Charlotte Journals
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Editors\u27 Notes
No full textJohn R. Chaney, JD City University of New York - LaGuardia
John R. Chaney, JD is an Associate Professor and former director of Criminal Justice programs at LaGuardia where he currently teaches Corrections & Sentencing. Before entering the world of academia he served as Executive Director for the Brooklyn District Attorney’s Office’s nationally acclaimed ComALERT reentry program while simultaneously serving as the New York State coordinator for the Kings County Re-entry Task Force. He is an advisory board member for New York State\u27s Queensboro Correctional Facility and his work in developing prisoner reintegration projects has received formal recognition by the NY City and State legislatures.
Colleen P. Eren, PhD William Patterson University
Colleen Eren is a criminologist and associate professor at William Paterson University. Her books include The Crisis and Bernie Madoff, The Impact of Supreme Court Decisions on U.S. Institutions, and Reform Nation: The Movement to End Mass Incarceration, published in 2023 with Stanford University Press and reviewed in this issue.
Express Yourself: Using Self-Expression in Forms of Poetry, Storytelling, and Visual Arts to Share What Antiracist and Antibias Education Look, Sound, and Feel Like
Get PDFThe impetus for this article is to share one family\u27s understanding of what antiracist and antibiased education looks, sounds, and feels like. Through different forms of expression, including poetry, storytelling, and illustrations, this Black family\u27s voice captures perspectives of students and parents, each being essential stakeholders to essential discussions about race and biases in education. The article is a personal and conversational piece where responses highlight each person\u27s view of what antiracist education looks, sounds, and feels like across different levels of education. Afterward, concluding thoughts about what this work means for mathematics educators and researchers are shared
On the Meaning of Young Children’s Mathematics Learning
Get PDFThrough events of kindergarten children learning mathematics, I examine how experiences can shape an idea of what mathematics is and what its purposes are. I question how mathematics is experienced by young children in schools, how those experiences may shape students’ perceptions of mathematics, and how teachers can disrupt the unintentional messages that mathematics teaching can convey. I pose that mathematics instruction should foster children’s understanding of how their worldviews shape their perceptions of the discipline; allowing them to experience mathematics as a resource to problem-solve and think about the realities of the world around them
Using the What-How-Who Structure to Plan an Equitable Mathematics Lesson
Get PDFThis article describes how a first-grade teacher used the What-How-Who structure to plan a series of mathematical tasks focused on fairness and equity in a real-world situation. The teacher used Shel Silverstein’s “Band-Aids” poem as a catalyst to plan mathematical activities that would prompt students’ analysis of skin-toned bandages as they organize, represent, and interpret data
Helping Preservice Teachers Connect to Students, Subject, and Self
Get PDFEffective teaching involves connecting to the strengths of all students. Teacher candidates need opportunities to explore their own identities, while also finding ways to relate to the assets and perspectives their students bring to the classroom. It is critical that they recognize the strengths of multilingual students. This article shares two experiences that can help teacher candidates consider these elements within the context of mathematics in meaningful ways
Gatekeeping in Mathematics for Social and Racial Justice: Reflections on a Conversation Among Colleagues
Get PDFMany educators personally value social justice and antiracism. However, personal identities, the perception of competing mathematics and social justice goals for teaching, and public discourses and policies can create barriers to realizing these commitments in mathematics classrooms. In this commentary, we share excerpts from one of our many conversations with connections to current literature and selected artifacts representing gatekeepers to social justice and antiracist mathematics. In addition to framing the gatekeepers, we highlight productive points of change for educators navigating tenuous situations in their schools and communities
Hybrid Flexible (HyFlex) Instruction: What, How, Why, and When to Use?
Get PDFThe Covid-19 pandemic had a profound impact on the daily lives of students and revealed the importance of technology as an integral part of teaching in today’s educational arena. As public health measures reduced virus transmission and enabled the return to in-person learning, the lasting impact of the pandemic required instructors to adapt to an ever-evolving academic landscape. The HyFlex structure provided much needed flexibility for students to mitigate education disruptions. HyFlex is a learner-centered model that combines three instructional modalities: 1)online asynchronous, 2) online synchronous, and 3)face-to-face in-person learning . Students have the choice of these three learning modalities and can change learning modes during the course’s progression without compromising academic goals and integrity. Previous studies have shown that HyFlex courses have a higher rate of student retention than online or asynchronous courses, suggesting that this flexibility positively influences student success. Yet, there are few studies that explore how effective HyFlex learning has been for students. The shortage of empirical studies investigating HyFlex in higher education led us to explore the effects of HyFlex on student engagement and academic stress during the transition back to campus instruction. During Spring of 2022, we surveyed ~750 students in courses employing HyFlex learning on our university campus. The study included undergraduate and graduate students and spanned 6 separate courses in 3 colleges across disciplines, including physiology, nutrition, computer science, and business. Survey topics included student perceptions of course content and technologies, stress related to academics and Covid-19, student engagement and self-directed learning, and overall satisfaction with the course. During this session, we will outline the key elements for the successful use of the HyFlex model from instructors’ experience and will discuss the results of our study to highlight how using HyFlex impacted our students, particularly as it relates to student engagement and academic stress in the transition to a post-pandemic era
Engaging Students with Culturally Responsive Teaching Practices in Online Learning Environments
Get PDFThis session provided participants an opportunity to explore the development of an online learning environment through a culturally responsive lens. Through the integration of multimodal technology, creating and infusing cultural components, this session provided a fully immersive experience to empower higher education educators to lead in cultivating critical consciousness and to promote educational advancement for all students. Participants of this session were exposed to a variety of technology tools used in the online learning environment that allow students to engage with their learning. By incorporating researched-based practices, the session provided knowledge and resources to participants to illustrate how to create an online learning environment that is culturally inclusive and student-centered
Using Open Broadcaster Software (OBS) to Increase Professionalism in Online Teaching and Meetings
No full textVirtual work has become professional work. Meetings, classes, interviews, and entire conferences are held online. This change in mode for high-stakes interpersonal interactions requires that participants look more professional online. This session focuses in the free, open-source program known as Open Broadcaster Software (OBS) to enhance presenter professionalism and credibility. Participants will leave the session with a basic understanding of how OBS works and will receive a list of resources to assist with using the software. 
Scaling Online Course Design Support with Course Refreshes
Get PDFCourse Refresh is a new service being offered by the Course Production Team within the Center for Teaching Learning and School of Professional Studies. Originally created to help keep courses that had previously been through development fresh, the service has expanded in its approach to be a value add all on its own.
If our full course development process is a home renovation or new building project, Course Refresh is like sprucing up the look and feel inside your house, or upping the curb appeal by refreshing the landscaping.
Research shows that activating positive emotions through an intentionally aesthetically-pleasing design contributes to a positive learning experience by influencing attitudes and motivation, increasing students’ interest, and strengthening their attention and level of engagement with materials (Malamed, 2015) as well as reducing cognitive load for learning (Um, Plass, Hayward, & Homer, 2012).
Anecdotal evidence from faculty indicates that students rave about the look and feel of courses that undergo the refresh process. Starting in Spring 2023, the Course Production Team will expand the offering and begin gathering data on student satisfaction and impact.
The primary goal of the refresh is doing all of the work for the faculty, resulting in no additional workload with a large return on investment for student experience