Engagement of Students Teaching Assistants-Confessions From 5 Years of Conference Participation

This paper reports from five years of experience of engaging young student teaching assistants in the continuous development of a course by involving them in research, both pedagogically and in other course related themes. The purpose of the paper is to pave the road for a more engaged and integrated form of teaching, where the full potential of STAs is released. Firstly some basic constructs are presented; secondly a concrete example of STAs’ research activity is presented - as an illustrative case - which also forms the empirical background of the paper. Finally implications and reflections are identified accompanied with suggestions for further research

The Undergraduate Teaching Assistant: Scholarship in the Classroom

This essay casts the role of the Undergraduate Teaching Assistant (UTA) within a Kantanian sense of imagination—the not yet pushes off of the actual and the tangible (Kant, 1781/1963). The UTA accesses a temporal glimpse into a professional scholar/teacher vocation through experience in a lived context that unites teaching and scholarship. The role of the UTA offers what Martin Buber (1965/1988) called “imagining the real” (p. 60), a moment of creative ingenuity that begins with the doing of concrete tasks within the profession

High School–University Collaborations for Latinx Student Success: Navigating the Political Reality

Latinx students are a growing population in postsecondary education but attain degrees at a pace behind their non-Latinx peers. This research examines a partnership between a research university (RU) and career and technical education (CTE) high school, Hillside Technical High School (HTHS). Through a 2-year ethnographic case study, we found that different logistics and cultural values were primary contributors to the bifurcated pathway between high school and college. These pathways were most successfully connected through strategies such as flexibility, personal relationships, and incorporation of community resources as well as viewing the students as resources. Our study suggests a need to reframe partnerships in recognition of the assets that students bring to these e orts, while also creating opportunities for additional faculty support and community involvement

New Mexico Lobo, Volume 072, No 111, 4/2/1969

New Mexico Lobo, Volume 072, No 111, 4/2/1969https://digitalrepository.unm.edu/daily_lobo_1969/1045/thumbnail.jp

Part-time Faculty in Higher Education: A Selected Annotated Bibliography

At this writing (Fall 2011), two-thirds of the faculty in higher education are contingent part-time or full-time. Only one-third of the faculty is tenured or on the tenure-track. This selected, annotated bibliography is organized by year of publication, from 1977 to 2010. (An earlier version was published in 2008.) It is the purpose of this publication to facilitate understanding of the meaning and implications of this major change in the structure of higher education. The annotations in the bibliography were written from the perspective of a part-time faculty member, unlike most of the literature, which is written from a management perspective

Spring 2011 e-CERTI Newsletter

Hello S&T faculty and welcome to the Spring 2011 edition of the CERTI newsletter, dedicated to celebrating excellence in the classroom. How do you solve classroom issues, such as burgeoning enrollment with flat resources or disruptions in your classroom? Read on for ideas from faculty and check out further resources to help with these issues.https://scholarsmine.mst.edu/cafe_newsletters/1006/thumbnail.jp

Complete Issue, Volume 33, Issue 1

This is the complete issue for Volume 33, Issue 1 of the Journal of the Association for Communication Administration

Authentic Inclusion in Two Secondary Schools: It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.

Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semi- structured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities