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. 2019; Smith, 2013). 2001; Lang, 2021; Thomas, 2009).The Wiley & Sons.
The Scholarly Teacher
FEBRUARY 22, 2023
Located in primarily low-income areas and minority communities, this site has been the focus of many student projects to address health equity and environmental justice. Students revised the EPA letter that is mailed to residents explaining the potential soil contamination and the option to test their soil. 2017, October 20).
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The Scholarly Teacher
APRIL 27, 2022
However, MSIs also report lower-than-national-average graduation and retention rates, reflecting continued systemic challenges (both socioeconomic and political) shaping underrepresented students’ experiences of higher education (Flores & Park, 2013). Clearly, there’s real need to better serve underserved student communities.
Supporting Student Success
SEPTEMBER 22, 2020
This project was particularly important to me because of the impact CliftonStrengths had made in my life and how the tool was being used to support post-secondary students’ development. You may be asking what is CliftonStrengths (CS) and how does it help students? 2013, August 28). What is CliftonStrengths? References.
Teaching Matters Student Employment
JANUARY 10, 2022
Reaching such an understanding involves identifying the factors which enable, but also constrain, students’ development of these attributes. One of the previous criticisms of graduate attributes has been their conceptualisation as generic skills rather than recognising them as being highly contextualised and situated (Jones, 2013 ).
Teaching Matters Student Employment
FEBRUARY 21, 2023
As Scotland marks 20 years of its enhancement-led approach to quality in the higher education sector, I reflect on my involvement, particularly around work supporting student development, employability, and personal and professional success.
Teaching Matters Online Learning
JUNE 20, 2016
ACJ demonstrates much greater reliability in large-volume assessment when using a distributed team of assessors and also enables high numbers of students to efficiently receive valuable feedback from several assessors, whether used for staff assessing students or student peer assessment.
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