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The Effect of Social Belonging on Persistence to General Chemistry 2

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The Effect of Social Belonging on Persistence to General Chemistry 2

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Investigating Critical Thinking Across the Curriculum: A Portfolio for Educational Improvement
Dissertation submitted to the University of Cambridge in Cambridge, England in fulfillment of the degree of Doctor of Philosophy

Critical Thinking in the Oxford Tutorial: A Call for an Explicit and Systematic Approach

A research study focused on the extent to which the Oxford Tutorial promotes critical thinking

Critical Thinking Instruction in Selected Greater Los Angeles Area High Schools

A dissertation Submitted to the School of Education and Behavioral Studies in partial fulfillment of the requirements

for the degree Doctor of Education (May, 1999)

View Abstract - View Full Dissertation (Adobe Acrobat PDF)
Effect of a Model for Critical Thinking on Student Achievement in Primary Source Document Analysis
and Interpretation, Argumentative Reasoning, Critical Thinking Dispositions and History Content
in a Community College History Course

Abstract of the Study, conducted by Jenny Reed, in partial fulfillment for her dissertation (October 26, 1998)

View Abstract - View Full Dissertation (Adobe Acrobat PDF)
The Effect of Richard Paul's Universal Elements and Standards of Reasoning on Twelfth Grade Composition
A Research Proposal Presented to the Faculty Of the School
of Education Alliant International University In Partial Fulfillment of the Requirements for the View Abstract - View Full Dissertation (Adobe Acrobat PDF)
Degree of Master of Arts in Education: Teaching

Study conducted by J. Stephen Scanlan, San Diego (2006)

Study of 38 Public Universities and 28 Private Universities
To Determine Faculty Emphasis on Critical Thinking In Instruction

Principal Researchers: Dr. Richard Paul, Dr. Linda Elder, and Dr. Ted Bartell
Substantive Critical Thinking as Developed by the Foundation for Critical Thinking Proves Effective in Raising SAT and ACT Test Scores at West Side High School: Staff Development Program Utilizes Critical Thinking Instruction to Improve Student Performance on ACT and SAT Tests, and in Critical Reading, Writing and Math Teaching Critical Thinking Skills to Fourth Grade Students Identified as Gifted and Talented

by Debra Connerly

Graceland University - Cedar Rapids, Iowa - December 2006

View the Report
The Loss of the Space Shuttle Columbia: Portaging Leadership Lessons with a Critical Thinking Model Law School Academic Support Professionals' Perceptions about Development of Students' Critical THinking
The Loss of the Space Shuttle Columbia: Portaging Leadership Lessons with a Critical Thinking Model

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Research from The Center for Critical Thinking

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Investigating Critical Thinking Across the Curriculum: A Portfolio for Educational Improvement Dissertation submitted to the University of Cambridge in Cambridge, England in fulfillment of the degree of Doctor of Philosophy Critical Thinking in the Oxford Tutorial: A Call for an Explicit and Systematic Approach A research study focused on the

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Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity

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Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity

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If the address matches an existing account you will receive an email with instructions to retrieve your username

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Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education

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Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education

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Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education

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As students try to make sense of their college experience and the value of attaining a degree post-pandemic, educators are grappling with finding new methods to re-engage students in the classroom using a range of modalities. This case study explored student reactions to flipped classroom learning experiences, and possible relationship between the flipped classroom technique and academic performance in communication education. As a student-centric pedagogical method, the flipped classroom can offer a promising remedy for student disengagement, and the findings of this study provide supporting evidence for this conclusion. Students characterized flipped classroom as a very favorable learning experience as it 1) motivated and engaged them in the course, 2) encouraged them to make creative connections across course topics, 3) provided a self-paced, flexible learning environment, and 4) facilitated an authentic experience with the course material for deeper learning. Additionally, the quantitative analysis suggested that flipped classroom may have connections to students’ academic performance in a human communication and technology course. The findings are discussed within the framework of engagement theory, and pedagogical implications are advanced for future practices of flipped classroom within communication pedagogy, particularly as a tool to address increasing student disengagement after the COVID-19 pandemic.

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Symposium: English Education in an Artificial World

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Symposium: English Education in an Artificial World

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Symposium: English Education in an Artificial World | ncte.org

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Various English educators consider what the advent of “intelligent” technology means for ELA education and the ongoing pursuit of equity and justice.

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Effective Methods for Teaching Business Education

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Effective Methods for Teaching Business Education

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Five Research-Based Best Practices for STEM Education - Vernier

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Five Research-Based Best Practices for STEM Education - Vernier

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The quest for high-quality STEM education starts with having a solid foundation grounded in research. But what exactly does the research say about high-quality STEM education?

To answer this question, Vernier Science Education commissioned Education Northwest, a nonprofit education research organization, to conduct a review of the latest research on successful STEM education practices. The resulting report (which cites more than 50 research studies and academic journal articles), revealed the following best practices.

1. Incorporate interdisciplinary approaches.
High-quality STEM education programs take an integrated approach to STEM; they teach science, technology, engineering, and math as interwoven, not stand-alone, subject areas. This interdisciplinary approach helps foster STEM literacy and can support student engagement.

"Research shows that using an interdisciplinary curriculum that integrates multiple STEM subjects provides students with a more relevant, more engaging, and less fragmented learning experience," according to the US Department of Education's Office of Educational Technology.

2. Use authentic, inquiry-based, and hands-on learning.
High-quality STEM education programs go beyond handouts and textbooks, emphasizing hands-on learning. Project-based learning is one approach that high-quality STEM education programs take to authentically engage students and encourage student inquiry.

This approach to STEM education can help "facilitate hands-on, real-world experiences that not only allow for deeper, more meaningful learning but also provide students with the opportunity to both better identify and begin their journey down a career path," according to an article in Contemporary Issues in Education Research.

