scholarly journals Civically Engaged and Inclusive Pedagogy: Facilitating a multidisciplinary course on human trafficking

2021 ◽  
pp. 91-112
Author(s):  
Annjanette Ramiro Alejano-Steele
Keyword(s):  
Human Trafficking ◽  
Course Design ◽  
Learning Goals ◽  
State University ◽  
Design Decisions ◽  
University Of Denver ◽  
University Instructors ◽  
Inclusive Pedagogy ◽  
Trauma Informed ◽  
Support Students

For university instructors who teach human trafficking as a comprehensive course, design decisions often begin with determining scope, disciplinary orientation, and learning goals. Further decisions involve pedagogical approaches and how to best support and sustain student learning. With civic engagement principles, universities can situate themselves within local anti-trafficking initiatives by offering courses to expand organisational capacities to end human trafficking. Using Human Trafficking 4160 at Metropolitan State University of Denver as an example, this paper provides key design questions to create a civically-engaged multidisciplinary course, partnered with agencies statewide, and equipped to support students primed for social justice and systems change. It offers suggestions for community partnerships to deliver content and co-create learning activities. It also provides pedagogical techniques to facilitate inclusive, trauma-informed learning spaces.

scholarly journals Supporting college students through peer mentoring: Serving immigrant students

2017 ◽  
Vol 28 (3) ◽  
Author(s):  
Matthew Kring
Keyword(s):  
Academic Success ◽  
English Language ◽  
Immigrant Students ◽  
Language Learner ◽  
Peer Mentors ◽  
State University ◽  
Personal Support ◽  
University Of Denver ◽  
Immigrant Services ◽  
Support Students

Metropolitan State University of Denver (MSU Denver) Immigrant Services program enlists the support of peer mentors to provide holistic support to the institution’s immigrant, refugee, and English Language Learner (ELL) populations. These peer mentors are highly specialized in their student employee role and are trained to provide academic and personal support. Peer mentors support students with such issues as English writing support, scholarship applications, and connection to immigration resources. The Immigrant Services program at MSU Denver could not function without this student employment position. The Student Academic Success Center at the Metropolitan State University of Denver (MSU Denver) hosts a variety of programs that support students in persisting through college. These programs scale from supporting the student population at-large to targeting specific populations that have been identified to need specialized support. The Immigrant Services Program provides support to a specific population of students at MSU Denver that includes immigrants, refugees, undocumented and Deferred Action Childhood Arrival (DACA) students, and English Language Learners (ELL). Highly trained peer mentors work with students individually and as a group to support their transition to college and onward through graduation.

scholarly journals Grading Rage in the Pastoral Care Classroom

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Mindy McGarrah Sharp
Keyword(s):  
Pastoral Care ◽  
Critical Incident ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Religion And Theology ◽  
Creative Transformation ◽  
The Moment ◽  
Support Students

Assessment and grading can elicit rage on the part of both learners and teachers.  Can rage lead to creative transformation of classroom cultures to support students in achieving learning goals? Can rage sharpen pedagogical commitments? The author reviews a critical incident of unexpected grading rage that emerged in her once a week three-hour masters level introductory pastoral care classroom, what she did about it in the moment, and how three strategies she employed could be helpful for teaching and learning religion and theology more broadly. When grading rage emerges in the pastoral care classroom and beyond, teaching and learning misunderstanding stories, facilitated by neutral questions in charged contexts, can make room for creative transformation when supported by third voices.

Let the Sun Shine In

2015 ◽  
pp. 157-178
Author(s):  
Cindy Pierard ◽  
Josefine Smith ◽  
Caitlin Wells
Keyword(s):  
Civic Engagement ◽  
News Media ◽  
Open Government ◽  
Learning Goals ◽  
Freedom Of Information ◽  
State University ◽  
Community Groups ◽  
Community Partners ◽  
New Mexico State University ◽  
National Effort

Sunshine Week is a national effort to promote the importance of open government and freedom of information. Although originally begun as a news media initiative, it has grown to include community groups, libraries, schools, governments, and others who are committed to civic engagement and access to information. For academic libraries, Sunshine Week offers opportunities to forge collaborations with campus and community partners, and to connect programming with broader student learning goals. This chapter makes the case for Sunshine Week as a mechanism for bringing together campus and community groups around issues of common concern, either as a standalone effort or part of a broader program focusing on civic engagement. It features a partnership between the library, journalism program, and donors at New Mexico State University but includes ideas and resources that are transferable to other settings.

