scholarly journals Exploring the Diversity of Everyday Experiences through the Humans of the University of Wisconsin-Stout Facebook Assignment

2021 ◽  
Vol 2 (2) ◽  
pp. 17-29
Author(s):  
Genesea Carter
Keyword(s):  
White Students ◽  
First Year ◽  
Personal Essay ◽  
Predominately White ◽  
First Year Composition ◽  
University Of Wisconsin ◽  
Research Article ◽  
Everyday Experiences ◽  
The University ◽  
Student Reflections

In this personal essay and research article mash-up genre, I reflect on my Humans of the University of Wisconsin-Stout first-year composition Facebook assignment, which was developed to teach my predominately white students about the diversity of everyday experiences. I share with readers how my positionality, as a former evangelical Christian Republican who left Christianity and became a liberal progressive a few years before this assignment, and the context of my university, a predominately white, midwestern polytechnic university, shaped my assignment design. I include Humans of UW-Stout Facebook stories, corresponding student reflections and homework, and my own personal reflection on the curriculum to empower instructors to teach diversity-focused FYC assignments and to inspire instructors to reflect upon how their own political and religious beliefs shape their curriculum.

Assessing the Composition Program on Our Own Terms

2011 ◽  
pp. 167-184
Author(s):  
Sonya Borton ◽  
Alanna Frost ◽  
Kate Warrington
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
First Year ◽  
First Year Composition ◽  
English Departments ◽  
Large Scale Assessment ◽  
University Of Louisville ◽  
Spellings Commission ◽  
The University ◽  
Theoretical Foundations

As Jacqueline Jones Royster articulated at the 2006 Conference on College Composition and Communication, English departments are already assessing themselves and should resist suggestions by the Spellings Commission on the Future of Higher Education that a standardized method of assessing students and programs in higher education is needed. In the fall of 2006, the University of Louisville was due to be reviewed by the Southern Association of Colleges and Schools (SACS). The First-Year Composition program chose to conduct an internal assessment in the fall of 2004. This chapter details the Composition program assessment conducted at the University of Louisville and includes a comprehensive analysis of its rationale, theoretical foundations, methodologies, and results. This chapter also articulates the difficulties of such a large-scale assessment as well as the uniquely local challenges faced during the process.

scholarly journals STUDENT REFLECTIONS IN COURSE-BASED UNDERGRADUATE RESEARCH EXPERIMENT IN A FIRST-YEAR CIRCUITS COURSE

2021 ◽  
Author(s):  
Yani Jazayeri
Keyword(s):  
Undergraduate Research ◽  
Self Determination Theory ◽  
Self Determination ◽  
First Year ◽  
Research Experience ◽  
University Of Calgary ◽  
Research Experiment ◽  
The University ◽  
Authentic Learning Experiences ◽  
Student Reflections

At the University of Calgary, we piloted a course-based undergraduate research experience in thefirst year circuits course. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the studentlearning and motivation throughout the experience. There were 10 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.

scholarly journals Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement

2016 ◽  
Vol 24 ◽  
pp. 32 ◽  
Author(s):  
Jason Giersch ◽  
Martha Cecilia Bottia ◽  
Roslyn Arlin Mickelson ◽  
Elizabeth Stearns
Keyword(s):  
High School ◽  
White Students ◽  
Students Of Color ◽  
High School Graduates ◽  
Racial Segregation ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
College Achievement ◽  
The University

In this study we investigate Charlotte Mecklenburg Schools (CMS) high school graduates’ academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students’ college achievement.

Addressing FYC Instructors' Lack of Technological Expertise in Implementing Multimodal Assignments

2018 ◽  
pp. 166-186 ◽  
Author(s):  
Ashok Bhusal
Keyword(s):  
Teacher Training ◽  
El Paso ◽  
First Year ◽  
First Year Students ◽  
First Year Writing ◽  
University Of Texas ◽  
First Year Composition ◽  
Composition Instructors ◽  
Experience Teaching ◽  
The University

The chapter argues that teacher training should focus on providing guidelines to instructors on how to use technology and on the skills necessary to implement multimodal assignments. It uses UTEP's first-year writing program as a case study to investigate the multimodal assignments as part of the syllabus given to first-year students. It presents an analysis of interviews with current first-year composition instructors regarding their experience teaching multimodal projects and examines current first-year composition courses and teacher training practices at the University of Texas El Paso (UTEP) to gauge the effective implementation of multimodal assignments. Finally, it offers recommendations to address the obstacles and lack of expertise of instructors in employing multimodality in the classroom.

