1,720,968 research outputs found
Classroom Incivility Going Viral on Social Media: One Professor’s Encounters
No full textThe advent of social media expands the domain of the standard classroom. The outcome is that incidents of conflict, also known as classroom incivility, exist not only within the conventional classroom. They can take place on social media platforms. In this paper, the author draws on his experience with a complaint about an assignment in one of his classes that surfaced on X (formerly Twitter), feedback on the assignment that took the shape of a story on Instagram, and his response to the activity in the two venues. He draws on the concept of classroom incivility and reflects on how this term, named to describe conflict in in-person classrooms, is relevant on social media platforms
When did You Drop Out? Identifying Barriers to Undergraduate Success
No full textSSHRC IDG awarded 2021: We have failed to improve retention and diversity in undergraduate science education over the past 20 years. The lack of investigation into which students leave undergraduate programs at different points is problematic because it prevents us from understanding and addressing barriers to student success. For these reasons, we have partnered with our academic advising and admissions group to investigate student paths through the undergraduate programs offered by the 7 science departments in our faculty. We will analyze the admissions and course sequences of approximately 14 ,000 students throughout their degree programs. This will allow us to identify where students are struggling within their programs and when they leave. We will complement this analysis using interviews with academic advisors and student focus groups to understand why students leave at these junctures. We will also meet with curriculum committees and academic advisors to identify potential solutions and plan for adjusting admissions procedures and course prerequisite structures. These methods will help us understand, correct, and monitor the curricular and course delivery issues that exist within our higher education systems
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
How the Daniels Case Aggravates the Métis’ Canada Problem A Review of: Kermoal, N., & Andersen, C. (Eds.) (2021). Daniels v. Canada: In and beyond the courts
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Reviewed Work: The Sociology of Childhood and Youth in Canada by Xiaobei Chen, Rebecca Raby, and Patrizia Albanese
No full textReviewed Work: The Sociology of Childhood and Youth in Canada by Xiaobei Chen, Rebecca Raby, and Patrizia Albanes
Locating Abnormal Childhood: Neil Sutherland and Teacher Education
Get PDFNeil Sutherland identifies the 20th-century English-Canadian consensus about childhood. He tracks the beginning of its norms to the turn of the century and studies its growth as an idea shaping teachers’ practices. In pre-service teacher education, Sutherland’s scholarly work helps students learn how teachers "norm" children. Pre-service teachers understand less why certain children fall out of the norm to become abnormal. In this paper, I share how Sutherland maps normal childhood as a timely ideal coinciding with growing social and cultural complexity in Canada. The legacy of childhood as a public policy issue means teacher candidates don’t often question where these ideas began; students see them as timeless. I show how I address this knowledge gap about abnormality in my instruction of Concepts of Childhood in History. In this foundations course, pre-service teachers learn they cannot merely enforce norms but must be critical of them
Applying First Nations Holistic Lifelong Learning to the Study of Crime
No full textSince the 1970s, critics have asked universities to “do more” to support Indigenous learners and learning. Universities usually respond by increasing Indigenous student and faculty representation on campuses and adding on units with Indigenous content in existing courses. However, a lot of curriculum and pedagogy remains vacant of Indigenous understandings of learning and perspectives on higher education content and topics for discussion. This paper applies epistemological lessons in the First Nations Holistic Lifelong Learning Model (2007) to the study of crime in America. Its inspiration comes from a guest lecture delivered by myself in an introductory sociology class. The students who take this class are registered in professional programs at a large private university in Rhode Island, United States. I describe the class’s context and use of the model with students in an engaged inquiry format to talk about the subject of the day: crime. This discussion can help faculty consider promising practices for grounding course content in Indigenous epistemologies. Keywords: Indigenous epistemologies; crime; higher educatio
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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