Journals@UC (University of Cincinnati)
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Remediation remediates obstacles to inclusivity and mattering
Get PDFThis personal narrative essay describes how I remediated my teaching by adding remediation opportunities after four quizzes into my Biological Bases of Behavior Psychology course. After discovering that students from marginalized identities (e.g., those of non-binary gender, those from underrepresented racial groups, those of lower socioeconomic status, and those with registered disabilities) performed most poorly on an initial assessment, I introduced remediation opportunities throughout the semester. This essay explains the various ways I crafted remediation experiences that reinforced learning of course material and prepared students for upcoming examinations. As a result of this change to my teaching approach, I observed modest improvements in overall learning in the course and more notable improvements in students’ sense of inclusion and mattering. I encourage instructors in higher education to consider implementing a similar strategy to better teach for inclusion in response to the increasing diversity in our college classrooms.  
The use of deep listening, drawing, and reflections to cultivate inclusion and a culture of fuller observations of both the forest and the trees in Introductory Environmental Science
No full textThe wonder and joy found in playing outside in a mud puddle is a useful educational mindset for exploring the natural sciences, however some students have not experienced joy or play in the natural world. Introductory environmental science is often a gateway course for exploring the natural world, although not all students come in with expectations of belonging or feeling included. In my first day surveys, student concerns ranged from stereotype threat that they aren’t good at math and science, to physical safety concerns in a world dominated by white cis male perspectives steeped in historically problematic patriarchal structures. Recognizing this I decided to use aspects of play and joy to support student engagement. I started with one specific exercise: Phenology Friday; even this required me to recognize that learning to see the natural world through wonder required teaching and learning
Fostering inclusion and sense of belonging through engagement with identity in a children’s literature course
Get PDFThis personal narrative describes how the author facilitates inclusion and a sense of belonging among teacher candidates in a children\u27s literature course while also furthering candidates\u27 understanding of the value of diversity in prek-5 education. It outlines specific course assignments and in-class experiences centered on identity and describes outcomes in the pilot semester and anticipated changes in the teaching process for future semesters
“I wonder if we are set up to fail”: Autoethnographic insights from a public university
No full textIn this collective autoethnography, we (14 faculty and staff) explore our reflections about students’ accounts of their challenging experiences and our own experiences interacting with students at a racially diverse, minority-serving university campus in the western United States. We found three key themes: (1) Balancing Expectations and Understanding, (2) It’s More Than a Job, and (3) Feeling Overwhelmed Through Our Commitment. We argue that shifting campus climates, especially considering COVID-19 and resurgent civil rights movements, require that administrators choose a model of well-being over neo-liberal business models for higher education, in order to better support students, staff, and faculty for academic, professional, and personal success. Faculty’s reflections within this collective autoethnography have several implications for teaching, administrative policy, and practice within colleges and universities.
Keywords: autoethnography, qualitative research, higher education, faculty, student
Teaching on Days After: A case clinic approach to understanding more humanizing pedagogies in early childhood-elementary teaching education
No full textImproving Air Quality in Cincinnati with Low Emission Zones
No full textRecord ID: 99
Program Affiliation: Capstone
Presentation Type: Video
Abstract: As transportation needs around Cincinnati increase, the subsequent air quality will continue to be impacted. Cincinnati has struggled with maintaining EPA air quality and pollutant standards throughout its history. These air quality issues become even more exacerbated during the warm summer months when the ground-level ozone and humidity spike. The Green Cincinnati Plan attempts to find a solution that improves the overall air quality while concurrently improving living standards through community action. Though no current plan exists to reach the goal, we can look into how other cities have mitigated these same concerns. Our specific question is: how can we improve air quality to better improve the quality of life for our citizens? The answer could be through the implementation of low-emission zones. These zones are a type of vehicle access restriction plans that limit access to an area by the most polluting vehicles. Further research on how Cincinnati can implement a plan similar to these zones could improve air quality while reducing other car-related issues such as noise and light pollution. This work\u27s outcome could help improve Cincinnati citizens\u27 quality of life and focus on sustainable community actions.  
Snapshots of Text on Instagram: Fashion Curator Communication from a Design and Museum Studies Perspective
Get PDFThis paper aims to examine engagement for a specific Instagram practice of fashion curators: posts featuring Snapshots of Text. It builds upon previous research, which indicates that fashion curators frequently post such images of text on Instagram (Sand et al. (2022)) and represent a high impact niche community particularly suited to qualitative research, whose communication strategies have been underexplored. The study examines multimodal digital communication by fashion curators from a design perspective, with a focus on engagement. Its mixed-methods approach combines qualitative eye-tracking, surveys, semi-structured interviews, participative netnography, thematic content analysis, and data analytics. It draws on communication and museum studies to gain a better understanding of how the visual elements of language are used and received in the Instagram environment. Findings indicate that while engagement with Snapshots of Text posts is higher with certain typographies and sizes, engagement is also dependent on certain caption characteristics. Furthermore, they indicate that a cross-pollination of digital fashion communication and museum studies research, particularly museum label guidelines and visitor engagement studies, may benefit both domains
From Icons to Identities: Analysing Visual Cultural Elements in Emerging Scripts
No full textThe study explores the integration of visual cultural elements in emerging scripts and the motivations driving their development. By examining ten scripts from across the globe, the research identifies four main types of visual cultural elements: common cultural icons and images, influences from traditional art forms, elements from Indigenous knowledge systems, and traditional body art forms. The exploration suggests that integrating these elements may enhance script acceptance within communities, fostering a stronger connection with users. Additionally, the study explores five primary motivations for script development: resistance towards dominant groups, unification of marginalised groups, expression of cultural identity, language preservation, and recuperation of literacy. While visual cultural elements may impact script acceptance, the motivations behind script development also provide insights into historical and contemporary trends in global script innovation. The study suggests that incorporating visual cultural elements in script design could play a significant role in promoting cultural continuity and supporting language preservation