Week 6 Overview
Week 6: Ensure Students are Learning—Integrative and Applied Learning; Understanding Gender and Sexuality
- Demonstrate knowledge and application of integrative and applied learning, including contextual considerations and limitations.
- Develop an understanding of how gender and sexuality impacts the community college student experience from an asset-mindset.
- Demonstrate the ability to evaluate diverse perspectives and navigate the ambiguity and complexity that comes with multiple perspectives, including the ability to reassess one’s own personal perspective when appropriate.
- Review course assignments and expectations
- Read/review and incorporate assigned materials
- Explore the strengths and limitations of different types of integrative and applied learning models
- Explore how gender and sexuality influence student performance metrics
- Reflect on personal perceptions of integrative and applied learning and the strengths of different genders and sexual identities in encouraging student success
- Participate in Zoom Session on Thursday, September 29th.
Required Reading and Viewing
Bailey, T.R., Jaggars, S.S. * Jenkins, D. (2015). Redesigning America’s community colleges: A clearer path to student success. Cambridge, MA: Harvard University Press. Chapter 3.
Cuyjet, M.J., Howard-Hamilton, M.F. & Cooper, D.L. (2011). Multiculturalism on campus: Theory, models, and practices for understanding diversity and creating inclusion. Sterling, VA: Stylus. Chapters 12 and 13.
Integrative and Applied Learning
Altman, J.D.; Chiang, T.; Hamann, C.S.; Makhluf, H.; Peterson, V.; and Orel, S.E. (2019). Undergraduate research: A roadmap for meeting future national needs and competing in a world of change. Retrieved from file:///C:/Users/Goyotochen/Downloads/CURWhitePaper1-UR.pdf
Association of American Colleges and Universities. (2019). From learning communities to capstones: Faculty leadership for integrative liberal learning. AAC&U News, March 2019. Retrieved from https://www.aacu.org/aacu-news/newsletter/2019/march/campus-model (Links to an external site.)
LaGuardia Community College. (n.d.). Integrative learning: Adopted from the AAC&U values rubric. Retrieved from https://www.laguardia.edu/uploadedFiles/Main_Site/Content/Divisions/AA/Assessment/Docs/Integrative%20Learning%20Competency%20Rubric%20.pdf (Links to an external site.)
Lardner, E., and Malnarich, G. (2008). Sustaining learning communities: Moving from curricular to educational reform. Retrieved from http://wacenter.evergreen.edu/sites/wacenter.evergreen.edu/files/lardnersustaininglcs.pdf (Links to an external site.)
Marcus, J. (2020). Will the coronavirus forever alter the college experience? Retrieved from https://www.nytimes.com/2020/04/23/education/learning/coronavirus-online-education-college.html (Links to an external site.)
Morrow, N. (2017). Equity Based Service Learning. Retrieved from https://compact.org/resource-posts/equity-based-service-learning/ (Links to an external site.)
Patrick Rutter, M., and Mintz, S. (2016). The curricular and the co-curricular: The importance of what takes place outside the classroom. Retrieved from https://www.insidehighered.com/blogs/higher-ed-gamma/curricular-and-co-curricular (Links to an external site.)
Reed, M. (2018). An accidental argument for honors programs: Student opportunities and student mental health. Retrieved from https://www.insidehighered.com/blogs/confessions-community-college-dean/accidental-argument-honors-programs (Links to an external site.)
University of Kentucky. (n.d.). Service learning and student success. Retrieved from http://servelearnconnect.uky.edu/service-learning-student-success (Links to an external site.)
Gender and Sexuality
Gardenhire, A.; Cerna, O.; and Ivery, A.M. (2016). Boosting college success among men of color: Promising approaches and next steps. MDRC Research Brief, December 2016. Retrieved from https://www.mdrc.org/sites/default/files/MenofColor_b.pdf (Links to an external site.)
Johnston, M. (2016). ‘Until that magical day…no campus is safe: Reflections on how transgender students experience gender and stigma on campus. Reflective Practice, 17(2), p. 1-16. Retrieved from https://www.researchgate.net/publication/298728144_’Until_that_magical_dayno_campus_is_safe’_reflections_on_how_transgender_students_experience_gender_and_stigma_on_campus (Links to an external site.)
Pollard, D.P., and Sygielski, J.J. (2019). Equal protection for trans students. Retrieved from https://www.insidehighered.com/views/2019/03/07/why-transgender-college-students-deserve-equal-protection-opinion (Links to an external site.)
Renn, K. (2017). LGBTQ students on campus: Issues and opportunities for higher education leaders. Retrieved from https://www.higheredtoday.org/2017/04/10/lgbtq-students-higher-education/ (Links to an external site.)
St. Rose, A., and Hill, C. (2013). Women in community colleges: Access to success. Retrieved from https://www.aauw.org/files/2013/05/women-in-community-colleges.pdf (Links to an external site.)
Wright, i.T. (2012, December). TEDxWomen 2012: Fifty shades of gay. Retrieved from https://www.ted.com/talks/io_tillett_wright_fifty_shades_of_gay#t-658620 (Links to an external site.)
Mokobe, L. (May 2015). TEDWomen 2015: A powerful poem about what it feels like to be transgender. Retrieved from https://www.ted.com/talks/lee_mokobe_a_powerful_poem_about_what_it_feels_like_to_be_transgender#t-904