3. Include activities and resources that are culturally relevant, socially meaningful, and collaborative.
High-quality STEM education programs incorporate and honor students' culture-and they do so in a way that also fosters cooperation and teamwork among students. When STEM education programming takes into account and integrates students' lived experiences and communities, it resonates with STEM learners.

"Culturally based best practices in teaching science literacy can aid in the achievement of underrepresented science students as research continues to demonstrate the need for culturally relevant curriculum materials [that] recognize diverse cultural perspectives and contributions in science," according to the authors of " Culturally Responsive Pedagogy, Science Literacy, and Urban Underrepresented Science Students," a chapter in a book titled International Perspectives on Inclusive Education.

4. Incorporate activities and resources that engage youth intellectually, socially, and emotionally.
High-quality STEM education programs take a holistic, or whole-student, approach to STEM learning. In other words, they go beyond academics by incorporating social and emotional learning to ensure students have the skills they need to engage in class and develop STEM knowledge.

"Integrating social and emotional development with academic instruction is foundational to the success of our young people, and therefore to the success of our education system and society at large. All children deserve the opportunity to learn the skills they need to succeed as individuals and as contributing, engaged citizens," according to The Aspen Institute.

5. Provide effective skill-building professional development strategies to educators.
High-quality STEM education programs cannot exist without dedicated teachers who have gotten the support and training they need to thrive. To set up STEM educators for success, schools must provide them with the requisite professional development-and ensure they develop skills and classroom strategies that will help them set up their students for success.

"STEM instructional improvement programs ... work best when focused on building knowledge teachers can use during instruction. This includes knowledge of the curriculum materials they will use, knowledge of content, and knowledge of how students learn that content," according to an article in Phi Delta Kappan.
To learn more about the research behind a whole-student approach to STEM education, check out this story from the March 2022 edition of The Caliper.

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Five Research-Based Best Practices for STEM Education

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The quest for high-quality STEM education starts with having a solid foundation grounded in research. But what exactly does the research say about high-quality STEM...

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Project-based classroom exercises-particularly ones that involve embedding students within organizations-are an excellent way for instructors to enhance students' learning experiences. Classes that incorporate real-world, experiential projects not only foster lifelong learning, but also appeal to students and help them identify interesting career paths. Students also get to practice soft skills such as networking and teamwork along with technical skills such as analytical thinking and budgeting.

For faculty members, however, implementing project-based learning can be challenging-it often requires instructors to reformat their courses and play a large, hands-on role in overseeing student projects. Research confirms that under the right conditions project-based learning, although sometimes difficult to implement, can improve student learning.

Through my years of experience working with faculty and seeing experiential classes in action, I believe there are five best practices to alleviate these common challenges and help instructors facilitate course development, delivery, and the search for useful student resources.

1. Find the Right Projects

Matching students' preferences and skill sets with an organization's business challenges is critical. If interests are not aligned with actual business challenges, the student-client interactions will be less than satisfying. When it's time to recruit clients to participate in course projects, there are two options:

Faculty members should use the same option and project definition document for the entire class. If the project definition is different for teams, faculty will find it difficult to compare the project complexity across teams.

Acquiring the best projects depends on timing and how much support faculty members receive. For option 1, alumni, development offices, and project mentors can connect with organizations and promote participation. For instance, alumni might tap their personal networks to solicit client projects.

Option 2 depends on students' networks and on project mentors' contacts. It requires more time during the academic term because students must seek their client either the week before or during the first week of the term.

"The value of experiential learning is extensive and remains with students long after they graduate."

2. Enlist Project Mentors

Mentors are essential for project-based courses. They can help manage the project process and ensure consistent outcomes for students and clients in three ways:

1. Student experience. Mentors can increase student learning outcomes by transferring knowledge-such as industry-specific terminology-and experience-such as insight into analyzing a problem.

2. Client experience. Mentors often resolve team issues and inquiries, such as when or how often it is appropriate to reach out to a client. A positive client experience leads to the organization's continued participation.

3. Faculty experience. Because mentors focus on project management and student/client interactions, they free faculty members to focus on the course's core content, such as conceptual frameworks, lectures, and case discussions.

Faculty and/or school administrators identify the project mentors. The process is straightforward and requires a short interview with potential mentors. Alumni are often ideal mentors. The skill set required to succeed as a mentor includes the following:

Several years of experience in functional and management roles, including relevant corporate and/or line experience.

Consulting experience. Depending on the project, this might be specific to an industry or function.

Enthusiasm and willingness to engage. This includes attending the lecture sessions, which often have a team meeting before or after class. A regularly scheduled team meeting is also important.

Project mentors may volunteer or receive an honorarium.

3. Remember the Foundations

What differentiates project-based courses from conventional classes is how they integrate theory and application. Although they impart conceptual frameworks, they do so actively by helping students learn how to address real clients' business challenges, such as how a distributor might optimize its supply chain. However, it's important not to lose the theory or lessons behind the activity, and it's even more critical that lectures and assignments are applied to the project at the right time.

To achieve this objective, lectures, guest speakers, and case discussions-including, if possible, at least one live case discussion that involves individuals from a current client-should be introduced in the early stages of the project. If taught in a traditional course setting (i.e., face-to-face meetings), the best format combines synchronous and asynchronous elements. Teams meet for a designated period during selected face-to-face class times and have asynchronous project meetings. Faculty members should meet teams three times to ensure they are applying conceptual models appropriately and to detect any team issues, such as excessive relationship conflicts or inappropriate conduct. The project component of the course is typically at least 50% of the final grade.

In specifying the learning objectives for their course, faculty members should include appropriate action-based skills. Such skills could include the following:

"If interests are not aligned with actual business challenges, the student-client interactions will be less than satisfying."

4. Create Successful Teams

It can be trying work to put the right teams together within your class, and there will undoubtedly be some student objections. Fundamentally, there are three ways to create teams:

For faculty- and student-created teams, students can post 1-2 sentences about their background (e.g., their academic major and work experience) and interests on a discussion board. Faculty members or students read the posts and create teams based on skill sets.

