The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology

In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member’s conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence

The Troubled Sense of Otherness among Christian and Non-Christian ESL Freshmen at a Christian College in the Midwest

This study was derived from an ethnographic study conducted with five ESL learners and their peers in a Christian college in the Midwest. The theoretical framework of this article was built upon Freire’s (2000) and Kumashiro’s (2001) anti-oppressive education. The study employed various data sources to find out how Christian and non-Christian ESL freshmen experienced a sense of otherness in the local college community. The findings reveal the hidden norms in the faith-based college, which marginalized the non-Christian ESL freshmen from being legitimate participants (Lave & Wenger, 1991). The researcher provides recommendations to educators and administrators in higher education for advising international students and providing services to them. The researcher also highlights the importance of having a deeper understanding of the plights experienced by non-Christian ESL freshmen at Christian colleges in the USA

“All the world’s a stage, and all the men and women are merely players” – Are you ready to play a role?

Among the different methodologies for TEFL, role-plays / simulations have been used as a common way for fostering students’ learning and practicing the use of English, especially students’ oral skills. In Macau, such skills are especially important for college students who are preparing to join the hospitality and tourism industry. These students will need to face different people from varied backgrounds, and when working in the front line, they will need to solve problems for their clients / customers. English, as the lingua franca, will naturally be used during the process. Consequently, students should acquire adequate communicative competence besides bettering their mastery of the English grammar. The objectives of this qualitative study were to find out students’ opinions on the effectiveness of role-plays for practicing oral skills and what the barriers were. Five Year 1 students of the Institute for Tourism Studies in Macau were interviewed. The responses given by these students showed their appreciation of role-play as a language learning activity and at the same time, their reluctance to be actively involved in the activity as a result of cultural and psychological barriers. The findings suggest that ESP instructors could put more thought into creating suitable environments that allow students to take up different roles with ease

Educating English as a New Language Students Using a Multimedia Based Approach: How Educators Can Assist ENL Students in the Mainstream Classroom

This project will delve into the realm of English as a New Language (ENL) in the mainstream classroom. The main research will be conducted in a secondary school setting, specifically a freshman level English class. This research will be based on observation and interaction with both students and educators. The main topic being explored will be the theory that ENL learners can be educated successfully right alongside their peers through the use of multimedia platforms such as images to accompany lessons, and iPad apps. The research will investigate how students are currently learning in mainstream classrooms and how this can be changed to benefit them in an ideal, different, more media friendly environment. Too often ENL learners are expected to perform using the same tools as their peers, when there is a great need for a different way for them to learn. This research project will culminate in a presentation of an action research based approach to the subject, presented at the Undergraduate Research Conference at Butler University

Spartan Daily, November 29, 2007

Volume 129, Issue 49https://scholarworks.sjsu.edu/spartandaily/10421/thumbnail.jp

Медиаобразование в дефиците и в наличии: общая картина и частный случай

Представлен обзор ряда проблем, с которыми сталкиваются разработчики курсов медиаобразования: отсутствие надежных критериев измерения уровня медиакомпетентности, слабый уровень подготовки учителей, обеспечивающих медиаобразование, недостаточное внимание к данному компоненту общей и профессиональной подготовки в стандартах высшего образования ряда стран, включая Российскую Федерацию. Особое внимание уделяется вопросу сопряжения курсов и дисциплин, участвующих в формировании медиакомпетентности в университетах и вузах

Teaching English Language Learners to Vet Their Sources in the Post-Truth Paradigm

According to the Institute of International Education\u27s Open Doors report, the number of international students studying in the United States exceeded one million for the first time in 2016. Many of these students have insufficient command of the English language to pass the TOEFL or IELTS examinations required for enrollment at U.S. institutions of higher education, and as a result, programs designed to teach proficiency in the English language have been developed at some of these universities. In addition to English grammar and vocabulary, some programs also seek to acculturate students to Western academic norms such as critical thinking, academic integrity, and the paper-writing process to help students be prepared culturally as well as linguistically for American university life. Source evaluation has become an increasingly fraught topic for domestic and international students alike. Within the context of a lesson plan on this topic, this chapter will discuss the development of learning outcomes; an engaging anticipatory set which connects students’ background knowledge to the topic at hand; choosing readings appropriate for the topic and students’ comprehension level; the constructivist rationale for the main activity; and the logistics (timing, technology, etc.) of planning activities for ELLs versus domestic students