SELECTED SCHOLARSHIP ON TEACHING AND LEARNING at ILLINOIS STATE UNIVERSITY
Volume 2 • April 2014
Volume 2 • April 2014
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EDITORIAL TEAM
Kathleen McKinney, Ph.D.
Acting Cross Endowed Chair in the Scholarship of Teaching and Learning [email protected] Maria A. Moore, Ed.D.
School of Communication [email protected] Jennifer Friberg, Ph.D.
Department of Communication Sciences and Disorders [email protected] Phyllis McCluskey-Titus, Ph.D.
Department of Educational Administration and Foundations pamcclu2@IllinoisState.edu Jake Nickell, M.S.
School of Communication [email protected] |
TABLE OF CONTENTS
Engaging Critical Race Theory and Culturally Relevant Teaching:
Preparing White Teacher Candidates to Teach in Urban Environments Judith Briggs • School of Art Within a one-year mixed method action research study, White senior art education teacher candidates (TCs) in an Art for Diverse Populations class reflected on Critical Race Theory (CRT) and culturally relevant teaching, taught culturally relevant lessons at a local Boys and Girls Club, and attended field experiences in urban schools. TCs indicated that urban field experiences and course materials helped them to think in a new way; discussion of CRT, introduction to culturally relevant teaching, and an urban field experience may be linked to this positive change in results. Meeting Student Resistance with Empathic Teaching in the College Classroom
Christopher D. Gjesfjeld • School of Social Work Some college students resistant or lack engagement with learning, yet college teachers are unprepared in their own training to address this challenge. This work provides a structure for how “empathic teaching” may engage and effectively address this resistance. Online Learning Communities Prove Effective in Recruiting Students into Computing Majors at Illinois State University
Anu A. Gokhale • Department of Technology Kenton F. Machina • Department of Philosophy The project, supported by a grant from the National Science Foundation, implements an innovative approach using online social media like blogs to engage students and inform them about latest developments and fascinating applications of science and technology in everyday life. Developing 21st Century Skills in Teacher Education through Digital Storytelling
Terry Husband • School of Teaching & Learning This study examines how pre-service teachers understand, develop, and apply 21st century skills through developing and implementing a digital storytelling assignment in a literacy methods course. Content analyses reveal that participants developed digital stories involving the following themes: popular culture, early childhood curriculum expectations, popular children’s literature texts, and personal experiences. Implications for teacher education literacy methods courses are discussed. Participation in a University Equestrian Club and Team: Perceived Learning Outcomes
Erin Mikulec • School of Teaching & Learning Kathleen McKinney • Cross Endowed Chair in the Scholarship of Teaching and Learning This poster summarizes the results of an online, questionnaire study with 50 members of 15 equestrian clubs from around the nation. Respondents reported equestrian and interpersonal reasons for joining, and that participation increased their development in a number of academic and professional areas. |
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