scholarly journals Pedagogical Approaches to Human Trafficking Through Applied Research Laboratories

2021 ◽  
pp. 56-72
Author(s):  
Laura Dean
Keyword(s):  
Human Trafficking ◽  
Applied Research ◽  
Undergraduate Research ◽  
Research Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Social Justice Advocacy ◽  
Ethical Implications ◽  
Hands On

Human trafficking is a phenomenon that lends itself to hands-on pedagogical practices and undergraduate research that, in turn, can create localised knowledge with anti-trafficking stakeholders. Research labs focused on human trafficking are one-on-one or small group applied research settings that build a bridge between the university and anti-trafficking stakeholders over multiple semesters. In this paper, I argue that one way of involving students in the anti-trafficking field is through research laboratories, like the Human Trafficking Research Lab (HTRL) at Millikin University. I explore how the HTRL develops pedagogical practices to enable students to work collaboratively with a faculty member and carry out the research process from idea to final draft. Multiple learning outcomes were found, including mentorship, a larger understanding of political science as a discipline, data compilation, presentation and critical thinking skills, and job or graduate school placement. I determined that the HTRL at Millikin offers students hands-on experience with community-engaged projects, including grappling with the ethical implications of knowledge production in social justice advocacy.

Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South

2021 ◽  
pp. 1-15
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Paul Agu Igwe ◽  
Ifeanyi Kalu Mong ◽  
Hyginus Emeka Nwosu ◽  
Clementina Kanu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Global South ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

Using undergraduate research to develop transferable skills for the modern workforce

2016 ◽  
Vol 37 (2) ◽  
pp. 84
Author(s):  
Jack TH Wang
Keyword(s):  
Biological Sciences ◽  
Large Scale ◽  
Undergraduate Research ◽  
Learning Experiences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Global Knowledge ◽  
Research Experiences ◽  
Transferable Skills ◽  
Authentic Learning Experiences

In the increasingly competitive global knowledge marketplace, Australian tertiary educators are looking to enrich their program offerings by providing authentic learning experiences for their students. In the biological sciences, this authenticity is best represented by hands-on inquiry and laboratory experimentation, often within the context of research internships. Authentic Large-Scale Undergraduate Research Experiences (ALUREs) aim to broaden the scope of these learning experiences by embedding research into coursework activities accessible by all students within the program. These experiences can promote learning gains in laboratory, analytical, and critical thinking skills, providing students with a transferable skillset applicable to many career paths across the science sector.

Who invited the librarian? Studio critiques as a site of information literacy education

2017 ◽  
Vol 42 (2) ◽  
pp. 73-79 ◽  
Author(s):  
Larissa Garcia ◽  
Ashley Peterson
Keyword(s):  
Information Literacy ◽  
Creative Process ◽  
Research Process ◽  
Thinking Skills ◽  
Literacy Education ◽  
Critical Thinking Skills ◽  
Art Students ◽  
Academic Instruction ◽  
Specific Teaching ◽  
A Site

The ACRL Framework for information literacy for higher education, the guiding document for academic instruction librarians in North America, encourages a deep connection between information literacy and discipline-specific teaching practices. In the context of art librarianship, one means of attaining this connection is via librarian participation in studio critiques. Critiques enable librarians to identify the similarities between the research process and the creative process, making information literacy relevant for art students. In two different institutional examples, the ACRL Framework provides a conceptual grounding for studio critiques as a collaborative space between librarians and faculty, where students learn lifelong information literacy and critical thinking skills that enrich their artistic work.

Heartland Payment Systems: Cybersecurity Impact on Audits and Financial Statement Contingencies

2020 ◽  
Author(s):  
Matthew Reidenbach ◽  
Ping Wang
Keyword(s):  
Financial Reporting ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Financial Statement ◽  
Fiscal Year ◽  
Payment Systems ◽  
Data Breach ◽  
External Auditors ◽  
Ethical Implications

During the fiscal year 2008 financial reporting process, Heartland Payment Systems, Inc. experienced a breach of its operational data by international hackers and a U.S. Secret Service informant returning to his criminal life as a hacker. As a result, Heartland's management assessed the data breach to determine both the immediate accounting and long-term operational impact on the viability of the company. Similarly, Heartland's external auditors independently assessed the data breach for their audit of the company's financials. Using this case, students will apply their professional research skills through identifying appropriate accounting and auditing guidance, use critical thinking skills to evaluate the decisions made by the company, external auditors, and shareholders. Students will also evaluate the ethical implications of difficult judgmental decisions facing professional accountants by scrutinizing the activities of both financial statement preparers and auditors in the emerging area of cybersecurity.

Critical Thinking

2019 ◽  
pp. 255-276
Author(s):  
Karen S. C. Thomas
Keyword(s):  
Critical Thinking ◽  
Language Arts ◽  
Reading Instruction ◽  
Professional Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Language Arts Teachers ◽  
Reflective Process ◽  
Arts Teachers

Teaching critical thinking skills to students has become a central focus the language arts classroom. It is therefore important to examine what critical thinking may look like for the language arts teacher: How do language arts teachers come to know and understand? How do language arts teachers engage in critical thinking in order to enhance their pedagogical practices? This chapter examines the ways in which teachers' involvement in developing their critical thinking skills can aid them in establishing their knowledge and understandings. The chapter explores findings from a study that involved teachers in Grades 2 and 4 in the development of a framework for reading instruction in the primary grades. These findings make a case for encouraging teachers to engage in critical thinking in professional learning communities that foster professional development and collaboration in an active and reflective process.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2016 ◽  
pp. 27-46
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2017 ◽  
pp. 1235-1254
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

A Mixed Course-Based Research Approach to Human Physiology

2021 ◽  
Author(s):  
Karri Whitmer
Keyword(s):  
Human Physiology ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Modern World ◽  
Research Approach ◽  
Pedagogical Approach ◽  
Literature Searches ◽  
Hands On ◽  
Research Questions ◽  
Design Experiments

The Biology 256 Laboratory course was designed to provide students with hands-on access to modern techniques in human physiological analyses using the course-based research pedagogical approach. In this course, students will learn how to perform literature searches; generate research questions and hypotheses; design experiments; collect, analyze, visualize and interpret data; and present scientific findings to others. The Biol 256L curriculum offers a high-impact human physiology experience that fosters the critical thinking skills required to be a successful citizen in a modern world filled with misinformation.

Teaching Business Transaction Cycles Using a Hands-on Activities Approach

2021 ◽  
Author(s):  
Tawei David Wang ◽  
Victoria Chiu ◽  
Yunsen Wang ◽  
Tiffany Chiu
Keyword(s):  
Critical Thinking ◽  
Project Management ◽  
Information Systems ◽  
Business Processes ◽  
Accounting Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Class Versus ◽  
Accounting Information Systems ◽  
Hands On

We present a novel hands-on approach for teaching students the concepts and business processes of transaction cycles. Specifically, the hands-on activities focus on sales and procurement cycles. Upon completion of the hands-on activities, students will a) develop a better understanding of the business processes and business forms for sales and procurement cycles and b) build relevant critical thinking skills. We evaluate students’ learning by providing a comparison between students who learned the concepts of transaction cycles and business processes and performed the transaction cycle hands-on activity in class versus those students who only learned the concepts of transaction cycles and business processes in class. Although the hands-on activities were used in an accounting information systems class, they can also be applied to other business disciplines, such as engineering and project management classes.

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