The Scholarly Teacher
MARCH 9, 2023
I grappled with this paradox while earning my doctorate in education, focusing on teacher myths about education, teaching, learning, and identity formation of teachers and learners (Ladson-Billings, 2001). Rethinking college student development theory using critical frameworks. Routledge. , [link] Kupo,V. & Oxendine, S.(2019).
The Scholarly Teacher
DECEMBER 11, 2024
My students seemed to either not understand my question or have difficulty with the content. Not surprising, the students in my graduate-level course were wrestling with understanding the content of this complex student development theory. 2001; Lang, 2021; Thomas, 2009).The 2019; Smith, 2013). Trolian (Eds.),
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The Scholarly Teacher
OCTOBER 2, 2024
The more students engage with the material purposefully, the more likely they are to reap positive educational outcomes such as deep learning (Astin, 1999; Harper & Quaye, 2009; Kuh, 2001). When taking a collaborative quiz, the students prepared independently (e.g., Journal of College Student Development, 40(5) , 518-29.
Teaching Matters Academic Support
SEPTEMBER 4, 2018
The second element – what the institution does, and how staff relate to students – is key if we are to create an environment consistent with student engagement. 2009) What student affairs professionals need to know about student engagement. Journal of College Student Development 50 (6) 683-706.
Teaching Matters Academic Support
JUNE 9, 2022
One that strives to create the environmental conditions where widening participation students can flourish and excel. The project did not emerge from a deficit model of our students. When students form meaningful relationships with others connected to the institution, they are more likely to persist’. H., & Bryner, C.
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