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Cover - Adult Education & Prisoner Reintegration: John R. Chaney, JD City University of New York - LaGuardia & Dr. Colleen P. Eren, Ph.D. William Paterson University
No full textAdult Education & Prisoner Reintegration edited by John R. Chaney & Colleen Eren takes a deep look at returning citizens and the importance of adult education in their successful transition home. Chaney and Eren have identified experts in the field as well returning citizens themselves when compiling this Fall/Winter 2023 special edition.
Book Review: Purgatory Citizenship: Reentry, Race and Abolition
Get PDFPurgatory Citizenship: Reentry, Race, and Abolition by Calvin John Smiley. University of California Press. 240 pages. May, 2023. ISBN: 9780520385993.
Engaging Bilingual Mathematics Learners With Principle-Based Instruction
Get PDFThis paper uses a framework of four key principles and considers the research question: “How did four middle school mathematics teachers’ instruction align with these principles to engage bilingual mathematics students in mathematical work in meaningful ways?” Findings from qualitative methods provide examples from teachers’ practice, demonstrating how they: (1) used bilingual learners’ funds of knowledge and resources; (2) provided bilingual learners with cognitively demanding work; (3) provided bilingual learners opportunities for rich language and literacy exposure and practice; and (4) identified academic language demands and supports for bilingual learners
The Tale of a Choreographer, Her student, River and an endangered Heritage: Indu Mitha’s Qaseeda-i-Ilm of Jamal/ “An Ode to Wisdom and Beauty”
No full textChoreographing in Pakistan since the 50’s, the country’s senior most 90+ years young classical dance maestro Indu Mitha has made trailblazing contributions within the Kalakshtera Bharata Natyam using North Indian music, interesting and contemporary content, while also producing more tableau forms of dance.
In one of her recent solo pieces in the later style, titled “Qaseeda-i-Ilm of Jamal” or “An Ode to Wisdom and Beauty” Indu engages with symbolisms of a Hindu goddess of knowledge and Aesthetics_Saraswati and pays tribute to a forgotten dried up river of the same name. Indu Mitha allows the author, for whom and on whose body the dance is made, to bring in the forgotten river in her engagement with people’s histories of the land of present-day Pakistan and eventually facilitates her accessing of and embodying a pluralistic space of inter faith harmony which was occluded
Scaling Up Quality: A Five-Year-Plan for QM Professional Development at a Large Public University
Get PDFAre you looking for ideas on how to expand quality assurance at your institution? How do you design a flexible, sustainable plan that meets institutional goals and faculty needs?
The Course Quality (CQ) Program began in 2017 with an ambitious goal: Improve the quality of online education at a large public university where professional development is not required for teaching online. Goal-setting and getting stakeholder buy-in were vital to developing our quality assurance plan. Feedback based on faculty needs and preferences helped grow professional development offerings and support resources. Five years later, we reflect on the successes and challenges of our program implementation. We will share a sample five-year quality assurance plan and collaborate with attendees on a shared document that will serve as a resource after the session.
Highlights of our five-year quality assurance plan:
Year 1: Launch a cohort-based, intensive semester-long professional development program designed specifically to help experienced faculty prepare courses for official QM review and certification.
Year 2: Certification of APPQMR facilitators and peer reviewer training to help to build a solid foundation for QM knowledge and course design support.
Year 3: Launch of a second semester-long professional development program focused on helping experienced online instructors meet QM essential standards in their course and initiate a process for internally reviewing courses.
Year 4: Creation of additional support pathways for instructors with limited experience teaching or designing online courses and pilot of cohort-based Teaching Online Certification.
Year 5: Development of short, asynchronous, just-in-time training modules focused on applying best practices based on the eight QM General Standards.
Cultivating a culture of quality assurance requires considerable engagement, feedback, and support from faculty. During the session, we will share faculty testimonials and review the overall impact the Course Quality Program has had to date. As we reflect on the components of our quality assurance plan, we will engage audience members in activities designed to identify needs and spark ideas for growing QM-based professional development at their institutions
Beyond Google Docs: Utilizing Video and Library Resources to Create Engaging Virtual Escape Rooms
Get PDFCreating a virtual escape room can be as easy as putting together a Google form. Crafting an engaging activity is trickier. By utilizing library resources to craft puzzles and filming short videos to foster a narrative, virtual escape rooms can be fun learning resources that teach about almost any subject. During the height of the COVID-19 pandemic, I created a virtual escape room to help students learn about library resources. The narrative of the escape room focuses on a Bigfoot spotted roaming the library. To make the activity more engaging, several short videos were filmed to foster the narrative. Most escape room puzzles revolve around students utilizing library resources to complete objectives. The interactive nature of databases and other library resources make them an excellent tool for virtual escape rooms. Although filming video can be intimidating, even simple videos add quite a bit to narratives. This poster will help attendees learn how they can incorporate these resources into their own activities
Let the Odyssey Begin: A Globally Networked Learning Project between Germany and the United States
Get PDFIn relation to the track theme of Innovative Technologies and Learning Spaces, our presentation reports on a Globally Networked Learning (GNL) project among students (n = 54) in Germany (n= 28) and the United States (n=26). The duration of the GNL project was 8 weeks in total and included 4 synchronous sessions as well as opportunities for students to collaborate over email, WhatsApp, and Zoom. One of the outcomes of this GNL project was that students collaborated on the creation of an interactive multimedia resource called a Global Competency Virtual Odyssey (GCVO). The students in Germany created their GCVOs on regions and indigenous people groups in the United States, whereas the students in the United States created their GCVOs on a region or people group in Germany. Student groups from each country were grouped together to provide consultations on their GCVO projects. Students presented the GCVOs at the final webinars of the GNL project. The duration of the GNL project was about 8 weeks in total. In this paper session, we describe how we planned, organized, and implemented the GNL project with the students. We also examine the impact of the GNL project and the GCVO assignment in relation to the development of the students\u27 global competencies and intercultural awareness, which was measured using a pre and post survey as well as artifact analysis. Finally, we showcase examples of the GCVOs the students created and collaborated on as part of this GNL experience
Mathematizing Representation in Children’s Libraries: An Antiracist Math Unit in Elementary Grades
Get PDFIn this article, educators across schools tell the story of planning, implementing, and reflecting on an elementary antiracist unit focused on mathematizing racial representation in school libraries. Students and teachers engaged in conversations about race, utilized mathematics to visualize erasures of race in literature, and involved parents, administrators and the community in recognizing and taking action to change this injustice. Our team considers tensions and powerful studentthinking involved in using mathematics for antiracist learning for second through fifth-grade children
Grappling With the Messiness of Becoming Antiracist Educators Through Learning our Historias
Get PDFWe use vignettes from two research projects to illustrate how we seek to engage with the messiness of becoming antiracist educators. We show how we center historias in mathematics to affirm individual experiences and create opportunities to disrupt white supremacy in math education. We find that such work is complex and nuanced, requires deep and critical engagement from researchers and prospective elementary teachers, and entails creating authentic relationships that allow for vulnerability and foster solidarity within and beyond institutional contexts