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Against All Odds? Diversity, Equity and Inclusion in Asynchronous Online Courses : Lessons Learned from the Student Experience Project
No full textUNC Charlotte is one of six access- oriented universities engaged in the Student Experience Project, a three year research project that produced the PERTS ASCEND survey instrument. This survey is administered by faculty to their classes at the beginning, middle, and end of the semester and solicits information on the seven learning conditions that have been linked to student retention and success in higher education: belonging certainty, trust and fairness, identity safety, institutional growth mindset, self-efficacy, social belonging, and social connectedness. The purpose of the survey is to support all students, and in particular those in historically underrepresented populations.
Conventional wisdom holds that these students benefit the most from face to face classes. In addition, much has been written about the loss of social connectedness and social belonging in online classes and especially in asynchronous courses. However, as the data in this presentation shows, there is strong evidence that a well-constructed and conducted online, asynchronous instructional context in fact fosters the growth of all seven learning conditions for learners who identify as women, as having high financial stress, and as belonging to historically excluded racial and ethnic groups
Utilizing Instructor Created Video Content To Enhance Student Learning and Engagement
Get PDFThis research seeks to explore the impact of utilizing Instructor Created Video Content on student learning, engagement, and course satisfaction in asynchronous online courses. Understanding how Instructor Created Video Content is designed and utilized, and its impact on the educational experience is crucial due to the increasing popularity and usage of online learning in universities.
This research seeks to answer the following question: How does Instructed Created Video Content influence students’ satisfaction of course, engagement with course material, understanding of instructions and connections with professor
Preparing Early Childhood Educators to Work with Emergent Bilinguals
Get PDFClassrooms across the United States have become more culturally and linguistically diverse, and educators report feeling not well prepared to work with children who are learning more than one language. In early childhood education, teacher beliefs and efficacy influence classroom practices. English is privileged over other languages, and children who are bilingual are often treated as if they have a deficit. This pilot study describes the development and implementation of a professional development workshop series for Head Start educators that applies a strengths-based perspective to emergent bilingual learning and explores how a translanguaging approach can not only empower children and educators but also engage families, expand learning opportunities, and make families a resource for educators. Nine educators shared their feedback on their experience of the workshop series and the content. Educators’ positive takeaways highlight the importance of ongoing professional development to improve practices of early childhood educators and the usefulness of a translanguaging approach for working with young children and their families
Benefits of Engaging Head Start Parents in Emotion Socialization Practices
Get PDFDeveloping social-emotional skills can improve children\u27s happiness, experiences, and ability to establish positive relationships. Children from low-income families experience higher risk factors than their middle- and upper-class counterparts. Hence, fostering these skills early at home and in the classroom is essential. Past research demonstrates various interventions to reduce problem behaviors and improve emotional socialization in children, as well as the impact of educating parents on effective emotion socialization practices. Tuning in to Kids Online (TIKOL) is an emotion socialization parenting program aiming to support parents\u27 understanding of children\u27s social-emotional development and employ an emotion coaching style to help children understand, label, and regulate their emotions. This study examined the engagement, effectiveness, and acceptability of TIKOL in a small sample of Head Start parents. Findings support the use of TIKOL to improve parents\u27 emotion coaching practices, reduce parents\u27 distressing reactions to children\u27s behavior, and reduce parent-reported child conduct problems.
 
Intersections and Opportunities: The Implementation of Correctional Educational Programming and Complex Needs of Returning Citizens
No full textCorrectional education provides either a metaphorical bridge or additional barrier between incarceration and community. Although members of a community of education professionals, correctional educators serve incarcerated individuals within a more complex and evolving ecosystem of custody, discipline, and security. Correctional educational programs and correctional educators’ practices are of special consideration when discussing returning citizens’ reentry into society. This reflection interrelates personal experiences in a range of professional educational settings with recent research to illuminate thematic/topical opportunities for improving correctional education programming’s ability to support and expand existing resources available to returning citizens
When Bharatanatyam Moved from the Popular to the Classical
Get PDFThis paper is abstracted from my larger research where I study the aesthetics of Bharatnatyam through the axis of spectacularization of the Bharatanatyam body at different points of its history. This paper specifically deals with the period between the end of 1950s and 1970s which set off the rupture from the popular aesthetics in the movies to the classical aesthetic in the mainstream Bharatanatyam world outside of it. This period led to the complete transition of transmission techniques to a tertiary model of learning from its primary habitus in hereditary practitioner households spearheaded as early as 1936 by Rukmini Arundale through her institution of mass learning and transmission, Kalakshetra. Several dance schools mushroomed among the Bharatantyam middle and upper class, largely populated by upper caste, brahmin female students of hereditary Nattuvanar teachers following the lead set by Arundale’s tertiary model of transmission. This period was punctuated by a loss of dancing bodies, practices and methods that irrevocably impacted how dance is being transmitted, presented and assimilated by the Bharatnatyam field today. 
