Articles by: mayankv

Critical Latinx Pedagogy: Empowering Latinx Students at a Hispanic Serving Institution

Julybeth Murillo, School of Social Sciences   Hispanic Serving Institutions Aguilar- Smith states that a Hispanic Serving Institution (HSI) is a “public and private 2- and 4-year postsecondary institution in which at least a quarter of the institution’s full-time equivalent undergraduates are Latinx, and half are eligible for federal financial aid” (1: 2021). In her research she finds that HSI’s seeking racialized funding have conflicting reasons and capitalize on their […]

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Gamification and the Classroom: A Short Review

Christopher Chacon, School of Humanities In this short review, I will consider the role student motivation plays in the effectiveness of gamification as well as the role gamification plays in enhancing student participation and knowledge retention. I will also consider the impact of gamification on student success in the classroom. For this review, I define gamification as the translation of an interactive activity not necessarily designed for education into an […]

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Implementing Active Learning in Large-Enrollment Courses

Claire Freimark, School of Biological Sciences Introductory undergraduate science courses can be intimidating. Large class sizes, long lectures, and cumulative exams can lead to high stress levels, poor student attitudes, and low retention rates in STEM majors. Many introductory courses are taught in a traditional lecture format; these in particular do not spark student engagement, enthusiasm, or motivation. While science instructors are often encouraged to incorporate active learning into their […]

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Covid-19, Educational Inequity, and Student Outcomes

Alisson Rowland, School of Social Sciences The US’s poor welfare infrastructure, combined with the devastation of Covid-19, has perpetuated racist educational inequities (Kyeremateng, Oguda, Asemota 2022; Johnson-Agbakwu et al. 2022). Sonya Douglass Horsford, Associate Professor of Education Leadership and Director of the Black Education Research Collective, along with her research team, released a report titled: Black Education in the Wake of Covid-19 and Systemic Racism: Toward a Theory of Change […]

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Implementing Undergraduate Learning Assistants (LAs) in College Classrooms: A Win-Win-Win-Win!

Karma Rose Zavita, School of Social Ecology Big universities are the most likely to have large lecture-style classes and as a result of the labor involved in managing these courses, there has been an increase reliance on the use of Teaching Assistants (TA’s). One alternative to TAs, is the use of undergraduate Learning Assistants (LAs) or University Learning Assistants (ULAs). The use of LAs has become more popular over the […]

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Implementing Curative Pedagogy in Teaching Theatre History

Talin Abadian, Department of Drama Theatre history courses are generally offered through survey courses where future theatre professionals are exposed to essential historical knowledge and vocabulary (Smith et al 113). Yet even though these courses are often indispensable to the theatre curricula, students often fail to see the relevance of learning about theatre history in relation to their professional ambitions. As Smith and Folino White observe, theatre students often find […]

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Connections Between UDL and Educating Students with Disabilities

Katherine Karayianis, School of Social Ecology As a child growing up with a disability, I often heard the word “universal design” thrown around by my mother at every IEP meeting. I remember her begging my teachers to use these universal teaching strategies to not only help me succeed in the general classroom without being stigmatized, but that these teaching methods would prove beneficial for my peers as well! I didn’t […]

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Welcome to This Week’s Episode on….Student-Produced Podcasts

Mutsumi Ogaki, School of Social Ecology In social science classes, it’s not uncommon for instructors to integrate podcasts into course materials. In this post, I will go a step further and discuss benefits of implementing student-produced podcast as a class project. In addition to enhanced learning experience and apprehension of course materials, the activity provides students with an opportunity to develop professional skills that are crucial for their success outside […]

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Using Flipped Classrooms in Health Sciences Education: The Latest Evidence, and Recommendations

Babak Saatchi, PhD Student, Sue & Bill Gross School of Nursing, University of California, Irvine Using the flipped classroom model has become a popular approach in higher education within the past years. In contrast to traditional classrooms in which the knowledge is passively delivered to students via lectures inside the class, flipping or inverting classroom consists of providing students with content prior to the class, and then using the class […]

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Lilly Conference, San Diego 2022 – Evidence-Based Teaching & Learning International Teaching Learning Cooperative (ITLC)

Jeanie R. C. Toscano, DTEI Pedagogical Fellow Department of Spanish & Portuguese. I attended Lilly Conference on Evidence-Based Teaching & Learning in San Diego, California in January of 2022 The in-person conference was a refreshing change of pace after living in such a two-dimensional pandemic world over the past two years. I enjoyed the exchange of ideas with faculty and graduate students from all over the country who came to […]

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