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Reflecting on Cross-Cultural Creativity in the College Classroom: An Investigation into GNED 113 “Creative Genius”
Get PDFThis Master’s project uses Greenberger’s (2020) Guide to Reflective Practice to reflect on the design and delivery of the college-level creativity course, GNED 113, “Creative Genius” taught at Centennial College in Toronto, Canada, in order to examine possibilities for the inclusion of cross-cultural creativity approaches that meet the needs of a social justice and equity theoretical framework. A proposed heuristic for postsecondary creativity educators is also offered
Just Press Play: Designing Video Lessons to Teach Creativity Curriculum in Childhood Education
Get PDFThis project aims to create a scripted lesson consisting of a video lesson and a supplemental activity to facilitate creativity training in primary students. A larger goal is to develop a K-12 curriculum for Creativity and Creative Problem Solving. The scripted lessons and guided activities aim to educate 1st-grade students on creativity characteristics and foster foundational creativity skills. The project aims to alleviate teachers\u27 burden by providing ready-made scripted lessons and videos with explicit instructions, requiring no prior content knowledge. The video lessons feature puppet characters, engaging students through spoken lessons, music, and movement. The follow-up activities, called Mactivities, are low or no-prep and allow students to practice creativity skills. The project\u27s goals include fitting into packed school schedules, engaging young children in regular creative practices, providing a curriculum that requires no prior knowledge in creativity education, building a foundational level of creativity education for future scaffolding, and making learning fun and enjoyable through music and play. The rationale for the project stems from the researcher\u27s background in childhood education and a desire to improve students\u27 future opportunities. The researcher noticed a decline in creativity as children grow older and found a need for an explicit creativity curriculum for elementary school children. Existing resources primarily focus on integrating creativity into existing lessons, leaving a burden on teachers. The project aims to address these gaps by providing educators with a manageable and comprehensive creativity curriculum and fostering adaptable and applicable creative skills, turning students into innovative leaders as they progress through their education
International Professional Development Torremaggiore, Italy
Get PDFIntroduction: I had the incredible opportunity to study abroad through the International Professional Development Program (IPDS) in Torremaggiore, Italy. This program allows students to travel to other countries to gain knowledge and experience multiculturalism. Not only did this almost three week trip allow myself to experience just that, I also grew professionally, academically and personally throughout this teaching opportunity in Italy. Immersing myself into a new culture has also helped me meet new people, experience new perspectives/cultural norms, strengthen my ability to adapt, and develop a greater sense of cultural awareness.https://digitalcommons.buffalostate.edu/ipds_research/1002/thumbnail.jp
The Renaissance Plutocracy of Cosimo de’ Medici: How He Used Patronage to His Advantage in 15th Century Florence
Get PDFThis paper provides a detailed account of Cosimo de\u27 Medici\u27s patronage practices and the impact they had on the political and cultural landscape of Renaissance Florence. Cosimo consolidated power and influence in Florence, positioning himself as the city\u27s preeminent political and cultural figure. This paper will examine the ways Cosimo leveraged his wealth and connections to establish a Renaissance plutocracy in Florence with a focus on his use of patronage to gain and maintain power
BIO611
No full textExploration of current technologies in molecular biology, cell biology, and immunology to address agricultural, environmental, industrial, and human health issues. Topics include recombinant DNA technology, DNA sequencing, RNA interference, CRISPR-Cas9 genome editing, monoclonal antibodies, immunotherapies, stem cells, genetically modified organisms, infectious disease diagnosis, treatment and vaccination, and regulations of biotechnology
SWK340
No full textOverview of history, ethics, skills, and the foundational theories used to practice social work in the 21st century. Application of foundational theoretical perspectives in the assessment process at the micro-, mezzo-, and macro-levels. Development of social work skills used in the assessment process
NFS449
No full textStudents provide nutritional care to chronically ill residents in a long-term-care facility, conduct quality improvement evaluations, collaborate with the health -care team, present a group nutrition education class, and attend seminar sessions. For students in the Dietetics Combined Pathway B.S. and M.S. only
Body Image
Get PDFThis module will explore the concept of body image and the attitudes of today’s children, adolescents, and young adults towards their bodies. Through topical readings and video clips from Sesame Street and other media sources, students will examine external factors influencing the development of body image, such as societal expectations and social media, as well as the consequences to mental and physical health that result from maintaining a poor perception of one’s body. Students will investigate how positive body image may be cultivated among children and young people, and the techniques necessary to do so effectively.https://digitalcommons.buffalostate.edu/themed-coursework/1013/thumbnail.jp
Reflecting on and Embracing the Complexity of Literacy Theories in Practice
Get PDFThis paper responds to the need to support complexities of literacy instruction by identifying and illustrating teaching strategies used by a practicing special education teacher rooted in a multi-theoretical approach to teaching literacy. We argue the importance of teaching from multiple theoretical standpoints and utilizing student-centered, asset-based approaches to pedagogy, assessment, and learning relating to literacy. We share our multi-theoretical approach to understanding and teaching literacy, defining literacy and its complexities. Then, we illustrate several teaching practices including using growth mindset, implementing asset-based data collection, utilizing feedback, and integrating inquiry-based learning that ultimately supports the cultivation of empowered literacy learners who deem learning as both interesting and valuable. Finally, we discuss tensions and challenges inherent to implementing a multi-theoretical approach. Throughout, we provide reflection points to empower teachers to rely on their agency, self-efficacy, and expertise and to feel capable in their knowledge and agency in an era where teachers are increasingly experiencing deprofessionalization through disempowering factors