Weekly growth of student engagement during a diversity and social justice course: Implications for course design and evaluation.

2020 ◽  
Author(s):  
Reuben Faloughi ◽  
Keith Herman
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Course Design

Social Justice Training Through Student Engagement in Community-Based Research

2012 ◽  
Author(s):  
Tania Israel ◽  
Alise Cogger ◽  
Kristin Conover ◽  
Audrey R. Harkness ◽  
Jay N. Ledbetter
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Community Based ◽  
Community Based Research

scholarly journals Redefining peer learning: Role of student entrepreneurs in teaching entrepreneurship in the UK higher education context

2021 ◽  
pp. 095042222110126
Author(s):  
Stella Xu ◽  
Zimu Xu ◽  
Fujia Li ◽  
Arun Sukumar
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Cultural Backgrounds ◽  
School Students ◽  
Arts And Humanities ◽  
The Arts ◽  
Wide Range ◽  
Student Entrepreneurs ◽  
The Uk ◽  
Uk Higher Education

Entrepreneurship-related modules have become increasingly popular over the years, not only among business school students but also among those from other disciplines, including engineering and the arts and humanities. In some circumstances, they are offered as optional modules for students across different faculties and disciplines. While it is beneficial to mix students with different backgrounds, bringing in a wide range of perspectives, there are also challenges relating to course design and student engagement. With these challenges in mind, the authors trialled a new approach in the hope of motivating students from diverse academic and socio-cultural backgrounds to engage more fully in the classroom by utilising student entrepreneurs as guest speakers. The student-centric approach has proved effective in enhancing student engagement, as evidenced by both informal and formal feedback.

scholarly journals Bridging Disciplines with a New and Interactive Online Course: Drug & Nutrient Interactions

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 604-604
Author(s):  
Sara Police ◽  
Jessie Hoffman,
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Online Course ◽  
Instructional Designers ◽  
Due Dates ◽  
Nutrient Interactions ◽  
University Of Kentucky ◽  
Student Cohorts ◽  
Graduate Certificate ◽  
Nutritional Sciences

Abstract Objectives The purpose of this project was to design, develop and implement an online two-credit course, Drug & Nutrient Interactions, as an elective for a new online Graduate Certificate in Applied Nutrition and Culinary Medicine at the University of Kentucky. Methods Drug & Nutrient Interactions was designed to meet the needs of select student cohorts: undergraduate Pharmacology minors, graduate students enrolled in the Masters in Nutritional Sciences program, and online graduate certificate students. Faculty within the Dept. of Pharmacology and Nutritional Sciences and the Division of Clinical Nutrition were consulted to identify curricular gaps and to avoid redundancy across programs. Instructional designers were consulted to identify evidence-based best practices in online course design and teaching. Results Content of the Drug and Nutrient Interactions course is structured within four thematic modules: 1. Introduction to Pharmacology and Food & Drug Interactions, 2. Exploring Drug-Nutrient Interactions, 3. Genes, Bugs & Time, and 4. Current and Future Directions in Nutrition & Pharmacology. Each module is three to four weeks in duration, to span a 14-week semester. Each week, students’ tasks include reading, watching, writing, and reviewing content related to the student learning objectives. Methods to promote student engagement with the content recur week-to-week, to ensure consistency for students’ experience. An eBook was written by the instructors to provide a current and interdisciplinary review of the intersections of nutritional sciences and pharmacology in the course. In lieu of proctored online exams, module-level assignments assess students’ achievement of learning outcomes. Drug & Nutrient Interactions launched in fall 2019 with nine students enrolling and completing the course. Course analytics track student engagement by logging page views and participation. Increasing students’ page views and participation align with due dates for module assignments. Therefore - in spring 2020, deadlines were shifted to a weekly timeline to foster consistent engagement. Conclusions Instructors should explore various methods to foster student-content, student-student and student-instructor engagement in an online learning environment. Funding Sources This course project was funded by a UK Online award & an Alternative Textbook grant.