In both cases, there may be objections from students, and faculty or project coaches will have to assist with team issues. To help alleviate issues in faculty-created teams, consider allowing students to request one person they want to work with and note one person they do not during the preference process.

Most learning management systems (LMSs) can also generate teams. While this process typically involves random assignment, it often simulates what happens when an organization hires someone and assigns them to a team. Typically, the LMS will release available project descriptions and students register their interest in each project. The system then randomly assigns students to one of their top ranked projects. This process is the most objective of the three and therefore is usually met with fewer objections from students. It's also the least labor intensive for faculty.

5. Arm Your Students for Success

Be sure to provide your students with the resources they'll need to succeed with their projects. These resources can include project management guidance and internal/external information sources.

Project management resources should provide students with sufficient information on how to develop a project workstream. Sources may include educational publications, such as case studies on project management. A guest speaker may also illustrate how to develop a realistic workstream. Students will continue to apply this skill throughout their careers.

When it comes to conducting project research, many students are unaware of the breadth of their institution's library databases. For example, many schools and universities have guides that specify databases by specialization and often grant alumni access to these databases, giving students another resource after graduation.

In addition, participating companies should be responsible for providing relevant company information to their teams. Such information might include data about financials, sales and marketing, distribution, customer (existing and potential) profiles, market share, and competitive profiles, as well as access to customer contacts and subject matter experts. Student teams should sign a non-disclosure agreement (NDA) to protect this information and ensure companies are comfortable sharing their data.

Why Projects Matter

The value of experiential learning is extensive and remains with students long after they graduate. A unique and valuable resume builder, these experiences also leave students with client recommendations and prepare them to be more productive throughout their careers. As educators, we should be committed to providing our students with this type of learning.

While project-based learning can be challenging for first-time faculty, students find it rewarding. The best practices outlined here highlight resources, a course structure, and decision points. When followed, these practices reduce the challenge and help faculty create successful learning outcomes.

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Implementing project-based learning can be challenging. These five best practices can alleviate common challenges of experiential courses and help instructors facilitate course design, delivery, and the search for useful student resources.

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Recommended Citation

Sienkewicz, Julia A.. 2021. "Guest Editor Introduction: Cultivating our Field through SoTL Practice: Teaching and Learning the Art History of the United States." Art History Pedagogy & Practice 6, (1). https://academicworks.cuny.edu/ahpp/vol6/iss1/1

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Guest Editor Introduction: Cultivating our Field through SoTL Practice: Teaching and Learning the Art History of the United States

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By Julia A. Sienkewicz, Published on 04/05/21

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Motivational climate predicts effort and achievement in a large computer science course: examining differences across sexes, races/ethnicities, and academic majors

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Motivational climate predicts effort and achievement in a large computer science course: examining differences across sexes, races/ethnicities, and academic majors

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Abstract

Read online

Abstract Background The motivational climate within a course has been shown to be an important predictor of students' engagement and course ratings. Because little is known about how students' perceptions of the motivational climate in a computer science (CS) course vary by sex, race/ethnicity, and academic major, we investigated these questions: (1) To what extent do students' achievement and perceptions of motivational climate, cost, ease, and effort vary by sex, race/ethnicity, or major? and (2) To what extent do the relationships between students' achievement and perceptions of motivational climate, cost, and effort vary by sex, race/ethnicity, and major? Participants were enrolled in a large CS course at a large public university in the southeastern U.S. A survey was administered to 981 students in the course over three years. Path analyses and one-way MANOVAs and ANOVAs were conducted to examine differences between groups. Results Students' perceptions of empowerment, usefulness, interest, and caring were similar across sexes and races/ethnicities. However, women and Asian students reported lower success expectancies. Students in the same academic major as the course topic (i.e., CS) generally reported higher perceptions of the motivational climate than students who did not major or minor in the course topic. Final grades in the course did not vary by sex or race/ethnicity, except that the White and Asian students obtained higher grades than the Black students. Across sex, race/ethnicity, and major, students' perceptions of the motivational climate were positively related to effort, which was positively related to achievement. Conclusions One implication is that females, Asian students, and non-CS students may need more support, or different types of support, to help them believe that they can succeed in computer science courses. On average, these students were less confident in their abilities to succeed in the course and were more likely to report that they did not have the time needed to do well in the course. A second implication for instructors is that it may be possible to increase students' effort and achievement by increasing students' perceptions of the five key constructs in the MUSIC Model of Motivation: eMpowerment, Usefulness, Success, Interest, and Caring.

Keywords

Published in International Journal of STEM Education

ISSN

2196-7822 (Online)

Publisher

SpringerOpen

Country of publisher

Germany

LCC subjects

Education: Education (General)

Education: Special aspects of education

Education: Theory and practice of education

Website

http://www.stemeducationjournal.com

About the journal

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Motivational climate predicts effort and achievement in a large computer science course: examining differences across sexes, races/ethnicities, and academic majors - DOAJ

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Abstract Background The motivational climate within a course has been shown to be an important predictor of students' engagement and course ratings. Because...

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Effective pedagogy is at the heart of good teaching and learning; successful computing teachers combine their knowledge of the subject with evidence-based teaching practices. As computing is a relatively new discipline, evidence of effective teaching approaches continues to emerge and evolve.

How we teach computing

The work of the National Centre for Computing Education is underpinned by 12 principles of Computing Pedagogy, which are available to download as a poster (PDF, 234Kb). The materials on this page were created by the Raspberry Pi Foundation as part of the National Centre and are licensed under the Open Government Licence v3.0.

Lead with concepts

Support pupils in the acquisition of knowledge, through the use of key concepts, terms, and vocabulary, providing opportunities to build a shared and consistent understanding. Glossaries, concept maps, and displays, along with regular recall and revision, can support this approach.

