EDACE Week 6 Overview

by | Aug 29, 2022 | EDACE 853 ZRA

Week 6 Overview

Week 6: Ensure Students are Learning—Integrative and Applied Learning; Understanding Gender and Sexuality

Learning Objectives

Students will:

  • 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.

Learning Activities

Students will:

  • 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

General Readings

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.)

Viewing

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