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Captivity, Resistance and Political Consciousness in Walid Daqqa’s Prison Literature
Get PDFThis article examines the prison literature of the Palestinian intellectual Walid Daqqa who has been serving a life sentence for resistance since 1986 in Israeli prisons. From the depth of his experience he writes about his conceptualization of captivity, colonial violence, the resistance of the Palestinian political prisoners in the Israeli prison system and the construction of Palestinian national imagination in his book Consciousness Molded: or The Re-Identification of Palestinian Torture (2010) Published in Arabic and his first young adults novel The Story of the Oil’s Secret (Ḥikayat Sir al-Zeit) published in 2018 in Arabic. Daqqa has become a prominent figure in the Palestinian prisoners’ movement, He and his work deconstruct the violent structure of colonial prison, forging pathways toward liberation and resistance in that he plays a leading role in terms of praxis and knowledge production. His works narrate the story of Palestinian political captivity and the broader Palestinian historical national narrative reflecting the prison movement which is one of the major sites of the Palestinian national movement. Daqqa’s writing is a form of resistance in the Israeli prison system representing intellectual products that come from what he coins ‘parallel time’- time in captivity - as opposed to social time lived outside the prison bars
IROS 2023 Workshop Report: Draft Guidelines on Manufacturing Procedures, Test Methods and Reporting for Soft Robotics
Get PDFCybersecurity in the Library: Steps You Can Take Now to Make Your Users and Your Institutions Safer
Get PDFAcademic libraries are an essential node of access to campus networks – and, therefore, a target of hackers, pirates, and other bad actors who want access to students’ personal information, licensed content, digitized special collections content, proprietary data, and other contents of your local networks that they see as valuable commodities ripe for financial exploitation or political or ideological manipulation. What can the library do to help prevent this kind of predatory access to campus networks, and why should they play a role in doing so? Join [guest university CISO], Rick Anderson (Brigham Young University) and Gwen Evans (Elsevier), for a panel discussion of these threats and of strategies available to mitigate them. (Anderson and Evans are both charter members of the Scholarly Networks Security Initiative [SNSI], a nonprofit organization dedicated to minimizing threats to campus systems.
Academic Honesty During the 2020 COVID-19 Shutdown: Perspectives from Instructors and Students in Higher Education
Get PDFThe higher education Spring semester of 2020 was heavily impacted by stakeholders\u27 calls for a complete shutdown of in-person gatherings. This call to action forced instructors and students to transition from face-to-face education to the virtual, online classroom. Institutions were given a few days to 2 weeks for this transition. During this crisis, 14 faculty from across Georgia formed a research consortium to investigate the perspectives of instructors and students on multiple topics, including academic honesty. As part of a mixed method approach, surveys were distributed via email across the university system, which included both quantitative items and narrative, open-text response options. The results of thematic analysis and frequencies revealed the application of well-documented strategies from instructors for reducing the occurrence of cheating during assessments but also revealed new and challenging tactics of cheating by students. These perspectives from the instructors and students provide a rich description of how the shutdown impacted academic honesty in the higher education community. The authors detail these participant narratives and provide information on strategies to encourage academic honesty that move beyond creating more tests, such as revision, randomizing items, and proctoring to catch cheaters in the act
Be Humane – Be Human Disruption of the COVID-19 Pandemic and Future Pedagogical Practices
Get PDFThe abrupt switch to online teaching and learning in response to the COVID-19 pandemic caused a disruption to the instructional practices professors and students had grown accustomed to prior to March 2020. After 18+ months of virtual instruction, many colleges and universities returned to face-to-face classrooms. In order to understand how faculty planned to use their COVID-based virtual teaching experience to inform future face-to-face instruction, 436 faculty members from colleges and universities in the mid-Atlantic and southeast US were asked to reflect on their experiences teaching during the pandemic. These faculty members were asked two questions: Considering your COVID-based teaching over the past 18 months, (1) What did you learn during that COVID teaching that you will apply in your Fall 2021 course(s)? and (2) As we move toward classes in the Fall, keeping in mind your experiences over the past 18 months, what can we do to better support our students\u27 learning? The 119 responses fell into several themes, (a) reflections on the consequences of the change to online learning, (b) the necessity of flexibility in instruction and policy, (c) the importance of student engagement and open communication, and (d) the increased need to prioritize relationships. Ultimately, the faculty members acknowledged the value in reframing students as individuals with lives outside the classroom, acknowledging that these pressures can impact learning, and the necessity to remember as we come together that we can support students by following this advice: “Be humane. Be human.
Teaching Disciplinary Ways of Knowing Using STEM in AFNR
Get PDFThis study explores the integration of STEM in Agriculture, Food, and Natural Resources (AFNR) education through a course designed to teach disciplinary ways of knowing such as scientific inquiry, engineering design, mathematical modeling, and agroecosystem thinking. The course prepares upper-level undergraduate and graduate students to design and implement STEM-integrated mini-units in both formal and nonformal settings. Emphasizing interdisciplinary approaches and real-world applications, the course encourages critical thinking and problem-solving in addressing global challenges like food security and sustainability. The outcomes include enhanced pedagogical skills, real-world STEM application, and increased student engagement, preparing learners for careers in STEM-related fields
Creating Food-Energy-Water education for Latine communities in Miami
Get PDFThe study is a look into Miami\u27s environmental landscape through a qualitative document analysis to inform the development of a culturally relevant curriculum and empower local communities with the knowledge and tools necessary to address them. Our study aims to address two central objectives: understanding Latine participation dynamics and unraveling FEW nexus themes within Miami\u27s environmental discourse. Connections between these themes highlight the relevance of FEW issues to Latine communities in Miami. The research endeavors to inform the development of educational resources and interventions aimed at fostering pro-environmental behaviors and nurturing changemakers within Miami\u27s diverse communities
Rethinking Deweyan Democracy in an Age of Disinformation
No full textThe new realities of social media, echo chambers, and partisan information sources have created social forces that challenge core assumptions about democracy. Are we in an epistemological crisis, where separate and distinct communities of inquiry limit shared understandings of truth? In this essay, I turn to the political and educational thought of John Dewey to explore this challenge. Though some of Dewey’s prescriptions are outdated, I argue that it is possible to reconstruct and extend key insights for our contemporary era. Drawing on Dewey, I offer pedagogical strategies to create conditions where students are more open and able to listen, understand, and work across lines of difference. I highlight themes of structured dialogue to bridge differences, the importance of action, and faith in humankind
IMPACT FLC report Spring 2025: A report by the IMPACT evaluation team
No full textThis is the 2025 Spring report of Instruction Matters: Purdue Academic Course Transformation (IMPACT) Week. IMPACT was created in 2010, and is a large collaborative initiative on the Purdue West Lafayette campus involving multiple key partners across campus including the Office of the Provost, Center for Instructional Excellence (CIE), Purdue Online (PO), Purdue Libraries and School of Information Studies (Libraries), the Evaluation and Learning Research Center (ELRC), and Institutional Data Analytics and Assessment (IDA+A). IMPACT works with instructors to redesign large enrollment, foundational courses with the aim of engaging students more fully in their learning and creating a more student-centered environment, with the expectation that this will improve student success. IMPACT Week is a self-paced, hybrid version of the IMPACT program