Work together

Encourage collaboration, specifically using pair programming and peer instruction, and also structured group tasks. Working together stimulates classroom dialogue, articulation of concepts, and development of shared understanding

Model everything

Model processes or practices - everything from debugging code to binary number conversions - using techniques such as worked examples and live coding. Modelling is particularly beneficial to novices, providing scaffolding that can be gradually taken away.

Challenge misconceptions

Use formative questioning to uncover misconceptions and adapt teaching to address them as they occur. Awareness of common misconceptions alongside discussion, concept mapping, peer instruction, or simple quizzes can help identify areas of confusion.

Structure lessons

Use supportive frameworks when planning lessons, such as PRIMM (Predict, Run, Investigate, Modify, Make) and Use-Modify-Create. These frameworks are based on research and ensure that differentiation can be built in at various stages of the lesson.

Read and explore code first

When teaching programming, focus first on code 'reading' activities, before code writing. With both block-based and text-based programming, encourage pupils to review and interpret blocks of code. Research has shown that being able to read, trace, and explain code augments pupils' ability to write code.

Pedagogy Quick Reads

These short monthly documents present a summary of a topic, the key points and considerations, as well as links to the original sources.

See all quick reads

Research Bytes Newsletter

Our half-termly newsletter provides a bite-sized summary of computing education research, insights from classroom teachers, as well as suggested reading.

Read the latest issue

Pedagogy Reports

Our teaching and learning reports take a deep dive into progression and pedagogy with the computing curriculum.

See our impact

Pedagogy Focused Courses

We offer a number of courses that specifically focus on exploring and developing effective pedagogical practices within computing.

View courses

Teach Computing Podcast

For 12 episodes our podcast examined different questions, challenges or practice relating to computing education through conversations with classroom teachers and other experts.

Listen to all 12 episodes

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Providing resources, training and support for teaching Computing in primary and secondary schools and colleges from Key Stage 1 through to A Level

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Higher Education Pedagogy (Chapter 10) - The Cambridge Handbook of Computing Education Research

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The Cambridge Handbook of Computing Education Research - February 2019

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The chapters in this book reveal a rich tapestry of pedagogical options from which educators can choose, based on a rationale that is appropriate to their educational purpose. The rationale may derive from theory (constructivism, sociocultural theory, critical theory, critical pedagogy, activity theory), it may derive from an element of design and technology education (design, making, systems, digital technology, critiquing), or it may derive from a related issue (STEM, problem-solving, the material world, poorly resources environments, vocational-general technology education, pupil teacher interactions). Regardless of its derivation, the discussions throughout the book begin with a particular rationale for design and technology education, and from that base, explore aligned pedagogies.

A core theme running through all the chapters is the notion of authentic pedagogy, activities which are perceived to be real and meaningful by students. Again, we are fortunate in design and technology because we do not have to contrive to be authentic, the area of education lends itself to such an approach. The strands of authentic pedagogy which weave themselves through the chapters in this book do not represent a call for a radical shift in pedagogical philosophy but an encouragement to capitalise on the natural opportunities that are afforded by working toward technological literacy through design and technology education.

The contemporary prevailing wisdom about the constituents of effective education are embedded in design and technology education - active knowledge making, student centredness, learning by design, constructive and construction - ism. In an uncontrived way, such notions appear repeatedly throughout this book, attesting to the potential of design and technology education as an effective form of education. Many of the chapters utilise vignettes to illustrate the discussion and prompts for reflection, which can be used by the reader to guide their contemplation.

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An Introduction to Effective Pedagogies of Design and Technology Education

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The chapters in this book reveal a rich tapestry of pedagogical options from which educators can choose, based on a rationale that is appropriate to their educational purpose. The rationale may derive from theory (constructivism, sociocultural theory, critical...

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Signature Pedagogies in Collaborative Creative Learning in Advanced Music Training, Education and Professional Development: A Meta-Synthesis

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Signature Pedagogies in Collaborative Creative Learning in Advanced Music Training, Education and Professional Development: A Meta-Synthesis

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Signature Pedagogies in Collaborative Creative Learning in Advanced Music Training, Education and Professional Development: A Meta-Synthesis

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Recent debates concerned with Western music performance training have grappled with the question of what kind of education and training will best equip music students to navigate an increasingly dynamic and complex professional environment. Increasingly, attention has turned to the role of collaborative creativity and how collaborative, creative skills can be nurtured. Therefore, this paper interrogates the signature pedagogies of collaborative creative learning in advanced music training, education and professional development. Two research questions were addressed: 1) how can creative collaboration in advanced music training, education and professional development be understood through the lens of signature pedagogies; and 2) what are the core values that underpin signature pedagogies of collaborative creativity in advanced music training, education and professional development. A meta-synthesis of relevant qualitative research published since 2000 was carried out. Ten studies were retained. At the implicit level of signature pedagogies of collaborative creativity, three third-order constructs included a commitment to learning as participation in a community of collaborative practice, valuing collaboration in a creative artistic identity, and the capacity to embrace ambiguity. A further three third-order constructs – relational, experiential and creative exploration - comprised the deep level of pedagogical principles. At the surface level, signature pedagogical practice…

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Popular Music Pedagogies: An Approach to Teaching 21st-Century Skills

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Popular Music Pedagogies: An Approach to Teaching 21st-Century Skills

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This ground-breaking book is the first to address the learning and teaching issues associated with psychology in Higher Education in the UK and Europe Presents effective, evidence-based practice and advice for both experienced and new lecturers Covers challenging areas of psychology teaching, such as research methods and statistics, supervision of research projects and management of online learning Relevant for European Universities aligning with the Bologna Declaration

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Print Version
Principles and Strategies

Provide Feedback, Early & Often - First-year students making the transition from excelling in high school to meeting expectations in a college class can benefit from feedback, early and often in the semester. A student who must wait several weeks for the first test to get a sense of how she's doing in the course might have trouble catching up to her peers.