scholarly journals Learning in Facebook: First year tertiary student reflections from 2008 to 2011

2013 ◽  
Vol 29 (3) ◽  
Author(s):  
Josh McCarthy
Keyword(s):  
International Students ◽  
First Year ◽  
Online Learning Environment ◽  
Positive Outcomes ◽  
Online Forum ◽  
Student Cohorts ◽  
Design Students ◽  
The University ◽  
Technological University ◽  
Student Reflections

<p>This paper reflects on the use of Facebook as an online learning environment for first year design students from 2008 to 2011. Between 2008 and 2010 three student cohorts from the University of Adelaide engaged with their peers through forums hosted by Facebook, submitting work-in-progress imagery and critiquing peers' submissions. In 2011 the study expanded to include national and international collaborators with first year cohorts from Swinburne University in Australia, and Nanyang Technological University in Singapore also participating, allowing students to interact with their global peers. The online forum facilitated increased peer interaction, particularly between local and international students, and improved academic performance as a result of consistent feedback from a range of sources. At the end of 2011 students from the four participating cohorts between 2008 and 2011 were invited to take part in a survey reflecting on and evaluating the learning experiences in Facebook. The results highlighted many positive outcomes regarding the online forum, and have led to the establishment of a series of recommendations for the future use of Facebook as a learning tool, outlined at the conclusion of this paper.</p><p> </p>

Some Biological Applications of High Voltage Electron Microscopy

1974 ◽  
Vol 32 ◽  
pp. 298-299
Author(s):  
Hans Ris
Keyword(s):  
High Voltage ◽  
Chromosome Structure ◽  
Nerve Fibers ◽  
Good Resolution ◽  
High Voltage Electron Microscopy ◽  
Voltage Electron ◽  
University Of Wisconsin ◽  
High Voltage Electron ◽  
One Year ◽  
The University

The High Voltage Electron Microscope Laboratory at the University of Wisconsin has been in operation a little over one year. I would like to give a progress report about our experience with this new technique. The achievement of good resolution with thick specimens has been mainly exploited so far. A cold stage which will allow us to look at frozen specimens and a hydration stage are now being installed in our microscope. This will soon make it possible to study undehydrated specimens, a particularly exciting application of the high voltage microscope.Some of the problems studied at the Madison facility are: Structure of kinetoplast and flagella in trypanosomes (J. Paulin, U. of Georgia); growth cones of nerve fibers (R. Hannah, U. of Georgia Medical School); spiny dendrites in cerebellum of mouse (Scott and Guillery, Anatomy, U. of Wis.); spindle of baker's yeast (Joan Peterson, Madison) spindle of Haemanthus (A. Bajer, U. of Oregon, Eugene) chromosome structure (Hans Ris, U. of Wisconsin, Madison). Dr. Paulin and Dr. Hanna are reporting their work separately at this meeting and I shall therefore not discuss it here.

Ultrastructural characteristics of sporidia of Ustilago

1989 ◽  
Vol 47 ◽  
pp. 786-787
Author(s):  
Patricia N. Hackney
Keyword(s):  
Electron Microscope ◽  
Type System ◽  
Tube Formation ◽  
High Voltage Electron Microscopy ◽  
Voltage Electron ◽  
University Of Wisconsin ◽  
Transmission Electron ◽  
Ustilago Hordei ◽  
Silene Alba ◽  
The University

Ustilago hordei and Ustilago violacea are yeast-like basidiomycete pathogens ofHordeum vulgare and Silene alba respectively. The mating type system in both species of Ustilago is bipolar, with alleles, A,a, (U.hordei) and a1, a2 (U.violacea) at a single locus. Haploid sporidia maintain the asexual phase by budding, while the sexual phase is initiated by conjugation tube formation between the mating types during budding and conjugation.For observation of budding, sporidia were prepared by culturing the four types on YEG (yeast extract glucose) broth for 24 hours. After centrifugation at 5000g cells were either left unmated or mated in a1/a2,A/a combinations. The sporidia were then mixed 1:1 with 4% agar and the resulting 1mm cubes fixed in 8% gluteraldehyde and post fixed in osmium tetroxide. After dehydration and embedding cubes were thin sectioned with a LKB ultratome and photographed in a Zeiss 9s transmission electron microscope or in an AE1 electron microscope of MK11 1MEV at the High Voltage Electron Microscopy Center of the University of Wisconsin-Madison.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

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