Journal of effective teaching in higher education最新文献

英文中文

What Did We Learn? 我们学到了什么？

Journal of effective teaching in higher education

Pub Date : 2022-01-04 DOI: 10.1596/26729

B. Rima, C. Rodriguez

Assessment is critical to effectively implementing interdisciplinary pedagogy in higher education. We developed an interdisciplinary project for an Introduction to Psychology and Introduction to Criminal Justice learning community at an urban community college. The semester-long project involved completing a series of lessons and assignments in both courses. The study objective was to evaluate the extent to which the interdisciplinary project supported students’ learning, with attention to their academic skill development, progress on course learning outcomes, and academic progress in the psychology course. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. Findings suggest the interdisciplinary project positively supported students’ academic skill development, progress on course learning outcomes, and overall success in the psychology course. These findings demonstrate the value of interdisciplinary teaching and assessment. We offer the interdisciplinary project and assessment procedures presented here as models for higher education faculty interested in interdisciplinary pedagogical approaches.

评估对于在高等教育中有效实施跨学科教学法至关重要。我们为一所城市社区学院的心理学导论和刑事司法导论学习社区开发了一个跨学科项目。这个为期一学期的项目包括完成两门课程的一系列课程和作业。该研究的目的是评估跨学科项目在多大程度上支持学生的学习，关注他们的学术技能发展、课程学习成果的进展以及心理学课程的学术进展。数据程序包括对期末论文提交的总结性评估，以及收集两组学习社区学生的期末论文成绩和心理学课程的期末成绩。研究结果表明，跨学科项目积极支持学生的学术技能发展、课程学习成果的进步以及心理学课程的整体成功。这些发现证明了跨学科教学和评估的价值。我们提供跨学科项目和评估程序，作为对跨学科教学方法感兴趣的高等教育教师的模型。

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引用次数: 1

Play in Three Acts 三幕戏

Journal of effective teaching in higher education

Pub Date : 2022-01-04 DOI: 10.36021/jethe.v4i3.232

M. Yeo, M. Lafave

In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice.

在某些领域，书面反思很常见，而在另一些领域则不常见。虽然运动治疗教育旨在培养反思性的实践者，但书面反思并不是一种典型的教育方法。2014年，我们机构的运动治疗项目开始实施临床演示（CP）方法，以促进基于能力的课程要求。这种教育学的创新需要重新构想教学、学习和评估方法。我们描述了一个关于这种转变的大型SoTL研究的一个方面，探讨通过反思性写作发展反思性实践。作为课程的一部分，学生们被要求定期反思他们在诊所或现场的经历。在这项研究的定性部分中，我们能够深入了解学生如何感知反思过程，反思过程是如何在他们的课程中演变的，他们反思的推动者和障碍是什么，以及反馈在他们的学习中的作用是什么。探讨了学生在每一年的认知特征，遵循我们依次描述为“困惑、冲突和确信”的学习弧线，以及对教育学帮助学生发展反思性专业实践的启示。

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引用次数: 0

Crossword Puzzles and Knowledge Retention. 填字游戏和知识记忆。

Journal of effective teaching in higher education

Pub Date : 2022-01-01 DOI: 10.36021/jethe.v5i1.244

Elisa R Torres, P Renée Williams, Wondwosen Kassahun-Yimer, Xiaoshan Zhu Gordy

Students perceive crossword puzzles as enjoyable. In addition to students' perceptions, crossword puzzles actually improve knowledge retention. However, crossword puzzles increased exam scores for some students but not others. Recommendations have been made for students to create puzzles for their classmates to complete with the rationale that students are encouraged to research and understand the material in order to write meaningful clues for the puzzle. While students enjoy creating their own crossword puzzles, the association between students creating crossword puzzles and knowledge retention is unknown. The purpose of this project was to determine if creating crossword puzzles and completing peers' crossword puzzles were associated with improved knowledge retention indicated by higher scores on quizzes. Students in a research course from two institutions across three semesters had the option each week to upload a blank puzzle they created prior to completing each other's puzzles and taking a quiz. Quiz scores were compared between those who did versus did not create their own puzzles and complete their peers' puzzles. Results varied by institution and programs, as well as the same program within the same institution but different semesters. Results highlight the importance of moving beyond student perceptions and towards assessing knowledge retention while taking into consideration institution, program, and semester.

学生们认为填字游戏很有趣。除了提高学生的认知外，填字游戏实际上还能提高知识的记忆力。然而，填字游戏提高了一些学生的考试成绩，而不是其他学生。建议学生为他们的同学创造谜题，并鼓励学生研究和理解材料，以便为谜题写下有意义的线索。虽然学生喜欢创造自己的填字游戏，但学生创造填字游戏与知识记忆之间的关系尚不清楚。这个项目的目的是确定制作填字游戏和完成同伴的填字游戏是否与提高知识记忆力有关，这表明在测验中获得更高的分数。来自两所大学的研究课程的学生在三个学期中可以选择每周上传一个他们自己制作的空白谜题，然后再完成彼此的谜题并参加一个小测验。研究人员比较了那些自己创造谜题并完成同伴谜题的学生和没有创造谜题的学生的测验分数。结果因机构和项目而异，以及同一机构不同学期的同一项目。结果强调了在考虑机构、项目和学期的情况下，超越学生的认知，评估知识保留的重要性。

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引用次数: 3

Unbroken 坚不可摧

Journal of effective teaching in higher education

Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.174

Christina S. Morton

In this critical autoethnography, I examine my lived experiences as a Black woman doctoral student during the rise of the Black Lives Matter movement. Further, as I recount my academic journey in the wake of assaults to Black life and resulting Black resistance, I discuss the pedagogical interventions of Black women faculty members that made me feel as if my life and work mattered in their classrooms. I revisit spoken word poems and class assignments written between 2015 and 2017 along with news articles documenting national events occurring at the time as relevant texts to help me explore and understand my experiences. I utilize Critical Race Theory as an analytic lens, focusing on the following tenets: persistence of racism, critique of color-evasiveness, and counterstorytelling. I conclude with implications regarding how introducing graduate students to critical theory and methodologies can equip them with the tools to empirically explore and articulate their lived realities. Moreover, I discuss how such explorations can be validating and healing as students navigate particularly challenging academic and sociohistorical contexts. Additionally, I describe how providing students with creative outlets to express themselves in coursework can help them process their experiences and produce material that is humanizing, liberating, and life-giving.

在这本批判性的民族志中，我审视了在“黑人的命也是命”运动兴起期间，我作为一名黑人女博士生的生活经历。此外，当我讲述我在黑人生活受到攻击和由此产生的黑人抵抗之后的学术历程时，我讨论了黑人女教师的教学干预，这些干预让我觉得我的生活和工作在她们的课堂上很重要。我重温了2015年至2017年间写的口语诗和课堂作业，以及记录当时发生的国家事件的新闻文章，作为相关文本，帮助我探索和理解自己的经历。我利用批判性种族理论作为分析视角，关注以下原则：种族主义的持久性、对肤色回避的批判和反种族主义。最后，我对向研究生介绍批判性理论和方法论如何为他们提供实证探索和阐明生活现实的工具提出了一些启示。此外，我还讨论了当学生在特别具有挑战性的学术和社会历史背景下学习时，这种探索是如何验证和治愈的。此外，我还描述了如何为学生提供创造性的渠道，让他们在课堂上表达自己，帮助他们处理自己的经历，并制作出人性化、解放和赋予生命的材料。

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引用次数: 2

Researching, Learning, and Healing Within the Master’s House 在大师之家里研究、学习和治疗

Journal of effective teaching in higher education

Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.186

Robin Phelps-Ward, Keneisha Harrington, Lashia Bowers, Dion T. Harry, Maurice Williams, Cherese F. Fine, Travis Smith

This paper tells the story of resistance and efforts to work and mend within an anti-Black institution: higher education. Through a collaborative autoethnographic approach, seven Black academics connected to the Action Research Collective team (a group focused on supporting graduate students and cultivating equitable campus climates), explored how doing research as a team served as a mechanism for healing from the trauma of anti-Black racism. This paper illustrates how researching, learning, and healing can manifest within research teams by emphasizing visibility, shared experience, authenticity, and community.

这篇论文告诉了在反黑人的高等教育机构中工作和修复的抵抗和努力的故事。通过一种合作的民族志方法，七名黑人学者与行动研究集体团队（一个专注于支持研究生和培养公平校园氛围的团队）建立了联系，探讨了作为一个团队进行研究如何成为治愈反黑人种族主义创伤的机制。本文通过强调可见性、共享经验、真实性和社区性，说明了研究、学习和治愈如何在研究团队中体现出来。

引用次数: 2

On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators 论高等教育/学生事务管理人员的培养

Journal of effective teaching in higher education

Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.222

G. Boss, T. Davis, C. Porter

The purpose of this critical content analysis study was to examine higher education/student affairs (HE/SA) preparation toward a racial framing that centers and honors Black mattering. We explored linkages between Black literacies and epistemic credibility as indicators of Black mattering by analyzing 24 syllabi of foundational courses in HE/SA graduate preparation programs using Muhammad’s (2020) Historically Responsive Literacy (HRL) framework. The HRL framework is a four-layered equity framework with the following learning goals: (a) identity development; (b) skill development; (c) intellectual development; and (d) criticality. Across the four layers, we found little evidence of Black mattering in our data. To meaningfully situate Black mattering within curriculum development, we suggest instructors use their syllabus to begin unframing white supremacy and framing the curriculum with Black mattering.

