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Melvin C. Terrell Scholars Dive into Research

Diverse: Issues in Higher Education

I had no idea how to do research,” she said. Vanessa Cerano, a master’s candidate in educational leadership at the California State University, Fullerton College of Education Vanessa Cerano was always curious about academic research, but she, like Evans, never saw herself actually doing any. “I It’s not my strong suit.”

Research 264
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Learning Assistantships

The Scholarly Teacher

The open access nature of community colleges and the varying levels of academic preparedness of their students require programs and courses that provide remediation and support in foundational skills for nearly two- thirds of students (Chen et al., 2023; Chickering & Reisser, 1993). References Chen, X., Pretlow, J., Caperton, S.

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A Step-by-Step Guide for Teaching a Comprehensive High School Climate Change Unit

Experiential Learning Depot

An Outline for Teaching Climate Change: There’s no one right way to teach climate change to high school students—do what works best for you. The outline below reflects the climate change concepts I teach and the order in which I present them. If you’re seeking inspiration or a roadmap, here’s mine.

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Impacting Policy and Creating Greater Equity

Diverse: Issues in Higher Education

Currently a doctoral student at the University of Texas at Austin, Michael Reid, Jr., is intent on utilizing research to examine poverty as a barrier to student development. During that time, he did research on income segregation, which motivated him toward his current focus. After completing his Ph.D.

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Using Cogenerative Dialogues for Learner-Centered Teaching

The Scholarly Teacher

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. Currently, I am using cogen in a graduate level research methods course.

Utilities 130
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Benefits of Integrating Service-Learning With Other High-Impact Practices

The Scholarly Teacher

Ford, The University of Tennessee at Chattanooga Jillian Saraney, University of Tennessee at Chattanooga Key Statement: Service-learning projects designed by students can meet community needs while elevating student learning, engagement, and success by integrating high-impact practices (HIPs) and HIP elements. Photo by Robert Lathrop.

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A Trauma-Informed Teaching Framework for Stewards

The Scholarly Teacher

T-I CoI Framework The T-I CoI framework was developed using existing constructs as a way to make sense of the complexities of teaching during a crisis. In our research, we found promising constructs: Trauma-Informed Pedagogy , Community of Inquiry , and Trauma Stewardship.