptions that do not assist educators in understanding how they should teach or why their teaching might be effective. The One-Minute Preceptor (OMP) model is a well-known teaching prescription that serves as a starting point for making student thinking and clinical reasoning visible. By combining multiple microskills of the OMP model, a teaching session with a clinical faculty member looks similar to that of a tutoring episode. Re-conceptualizing the teaching of medical learners in the clinical setting as that of a tutoring relationship affords a strong theoretical lens to understand learning and instruction and allows for the application of empiric science on tutoring. The assessment of student competency in this arrangement also becomes easier for faculty to accomplish. By understanding the concept of scaffolding as well as the findings in human tutoring of student-construction and collaborative problem solving, clinical teachers can promote deeper learning through a more dynamic teaching process. Using analogical encoding through the technique of contrasting cases provides clinical educators a way of focusing learners’ attention on the most important facets of clinical problems and facilitates transfer for future use. Medical educators should work on translating what is known in the learning sciences into practice in their role as teachers of medicine.Department of Teaching and LearningPeabody College of Education and Human Developmen
Programming a New Society: Modularity as an Instrument of Cooperation and Programmer Autonomy from the 1960s to the Free Software Movement
No full textHistory Department Honors Thesis, 2013. Awarded Highest HonorsDepartment of HistoryCollege of Arts and Scienc