Pose Complex, Real-Life Problems - One strategy to help students move out of the dualism and multiplicity phases of Perry's scheme of intellectual development is to help students encounter complex, real-life problems where right-or-wrong and "it's all just opinion" thinking does not suffice. Helping students progress past these phases is challenging, but they won't progress if they're not given the opportunity to do so.

Minimize Memorization - Setting instructional goals that can be met by memorization reinforces students' naïve beliefs about learning. While some memorization is necessary in many courses, success in a course shouldn't be possible solely through memory work.

Teach Critical Thinking - Most students can't "pick up" critical thinking skills along the way in a course that focuses on content. They need explicit instruction in thinking critically. Model this process for your students, make clear the "rules" for critical thinking in your discipline, give them many opportunities to practice critical thinking and receive feedback on their efforts, move from simple, well-structured problems to complex, ill-structured ones, and do all this in class where you can help students sort it all out.

Clarify Expectations for Learning - Since students have naïve ideas about knowledge and learning, instructors should clarify their expectations for student learning and performance. Help students understand what is expected of them via description, examples, and feedback on student work.

Clarify Strategies for Learning - Not only do first-year students not understand what is expected of them, even when they are clear on those expectations, they don't know how to go about meeting those expectations. Help students understand and practice approaches to learning in and out of the classroom-listening for key ideas in a lecture, learning from a discussion, reading for comprehension, preparing for exams-that will help them make the transition to the kinds of thinking expected of them as college students.

Prepare for Emotional Reactions - Some topics will elicit intense emotional reactions from students, particularly those students who haven't learned to analyze complex situations in objective ways. Provide opportunities, structure, and guidance for discussing these reactions, explain why you ask students to do what you ask of them, and offer feedback that is not only critical, but also supportive and encouraging.

Teach to a Variety of Learning Styles - We often teach as we were taught, but we were rather exceptional compared to our student peers-we went on to graduate school in our chosen disciplines. Be sensitive to the variety of ways that students excel at learning and include a variety of types of learning experiences in your courses to reach the broadest group of students as you can.

Have Students Write Letters to Their Successors - Ask students to write a letter to next year's students focusing on advice for succeeding in your course. These letters help your current students reflect on and cement what they've learned, they help you learn about your students' experiences in your course, and they help next year's students adapt more quickly to the rigors of college studies.

The Myth of First-Year Enlightenment?

On January 26, 2010, the CFT held a conversation on teaching titled "Teaching First-Year Students: The Myth of First-Year Enlightenment." About twenty faculty, staff, and students participated in the discussion. This was the description of the workshop:

The popular vision of the first year experience is one of personal, ethical, and intellectual awakening. However, in his book, The First Year Out: Understanding American Teens After High School, Tim Clydesdale writes, "Most of the mainstream American teens I spoke with neither liberated themselves intellectually nor broadened themselves socially during their first year out. What teens actually focus on during the first year out is this: daily life management." Should Vanderbilt faculty and staff try to engage first-year students in critical thinking about their own ethics, values, and culture? Or should we give that up as a lost cause and focus on more practical matters? These and other, related questions will be discussed in panelist remarks and roundtable discussion.

Panelists at the session were Mark Dalhouse, Director of the Office of Active Citizenship & Service, Faculty Head of East House, and Lecturer in History; Joseph Wehby, Associate Professor of Special Education; and Roark Luskin, VUcept Board Special Events Chair and Class of 2012.

The general consensus during the discussion was that Vanderbilt first-years do focus their attention on daily life management-at first. Several participants indicated that they felt that Vanderbilt first-years move past this, however, and engage in the kind of self-questioning that Clydesdale describes as rare among first-year college students. Here are a few of CFT Assistant Director Derek Bruff's takeaways from the conversation:

1. Students begin to question aspects of their identities as a result of a variety of university experiences other than classroom learning experiences. Several participants described experiences students have had in the Commons, Vanderbilt's living-learning community for first-years, that have led them to examine their personal beliefs. Others pointed to the importance of first-year students seeing personally relevant engagement modeled by older students in the Commons and elsewhere.

2. There is a difference between first-semester freshmen and second-semester freshmen relevant to this discussion. First-semester freshmen do tend to focus on daily life management out of necessity as they adapt to a new environment. Second-semester freshmen, having largely adapted, are more able to focus their attention on self-questioning. It is possible that Visions, Vanderbilt's extended orientation for first-years facilitated by older students and faculty members, helps students more quickly adapt to this new environment.

3. More generally, different students become "ready" for more personally transformative experiences at different points in their college careers. Several participants pointed to this as a reason to provide students with opportunities for such experiences frequently through their first years, even as early as their second week on campus. Some students arrive on campus ready for these experiences.

4. Encouraging first-years to engage in personally relevant ways with their education can be difficult in the classroom. Some students are hesitant to express their personal interest in course discussions in front of their peers; others are too focused on grades and other external rewards to engage in personally meaningful ways. These issues are exacerbated by large first-year classes. Unfortunately, few ideas were suggested for classroom instructors interested in overcoming these roadblocks to engagement.

Cognitive Challenges of the First Year

On April 1, 2010, the CFT held a conversation on teaching titled "Teaching First-Year Students: Cognitive Challenges of the First Year." About twenty-five faculty, staff, and graduate students participated in the discussion. This was the description of the workshop:

"Will this be on the test?" is, perhaps, a common question from first-year students, but why is it so common? Students who assume their job is to memorize course material and regurgitate it on exams are going to want to know what to memorize, of course. What leads students to have this belief about learning? And what do we do to contribute to this belief? If we want to help our first-year students move beyond memorization to deeper learning, how should we approach teaching them? What kind of "deep learning" are first-year students capable of achieving? And how does Vanderbilt Admissions identify prospective students who possess the kind of intellectual curiosity faculty appreciate? These and other, related questions will be discussed in panelist remarks and roundtable discussion.