Teaching Dance as a Multi-Spatial/Multimedia Practice: Reflections on De- vising Contemporary Dance Pedagogy in University Spaces
Get PDFThe last ten years have seen a remarkable rise in the number of art and dance degree programs in universities worldwide. This essay originates in my experience of having taught for three years (2019–2022) on an ad-hoc basis at one such program in a private Indian university. I describe some of my pedagogic methodologies and creative teaching experiments devised during my tenure and that were dedicated to questions of space and multimedia in dance and performance research. I examine how these methodologies and experiments were not just creative in nature but also triggered by: a. the output- driven approach of private-university systems, and b. the precarity of my own status as an adjunct teaching faculty and a “contemporary”—by which I mean non- classical, non-traditional—dancer in the Indian context. Dance scholar Janet O’Shea, in her essay Decolonising the Curriculum? Unsettling Possibilities for Performance Training, critiques the structure of the university as both “colonial and corporate” (750), and points at its links with the “precarity of neoliberalism” (750). I resonate with O’Shea’s position and acknowledge the neocolonial and neoliberal tendencies of private universities in India that idolize Euro-American university models in their approach to higher education. However, I also argue that these universities, with their advocacy for the interdisciplinary and transdisciplinary forms of research, mostly aimed at claiming the “cutting-edge” in the liberal art and education industry, inadvertently generate scope for upsetting the traditional hierarchies and trajectories of dance pedagogy and challenging the exclusive notion of dance itself
Creative Thinking Activities & Assessments for Use in Any Course to Grow Students\u27 Creativity
Get PDFFirst-year students at NC State University who take the course Critical & Creative Thinking in the Life Sciences work in small groups of four throughout the semester to solve problems, work through case studies, and design a project. A common thread found throughout the course with the lens of life science, the scientific method, and doing science, is creative thinking. In the course, scientific creative thinking is discussed, intellectual standards used, and various activities employed to grow students’ creative thinking over the semester. A pre and post-semester survey, quiz, and creative assessment are given to students to measure gains. Both the format of the course and the activities used will be provided in this session. Additionally, a brief overview of the results found over the past 2 years will be provided along with patterns detected with demographics and intended majors
CUPA-CURE: An adaptable, computational research experience manually annotating uncharacterized proteins within the cotton genome
No full textThe Cotton Uncharacterized Protein Annotation Course-based Undergraduate Research Experience (CUPA-CURE) engages students in an authentic research experience that contributes to the functional characterization of the cotton genome by manually annotating cotton proteins of unknown function. As a characteristic High Impact Practice (HIP), this CURE provides students with benefits such as increased engagement and confidence in the field while at the same time developing subject-specific skills in bioinformatics and literature review. Learning Objectives address recommended subject-specific content in molecular biology (Structure and Function Core Concepts from AAAS ‘Vision and Change), core competencies in bioinformatics (NIBLSEs), and basic scientific literacy skills related to finding and evaluating sources (TOSLS). Results from pre/post-surveys show students reported an increase in confidence in practical bioinformatics skills, attitudes about research, and in their ability to complete independent research. A pipeline has been established for public data curation of student results. Interested students can continue to be involved with manuscript submission and revisions as authors in a microPublication article which are further indexed in the CottonGen database
A Kick-start for First Year Faculty: The Faculty Forward Program
Get PDFTeaching and learning centers are poised to equip new faculty with tools needed to be successful during their first year of teaching (and beyond). Approaches to faculty development for new faculty members during the first year are varied and diverse across institutions. Some institutions extend their new faculty orientation with special seminars, workshops and mid-semester course analyses or plug new faculty into their existing services and events. Our interactive presentation will highlight the structure of Faculty Forward, a teaching and learning program series for new faculty during their first year at Western Carolina University. We will discuss the pilot program (2021-2022) and changes made to the current iteration (2022-2023), including the updated “anchors” of the program and our resource book selection. We will also discuss cultural and contextual considerations in the current academic climate and how we incorporated a faculty fellow into the program. Attendees will have an opportunity to connect and discuss their ideas for designing and implementing successful programs for first-year faculty at their own institutions.