这项批判性内容分析研究的目的是检查高等教育/学生事务(HE/SA)为以黑人为中心和荣誉的种族框架所做的准备。我们利用穆罕默德(2020)历史反应性读写能力(HRL)框架，分析了高等教育/高等教育研究生准备项目中24个基础课程的教学大纲，探讨了黑人读写能力与认识论可信度之间的联系，并将其作为黑人重要性的指标。HRL框架是一个四层平等框架，具有以下学习目标:(a)认同发展;(b)技能发展;(c)智力发展;(d)临界性。在这四层的数据中，我们几乎没有发现暗物质存在的证据。为了有意地将黑人问题纳入课程开发，我们建议教师使用他们的教学大纲来开始解构白人至上主义，并以黑人问题来构建课程。

引用次数: 1

Showing Out 显示出

Journal of effective teaching in higher education

Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.184

Toby S. Jenkins, Gloria Boutte, Kamania Wynter-Hoyte

In this essay, we center hip-hop culture and Black cultural legacies. We envision and offer a two-fold framework which illuminates the intersection between the two. We explore ways that the Black cultural experience (or better yet Black cultural praxis) has always brilliantly and organically demonstrated the shape and form of a scholarship of consequence. Black cultural praxis, or reflective action with a Black emancipatory influence, has always allowed freedom of movement, freedom of body, freedom of tongue, and freedom of voice. We translate what this cultural praxis teaches and urges regarding the transformation, unbinding, and freeing of both educators and educational spaces. We demonstrate how the intersection of hip-hop culture and Black cultural legacies can be instructive and transformative to educators. We invite educators to reimagine their classroom spaces by not only focusing on learning about hip hop but from it as well.

在本文中，我们以嘻哈文化和黑人文化遗产为中心。我们设想并提供了一个双重框架，阐明了两者之间的交集。我们探索黑人文化经验(或者更好的是黑人文化实践)总是出色而有机地展示了学术成果的形态和形式。黑人文化实践，或具有黑人解放影响的反思行动，总是允许行动自由，身体自由，语言自由和声音自由。我们翻译了这种文化实践所教导和敦促的关于教育者和教育空间的转变、解放和解放的内容。我们展示了嘻哈文化和黑人文化遗产的交集如何对教育工作者具有指导意义和变革意义。我们邀请教育工作者重新设想他们的课堂空间，不仅要关注学习嘻哈，还要从嘻哈中学习。

引用次数: 0

We Want to do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom 我们要做的不仅仅是生存:废奴主义教学和对教育自由的追求

Journal of effective teaching in higher education

Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.259

Roshaunda L. Breeden

引用次数: 12

Letter from the special issue editors 特刊编辑的来信

Journal of effective teaching in higher education

Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.255

Terah J. Stewart, W. Okello

Over the past year we have labored to curate this special issue of the Journal of Effective Teaching in Higher Education titled In The Along: Curricular and Pedagogical Imperatives for Black Mattering. This process began during a global health pandemic and the already ongoing assault on Black people and lifeways, and we complete the issue in the same, if not more precarious place.

在过去的一年里，我们努力策划了《高等教育有效教学杂志》的这一期特刊，题为《长期:黑人问题的课程和教学要求》。这一进程始于一场全球卫生大流行，以及对黑人和生活方式的持续攻击，我们在同样的地方完成了这个问题，如果不是在更危险的地方。

引用次数: 0

Black Feminist Wondaland 黑人女权主义乐园

Journal of effective teaching in higher education

Pub Date : 2021-10-18 DOI: 10.36021/jethe.v4i2.167

E. Gilliam, S. Toliver

Janelle Monae’s, Dirty Computer, tackles issues like feminism, racism, sexuality, Black womanhood, self-assurance, and growth. Each song on the album is presented from a first-person point of view, offering a unique insight into a story that shares an intimate portrait of what it means to embrace authentic Black womanhood. Monae’s lyrical storytelling brings to life stories of love, loss, fear, and celebration, offering an experience that cannot be ignored. Still, the numerous ways Black women experience joy and celebration are often overlooked in higher education. Thus, in this article, we center Monae’s album and offer the framework, Black Feminist Wondaland (BFW), to account for how Black women reckon with the misogynoir enacted against us, celebrate ourselves as an act of radical resistance, and reclaim our joy in a society bent on keeping us in a state of sorrow.

Janelle Monae的《Dirty Computer》探讨了女权主义、种族主义、性、黑人女性、自信和成长等问题。专辑中的每首歌都是从第一人称的角度呈现的，提供了一个独特的视角来看待这个故事，这个故事分享了一个亲密的肖像，即拥抱真正的黑人女性意味着什么。梦奈的抒情故事将爱、失去、恐惧和庆祝的故事带到了生活中，提供了一种不容忽视的体验。然而，黑人女性体验快乐和庆祝的众多方式在高等教育中经常被忽视。因此，在这篇文章中，我们以Monae的专辑为中心，提供了一个框架，黑人女权主义世界(Black Feminist Wondaland，简称BFW)，来解释黑人女性如何看待针对我们的厌女症，庆祝自己作为一种激进的抵抗行为，并在一个一心让我们处于悲伤状态的社会中重新获得我们的快乐。

引用次数: 2

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