Panelists at the session were Doug Christiansen, Vice Provost for Enrollment, Dean of Admissions, and Assistant Professor of Public Policy and Higher Education; Susan Kevra, Senior Lecturer in French and American Studies; and Adam List, Senior Lecturer and Director of Undergraduate Studies in Chemistry.

Below are answers suggested by workshop panelists and participants in response to the questions used to frame the discussion, as summarized by CFT assistant director Derek Bruff.

If memorization is shallow learning, then what does deep learning look like in various teaching contexts?

Panelist Adam List pointed to the difference between algorithmic problem solving and applied problem solving. Algorithmic problem solving involves accurately following known procedures to solve problems of certain types. Students can often succeed at this kind of problem solving by following "recipes" they have memorized. Applied problem solving is that which requires more than just following procedures. It involves selecting appropriate procedures and adapting those procedures to work in the context of particular problems. We might call this creative or adaptive problem solving.

One participant claimed that high schools focus too much on teaching algorithmic problem solving and not applied problem solving. This poses a challenge for first-year students making the transition from high school to college. Some will say things like "That test question wasn't on the homework!" as a complaint because they don't see the difference between these two types of problem solving.

Panelist Doug Christiansen noted that some students approach their admissions essays algorithmically, trying to follow some kind of a pattern likely to get them into Vanderbilt. Doug noted that the admissions team looks to "triangulate" evidence of a student's potential, comparing admissions essays with letters of recommendation and the roles the student played in high school organizations.

Other phrases used in reference to deep learning included conceptual learning, writing skills, intellectual curiosity, and critical thinking. In the sciences, critical thinking sometimes means being able to ask and answer the question "Does this answer make sense?" at the end of a problem. In other disciplines, critical thinking implies the ability to construct an argument for a position.

What are some ways to better communicate our expectations for learning to our students?

More than one participant highlighted the need to address the issue of expectations head-on with students. Be very clear what your expectations are for their learning, acknowledge that the students' expectations might be different from your own, and describe the ways your expectations might differ from expectations for learning in other courses taken by the students. This is an appropriate conversation for the first day of class, but it's one that might need to be repeated throughout the semester.

During your class sessions, model for your students the kinds of thinking you expect them to demonstrate on exams and other assignments. Make visible (or audible, at least) to the students your thought processes as you tackle problems of the kind they'll see on their exams. This can be challenging for experts in a discipline, since some problem-solving steps become intuitive as one's expertise increases. However, students need to "see" the kinds of thinking you expect of them if they are to know what your goals are for their learning.

From panelist Adam List: If your exams involve challenging multiple-choice questions, then ask students similar questions during class using a classroom response system ("clickers"). Have the students respond to the clicker questions first on their own, then have them discuss the questions in pairs or small groups, then have them "vote" again. Students will get a better idea of the kinds of exam questions you'll be asking them, while also learning course material and providing you with feedback on their level of understanding. They receive feedback on their own learning, too, and are in a better position to answer the question "How do I know what I don't know?"

From panelist Adam List: Give students a quiz during the first week of classes titled "Things You Should Know from High School." Students sometimes over-compartmentalize their learning, and this kind of quiz serves as a pointed reminder that they are expected to retain and use knowledge gained in past courses. Also, students doing very poorly on this quiz are given an early warning that they will likely encounter further difficulties in the course without some kind of remediation.

From panelist Susan Kevra: Have students submit the notes they take during a class session once, perhaps soon after the first exam. Evaluate the student notes and return them to the students in the next class session. Have a conversation about good note-taking featuring an example or two of good note-taking. This provides you an opportunity to make more explicit what kinds of things students should be taking away from your lectures, gives students models for note-taking processes that will help them, and provides you with some feedback on the clarity of your lectures.

What role does student motivation play in encouraging deep learning?

A theme in responses to this question was the complicated subject of student motivation. Connecting students' personal interests to course material was one way mentioned to help motivate students to engage in deep learning. Panelist Susan Kevra described an assignment in which students were asked to design a fund-raising campaign for a good cause of their choice. The assignment was connected to the study of a French writer who conducted similar campaigns. By surfacing student interests through this assignment before studying the writer, she helped motivate her students to see more value in studying the writer. She noted that this strategy worked particularly well for some students who took her course because they "had to" not because they wanted to.

Other aspects of student motivation raised during the discussion included the role of challenge (assignments that are not too hard nor too easy are often more motivating), choice (giving students some level of choice in topics, assignment types, grading schemes, and so on, is often more motivating), and, of course, the role of grades.

Unanswered Questions

The following questions were raised in various ways during the discussion. They highlight what appear to be key challenges in helping students make the cognitive adjustment from learning in high school to learning in college.

Coping with That First C: First-year students often have trouble coping with their first lower-than-expected test or paper grade. Whether it's their first C or their first A-, this experience can be a shocking one for students used to being big fish in small ponds, as they say. What kinds of coping skills do students need for these experiences? And how can instructors help students develop those coping skills? What role does student-teacher rapport play in these kinds of interactions?

Grades and Motivation: More than one Faculty Head of House in the session praised first-year students in their houses for engaging meaningfully in difficult discussions in book groups and other informal learning settings. However, participants noted that when grades are on the line in more formal course settings, student motivation and engagement often changes in unproductive ways. What roles do grades play in motivating students to engage in deep learning? How can instructors mitigate some of the negative motivational effects grades have on students?

Teaching Diverse Students: First-year students are diverse in a number of ways. Their academic backgrounds vary, their academic and vocational interest vary, they come from different regions of the United States as well as many other countries, and they come from a variety of racial and socioeconomic backgrounds. Admissions works to achieve a diverse student body, but leveraging that diversity in the classroom can be a challenge, particularly in large classes. How can instructors teach diverse groups of students? How can they leverage various forms of diversity as advantages in the classroom?

