Global ETD Search

31	<b>Understanding The Role of Ableism in Higher Education</b> Vanessa Lynn LaRoche (17621220) 12 December 2023 (has links) <p dir="ltr">Institutions of higher education within the United States have not had a reputation of inclusivity. The discrimination and oppression of people with disabilities is an important topic of conversation within these educational spaces, not only to change the way that society thinks of disability on a whole, but to incite discussions surrounding the best ways to support students with disabilities and their educational goals. This paper will provide a deconstruction of what ableism is, how it impacts mental health and wellness and how it shows up within institutions of higher education. This paper will also provide details on a training course for higher education faculty members that provides practical applications of the ethical ways of creating a supportive learning environment for students with disabilities. This paper will explore how critical disability theory, the social model and some aspects of the medical model can be utilized to provide faculty and staff with the competency to understand and interact with students with disabilities in ways that not only support their learning but contribute to positive social change and the deconstruction of ableist actions.</p> Higher education Professional education and training Education assessment and evaluation Inclusive education People with disability Health policy higher educaction people with disabiities Students with learning difficulties students with disability Accomodation Ableism Educational success Minority stress model social model of disability Critical disability theory medical model of disability disability in higher education disability in education Training program design
32	GTA Preparation as Mentoring and Professional Development in Master's Programs in English and Writing Studies Kailyn Shartel Hall (19201078) 23 July 2024 (has links) <p dir="ltr">Historically, teaching first-year composition has been integral to graduate education in English and writing studies (Latterell, 1996). However, as best practices for teaching writing evolve, so do practices for training graduate students to teach it. Graduate instructor training (GIT) now encompasses not only writing pedagogy education (WPE), but also professional development and mentoring for careers both in and outside of academia. To date, research has focused on GIT programs sited at institutions that house doctoral programs, leaving out most master’s-granting institutions, even though they are far more numerous and serve many students. These institutions serve student populations with varied career goals, especially now as the purpose of a master’s degree in English and writing studies is evolving (Strain & Potter, 2016). </p><p dir="ltr">I conducted a three-phase study designed to highlight graduate instructor training programs for first-year composition at master’s-granting institutions in the United States. In my first phase, I developed a database of all master’s-granting institutions with English and writing studies programs (476 institutions) utilizing NCES, Carnegie Classification, and publicly available website data. I then surveyed writing program administrators (WPAs) and other faculty in the programs (n=41) that employed graduate student instructors (GSIs), focusing on program conditions, the first-year composition course, and the responsibilities of GSIs. In phase three, I conducted interviews with faculty (n=13) to gain more insight on curricular and administrative choices within their institutional contexts. My results show that faculty design curricula, training, and mentoring prioritizing students’ needs. WPE serves as pedagogical preparation and as a site of disciplinary enculturation. Participants share a desire for more resources that focus on designing curricula and programs within limited institutional resources. Additionally, as a discipline we need more comprehensive methods for documenting programmatic practices.</p> Higher education writing program administration writing pedagogy education master's program Writing studies English Studies institutional ethnography survey research methods empirical methodologies graduate teaching assistants graduate education TA training
33	TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION Scott Tecumseh Thorne (10730865) 30 April 2021 (has links) The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.<p></p> Higher education Secondary education Education assessment and evaluation Educational counselling Educational technology and computing Other education not elsewhere classified Engineering design Educational psychology Dual Credit Transcribed Credit Direct Credit Facilitator Model Professional Learning Professional Development Barriers to Dual Credit Teacher Facilitator Student Success Coach Teacher Supports Design Design Thinking Engineering Design Technological Design Open-ended Problem Solving Educational Counselling Education Secondary Education Higher Education Education Assessment and Evaluation Educational Psychology Educational Technology and Computing Engineering Design Methods

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