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2021 ◽  
pp. 847-866
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

scholarly journals Strategic Design toward Foundational Learning Goals in Introduction to Sociology

2019 ◽  
Vol 48 (1) ◽  
pp. 40-53
Author(s):  
Kimberly B. Rogers ◽  
Adam Nemeroff ◽  
Kelly Caputo
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Goals ◽  
Introductory Courses ◽  
Present Evidence ◽  
Personal Learning ◽  
Introductory Course ◽  
Strategic Design

Scholars of teaching and learning in sociology have argued that introductory courses should teach toward foundational learning goals instead of providing an exhaustive review of the discipline. Nevertheless, prior research has provided far more guidance on what instructors ought to teach than how they can cohesively support learning across the goals advocated. Additionally, few studies have considered whether introductory course designs adequately address students’ diverse reasons for enrolling. To address this gap in the literature, we offer insights from our experiences with a redesigned introductory course tailored to support student learning in the areas recommended by earlier work. After describing our learning goals and the elements of our course design, which are grounded in empirical findings from the literature, we present evidence for the efficacy of this design in achieving key disciplinary learning goals, serving students’ personal learning goals, and attracting new and existing majors and minors.

scholarly journals Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Alyssa Friend Wise ◽  
Yeonji Jung
Keyword(s):  
Decision Making ◽  
Learning Analytics ◽  
Course Design ◽  
Data Interpretation ◽  
Contextual Knowledge ◽  
Instructional Decision Making ◽  
University Instructors ◽  
Wait And See ◽  
Instructional Decision ◽  
Data Reading

The process of using analytic data to inform instructional decision-making is acknowledged to be complex; however, details of how it occurs in authentic teaching contexts have not been fully unpacked. This study investigated five university instructors’ use of a learning analytics dashboard to inform their teaching. The existing literature was synthesized to create a template for inquiry that guided interviews, and inductive qualitative analysis was used to identify salient emergent themes in how instructors 1) asked questions, 2) interpreted data, 3) took action, and 4) checked impact. Findings showed that instructors did not always come to analytics use with specific questions, but rather with general areas of curiosity. Questions additionally emerged and were refined through interaction with the analytics. Data interpretation involved two distinct activities, often along with affective reactions to data: reading data toidentify noteworthy patterns and explaining their importance in the course using contextual knowledge. Pedagogical responses to the analytics included whole-class scaffolding, targeted scaffolding, and revising course design, as well two new non-action responses: adopting a wait-and-see posture and engaging in deep reflection on pedagogy. Findings were synthesized into a model of instructor analytics use that offers useful categories of activities for future study and support

scholarly journals Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

2019 ◽  
Vol 20 (5) ◽  
Author(s):  
Carl D Westine ◽  
Beth Oyarzun ◽  
Lynn Ahlgrim-Delzell ◽  
Amanda Casto ◽  
Cornelia Okraski ◽  
...  
Keyword(s):  
Professional Development ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Southeastern United States ◽  
Faculty Members ◽  
Online Faculty ◽  
University Instructors ◽  
Design For Learning ◽  
Survey Results

This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty.

Helping Survivors of Human Trafficking: A Systematic Review of Exit and Postexit Interventions

2017 ◽  
Vol 20 (2) ◽  
pp. 183-196 ◽  
Author(s):  
Nathaniel A. Dell ◽  
Brandy R. Maynard ◽  
Kara R. Born ◽  
Elizabeth Wagner ◽  
Bonnie Atkins ◽  
...  
Keyword(s):  
Systematic Review ◽  
Human Trafficking ◽  
Systematic Review Methods ◽  
Male Survivors ◽  
Effective Interventions ◽  
Quasi Experimental ◽  
Trauma Informed ◽  
Physical Effects ◽  
Forward Citation

Background: Human trafficking is a global problem and results in deleterious psychological, social, and physical effects on the lives of those who are trafficked; however, it is not clear how to best intervene with survivors. The purpose of this review was to synthesize the evidence of exit and postexit intervention programs for survivors of human trafficking to inform practice and research. Method: Systematic review methods were used to search, select, and extract data from published and unpublished experimental, quasi-experimental, and preexperimental studies that assessed the effects of any exit or postexit interventions for victims of human trafficking. The authors searched eight databases, reviewed bibliographies, and conducted forward citation searches from relevant reports and prior reviews to find studies authored between 2005 and 2015. Results: The search yielded six eligible studies that included 155 female and 6 male survivors from four countries. Interventions were diverse, with three using a trauma-informed approach. Authors measured a myriad of outcomes, including mental health, social network, community reintegration, and employment; however, the quality of most studies was poor. Discussion: Evidence of effects of exit and postexit interventions is sparse, and much of the research is poorly designed and executed; however, the needs of trafficking survivors are complex and effective interventions are desperately needed. Implications for practice and research are discussed.

scholarly journals How Metacognitive Instructors Can Use Their Learning Management System to Facilitate Student Learning

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Brooke Winckelmann ◽  
John Draeger
Keyword(s):  
Student Learning ◽  
Management System ◽  
Course Design ◽  
Learning Management System ◽  
Instructional Method ◽  
Learning Goals ◽  
Student Progress ◽  
Learning Management

This essay explores ways instructors can be metacognitive about course design, including selecting tools in the Learning Management System (LMS) to support student learning. It offers strategies for being intentional about learning within the LMS and examples of online modules that can be directly incorporated into course instruction or can be self-contained, student-directed, and stand alone. These examples serve as a blueprint for creating predictable structures that offer guidance and opportunities for students to learn about their own learning. We also argue that purposeful use of LMS tools can provide opportunities for instructor to monitor student progress toward learning goals and make adjustments to their instructional method when appropriate.

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