Large Classes: An overarching challenge here is the impact of class size on how instructors interact with their students. Helping students cope with difficulties, motivating students to engage meaningfully in learning, and instructing diverse groups of students-all of these are more challenging in large classes. What strategies can instructors teaching large classes employ to deal with these challenges? And what implications does the large-class challenge have for the kinds of courses we offer first-year students?

Other Resources

Podcasts

Listen to CFT podcasts on teaching first-year students, including episodes exploring "the myth of first-year enlightenment" featuring an interview with Assumption College English professor James Lang and teaching first-year seminars in a digital age.

Books

Tim Clydesdale, The First-Year Out: Understanding American Teens after High School, University of Chicago, 2007. [Book Review by CFT Assistant Director Derek Bruff]

Rebekah Nathan, My Freshman Year: What a Professor Learned by Becoming a Student, Penguin, 2005.

M. Lee Upcraft, John Gardner, & Betsy Barefoot, editors, Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College, Jossey-Bass, 2005.

Bette LaSere Erickson, Calvin Peters, & Diane Weltner Strommer, Teaching First-Year College Students: Revised and Expanded Edition, Jossey-Bass, 2006.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Print Version Principles and Strategies The Myth of First-Year Enlightenment? Cognitive Challenges of the First Year Other Resources Principles and Strategies Provide Feedback, Early & Often - First-year students making the transition from excelling in high school to meeting expectations in a college class can benefit from feedback, early and often in the semester.

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The Journal of Communication Pedagogy (JCP) is a peer-reviewed journal sponsored by the Central States Communication Association. The journal publishes only the highest quality articles that extend communication theory, research, and practice in meaningful ways. We seek manuscripts that focus on instructional communication research situated in a variety of contexts such as (but not limited to) health, business/industry, religious, risk/crisis, training and leadership, public relations, journalism, forensics, and nonprofits both within the borders of the United States and beyond them. We are particularly interested in diversity, equity, and inclusion research as well as the use of technology in instruction. We welcome manuscripts that focus on instructional communication research within the communication discipline and beyond it (e.g., education, agriculture, social work, legal studies, engineering and S.T.E.M., pharmacy, nursing, health sciences). In sum, we seek manuscripts that examine communication pedagogy as it occurs across subfields in the communication discipline, in disciplines throughout the academy, and in contexts beyond the walls of higher education.

For current (2024; Volume 8) call, please see below: CSCA - Journal of Communication Pedagogy ... Call for Submissions (Volume 8): Submission Deadline: March 1, 2024 Editor: Renee Kaufmann, University of Kentucky Journal of Communication Pedagogy The Journal of Communication Pedagogy (JCP) is a peer-reviewed journal sponsored by the Central States Communication Association. The journal publishes only the highest quality articles that extend communication theory, research, and practice in meaningful ways. We seek manuscripts that focus on instructional communication research situated in a variety of contexts such as (but not limited to) health, business/industry, religious, risk/crisis, training and leadership, public relations, journalism, forensics, and nonprofits both within the borders of the United States and beyond them. We are particularly interested in diversity, equity, and inclusion research as well as the use of technology in instruction. We welcome manuscripts that focus on instructional communication research within the communication discipline and beyond it (e.g., education, agriculture, social work, legal studies, engineering and S.T.E.M., pharmacy, nursing, health sciences). In sum, we seek manuscripts that examine communication pedagogy as it occurs across subfields in the communication discipline, in disciplines throughout the academy, and in contexts beyond the walls of higher education. JCP showcases four manuscript types: Research Articles are theory based, methodologically sound, and data-driven empirical analyses of communication pedagogy as it occurs in any context including, but not limited to traditional face-to-face or online classrooms. We welcome all methods of scholarly inquiry. The discussion section must include (a) conclusions as they extend theory and research, (b) implications that inform instructional communication practices, and (c) suggestions for future research. Manuscripts should not exceed 8500 words, including title page, abstract, tables, notes, references, and appendices. *NEW* Short Reports are research articles that replicate and/or revisit previous communication pedagogy or instructional communication research through a renewed lens on diversity, equity, inclusion, and belonging (DEIB). We welcome all methods of scholarly inquiry. The discussion section must include implications for instructional communication practices that are tied to DEIB. Manuscripts should not exceed 4500 words, including title page, abstract, tables, notes, references, and appendices. The title should begin with “Short Report.” Please submit under the “Research Article” tab and designate as “Short Report” in title and abstract description. Reflective Essays are agenda-setting pieces focused on a thorny issue or problem inherent in communication pedagogy that educators may need to address. Reflective essays may include issues across contexts (e.g., health, business, risk, crisis, public relations, journalism, education) or in relation to individual identities, group membership(s), and/or social justice (e.g., diversity, equity, and inclusion). Each essay must clearly identify the thorny issue or problem and suggest means by which to address it. Reflective essays may be written in first person and should not typically exceed 3000 words, including title, abstract, tables, notes, references, and appendices. Best Practices describe best practices in communication pedagogy in the classroom and other applied settings and professions (e.g., listening, empathy, civil discourse, formal presentations in face-to-face and online environments, conflict management and resolution, teamwork, gender, intercultural, leadership). These professions may range from health (e.g., doctor-patient relational communication) to business (e.g., employer-employee communication, customer service) to education, among others. Manuscripts must be grounded in research and include clearly designated best practice tips for successful implementation based on experience/assessment. Best practice articles may be written in first person and should not exceed 3500 words, including title, abstract, tables, notes, references, and appendices. Please review submission guidelines: https://scholarworks.wmich.edu/jcp/
The Journal of Communication Pedagogy currently accepts manuscripts on a rolling basis, publishing once a year and is an open-access journal. All manuscripts must adhere to the guidelines published in the most recent edition of the Publication Manual of the American Psychological Association and must not have been published elsewhere or be under review for any other publication.

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Student Success: A journal exploring the experiences of students in tertiary education The Student Success Journal is an international, open-access, peer-reviewed, scholarly publication exploring the experiences of students in tertiary education. The Journal provides the opportunity to disseminate current research and innovative good practice about students' tertiary learning experiences, which are supported by evidence.