Building maps: GIS and student engagement

2018 ◽  
Vol 35 (4) ◽  
pp. 9-12
Author(s):  
Emily McGinn ◽  
Meagan Duever
Keyword(s):  
Student Engagement ◽  
Digital Humanities ◽  
Design Methodology ◽  
Course Design ◽  
Project Planning ◽  
Central Concept ◽  
Content Type ◽  
Innovative Research ◽  
Research Questions ◽  
Tools And Methods

Purpose This paper aims to detail the use of ESRs ArcMap in the undergraduate history classroom, as an example of pedagogical inquiry and as a method for integrating digital humanities (DH) tools and methods directly into humanities research and pedagogy. Design/methodology/approach This class is an example of pedagogical inquiry and a method for integrating DH tools and methods directly into humanities research and pedagogy. Findings With this approach, students see the immediate application of DH to traditional humanities objects of study and aid these in the pursuit of innovative research questions and methods. Originality/value The use of DH in traditional humanities classrooms as a central concept with experts from the libraries integrated into course design and project planning is unique and is a model that could be implemented at other institutions.

Maintaining a Socially Just Classroom

2019 ◽  
pp. 196-211 ◽  
Author(s):  
Jose W. Lalas ◽  
Joanna Linda Lalas
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Cultural Capital ◽  
Ethical Decision Making ◽  
Funds Of Knowledge ◽  
Research Literature ◽  
Sociocultural Factors ◽  
Related Research ◽  
Situated Perspective ◽  
Engaging Student

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

scholarly journals Student Engagement for Equity and Social Justice: Creating Space for Student Voice

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Brenda McMahon ◽  
Geoff Munns ◽  
John Smyth ◽  
David Zyngier
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Low Income ◽  
Student Voice ◽  
Learning Processes ◽  
Visible Minority ◽  
Marginalized Students ◽  
Low Income Students ◽  
Cognitive Levels ◽  
Teaching Learning

This paper describes three student engagement initiatives that have been successfully implemented in Australia and Canada, where social justice educators are struggling with issues resulting from reforms that marginalize visible minority and low-income students. The projects envision student engagement in critical democratic ways. Using different strategies, they are informed by approaches that: respect students, educators and teaching/learning processes; connect on emotional as well as cognitive levels; and shift away from narrow notions of schooling to broader visions of education for marginalized students. Transferable to other locations, these programmes provide insights into what is possible when student engagement is enacted in equitable, socially just, and transformative environments.

scholarly journals A Multimedia-Rich Platform to Enhance Student Engagement and Learning in an Online Environment

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
T. Scott Bledsoe
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Research Methodology ◽  
Course Design ◽  
Student Feedback ◽  
Effective Practices ◽  
Online Course ◽  
Online Environment ◽  
Important Research ◽  
Psychology Class

Utilizing multimedia tools such as videos and audio clips can be an effective way to promote student learning and engagement in online settings. This study explores the implementation of a photo-rich comprehensive counseling center environment through which students of a semester-long online graduate psychology class learned about important research methodology concepts. Student feedback is provided along with implications for student learning in future online course endeavors. This multimedia course design was the recipient of the 2013 Sloan-C Effective Practices Award.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

Creating Social Justice-Minded Digital Media Entrepreneurs

2021 ◽  
pp. 64-77
Author(s):  
Natasha Winston Clarke
Keyword(s):  
Social Justice ◽  
Digital Media ◽  
Mass Communication ◽  
Course Design ◽  
Academic Program ◽  
Institutional Identity ◽  
Communication Education ◽  
Design Quality ◽  
Similarities And Differences ◽  
Mass Communication Education

Industry-wise, colleges and universities are currently facing a unique set of circumstances which will last quite some time even after the 2020 Coronavirus pandemic begins to wane. Among those challenges will be questions related to the increased necessity of course design quality and innovation. This is particularly true for programs planning to integrate increased social justice characteristics to their academic/program curricula. Therefore, the purpose of this chapter is to review existing mass communication education scholarship by incorporating a qualitative-focused, content analysis of materials related to course design, evident teaching practices and avenues which facilitate social justice and media entrepreneurship. Also, this chapter seeks to demonstrate how these pedagogical designs differ from those outside of the communication discipline and what can be gleaned from these similarities and differences. To close, this analysis will make recommendations to benefit students and highlight and distinguish academic program and institutional identity for the future.

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