Journals@UC (University of Cincinnati)
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Setting the Scene: Introduce and Illustrate Areas in a Discipline Through Role Play
Get PDFLecture may be a common strategy to introduce material in introductory courses, but it often has been shown to be ineffective. The following essay offers rationale for a classroom activity of a role play enhanced by student creativity and performance, as a way to introduce students to a discipline via active learning
No Finish Line: Reflecting on gender, race, and class in the sport management classroom
Get PDFThe issues related to race and gender for sport participation also affect the sport industry workplace, and are therefore very relevant in the sport management classroom. Through student surveys I have learned about other issues that have caused me to reflect on how I assign work in class and respond to student needs. It is clear that there is no finish line for inclusion. Even as progress is made, there is a constant need to reevaluate course policies and practices
Humanizing Online Assignments and Grading: Just a Few Words Will Do
Get PDFThere are ways to ensure that professors, as teachers, can appear more human and ultimately play a significant pedagogical role in a student’s engagement (and having more faith) in the online teaching-learning dynamic. This can be done through specific instructions for students to integrate part of who they are and what they have experienced, and the feedback provided to them in a manner that concretely recognizes what the student has done
Bridging Perspectives: How policy makers and classroom instructors can collaborate for a more equitable and inclusive classroom
Get PDFThe Journal for Research and Practice in College Teaching put out a call for college classroom instructors to share personal narratives of how they implemented the call to create equity and inclusion in the classroom. Thirty-six instructors answered the call from across the United States and Canada. In these very personal narratives, instructors discussed their strong desire to support students in their courses and connect with them to create a supportive classroom community. In every case, the instructor expended significant effort to adapt the course content, structure, and practice to embrace student perspectives, individual skills, and individual experiences. This focus on student belonging and agency seems to be at the core of instructors’ realization of equity and inclusion at the classroom’s personal level. The instructors who discuss their choices in this issue narrate their personal progression through these steps, describing their decisions to implement interventions. Policymakers need to support the people in the classroom with resources and information but also with the translation of 10,000 foot ideas into ground-level applications. Policymakers can also explain how the small applications fit into the larger view of systemic approaches to equity and inclusion. In turn, classroom instructors can show policymakers the real-life challenges of the students in the classroom
A New Era: Visible Language Consortium
No full textThis is an announcement of changes in the editing and publishing model for this journal, Visible Language. We have established a consortium of institutions to ensure Visible Languages\u27 independence and longevity. This takes effect January 1, 2025.
Visible Language Editorial Board:
University of Leeds
Arjun Khara
Maria dos Santos Lonsdale*
Jeanne-Louise Moys
North Carolina State University
Helen Armstrong
Deborah Littlejohn
Matthew Peterson*
University of Cincinnati
Muhammad Rahman
D.J. Trischler
Mike Zender*
*Executive Board members