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Journal of The First-Year Experience & Students in Transition 

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Journal of The First-Year Experience & Students in Transition 

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Journal

The Journal of The First-Year Experience & Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions.

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National Resource Center for The First-Year Experience and Students in Transition

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The Journal of The First-Year Experience & Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions.

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rhetoric and composition, CAC, composition studies, postsecondary education, writing studies, technology, Pedagogy, writing in the disciplines, WAC

Across the Disciplines, a refereed journal devoted to language, learning, and academic writing, publishes articles relevant to writing and writing pedagogy in all their intellectual, political, social, and technological complexity. Across the Disciplines shares the mission of the WAC Clearinghouse in making information about writing and writing instruction freely available to members of the CAC, WAC, and ECAC communities.

ATD provides CAC researchers, program designers, and teachers interested in using communication assignments and activities in their courses with a venue for scholarly debate about issues of disciplinarity and writing across the curriculum. The journal embraces a broad commitment to cross-disciplinary emphases in writing studies and invites relevant submissions from individuals in all fields of inquiry. ATD is a quarterly publication.

Current Issue: Volume 20, Issue 1/2

Published December 6, 2023

This issue of ATD features three research studies and a book review. No single thread ties the articles together, but they do share a likely relevance for readers responsible for faculty development in WAC/WID contexts. One article focuses on content-specialist STEM writing fellows' views of writing. Another explores the language that students and faculty alike use when describing reading practices. And the last article reports findings from a study of faculty views on linguistic diversity, both in class and in student writing. Lastly, Karen Starkowski reviews The Writing Studio Sampler: Stories about Change, edited by Mark Sutton and Sally Chandler and published in 2018.

Featured Articles:

Undergraduate writing fellows play an important role in administering writing assignments in writing-intensive courses. At the University of Michigan, the MWrite program was designed to support the implementation of writing-to-learn (WTL) assignments in STEM courses. Within MWrite, writing fellows are a primary instructional resource for students and help evaluate students' writing. As such, it is important to characterize writing fellows' beliefs about both WTL and writing more generally. In this study we interviewed writing fellows for MWrite courses in biology, chemistry, economics, and statistics about how they conceptualize WTL and writing quality. Our analysis indicates that writing fellows conceptualize WTL as supporting a range of content-focused learning outcomes and as featuring specific rhetorical elements that make WTL assignments successful. Most writing fellows discussed the importance of higher-order characteristics when evaluating the quality of students' writing, but also placed importance on the lower-order characteristics. Our results indicate that the writing fellows are internalizing the MWrite pedagogy with respect to WTL, but that their conceptions of writing quality appear to be informed by their experiences with writing more broadly. These findings support the use of writing fellows during the implementation of WTL in STEM courses that traditionally present barriers to using writing assignments. More generally, they indicate the potential for writing fellows' conceptions to support the aims of the writing fellows program of which they are part.

Scholars in college learning and writing studies have argued that reading has an image problem: we have trouble "seeing" it. This study contributes to making reading visible by collecting a series of images used by faculty and students enrolled in first-year experience courses. Qualitative analysis of interviews with five faculty and 34 students focused on these research questions: a) how do faculty and students describe the role of reading in first-year experience courses? b) do faculty and students differ in their descriptions of reading? and c) do groups of students differ in their descriptions of reading? In the interviews, participants repeatedly used spatial images: mirrors, boxes, classrooms, maps, and landscapes. My analysis grouped these images into two categories: readers outside texts and readers inside texts. I argue that using such images to describe reading is an important activity for first-year students, and that it a central element of course design and classroom discussion for faculty who teach first-year experience courses.

This article presents the results of a 2021 survey and interview study of faculty teaching writing-intensive (WI) courses across disciplines at an urban research university. We emphasize the need to understand the complexities of instructors' ideologies about teaching writing and their attitudes about student language prior to engaging faculty development in antiracist writing instruction. Specifically, we demonstrate a "difficult dual mission" in faculty development in teaching writing: writing intensive instructors want to value non-standard forms, but they can't stop valuing the standard forms. We argue that identifying the nuance of this too-familiar argument is the first step in the research and relationship-building required to change university discourse such that the WI classroom supports linguistic diversity. In our summary of surveys and interviews with writing-intensive faculty, we emphasize three major focal points to illustrate the manifestation of this dilemma: instructors' profiles as WI instructors, specifically; their attitudes toward language [generally] in WI courses; and their attitudes toward students' actual language performances in WI courses.

Reviews:

Review of The Writing Studio Sampler: Stories about Change, edited by Mark Sutton & Sally Chandler. (2019). University Press of Colorado. 217 pages. [ISBN 978-1-60732-896-4]
Reviewed by Gabriella Wilson, Syracuse University
DOI: 10.37514/ATD-J.2023.20.1-2.05

Publishing in Across the Disciplines

The mission of Across the Disciplines is to provide information for- and an opportunity for interaction among-scholars interested in writing, speaking, reading, and communication across the curriculum (CAC). We welcome contributions of the following kinds:

articles (both linear and hypertext) on CAC theory, practice, and research

reviews of publications addressing CAC theory, practice, and research

papers formerly presented at scholarly conferences but not published elsewhere

Authors are encouraged to ground the texts they review within ongoing conversations of interest to ATD readers, WAC/WID researchers, and writing studies scholars, drawing on published literature to establish the scope and nature of that ongoing conversation. ATD does not publish articles that focus solely on describing a program, an assignment, or a sequence of assignments; such descriptions, when included, must be a central component of an empirical study or theoretical discussion.

For more information about submitting to this and other journals and book series available through the WAC Clearinghouse, please see the Clearinghouse's Invitation to Contribute.

ATD Special Issues

Across the Disciplines regularly publishes special issues that focus the community on a specific topic area and offer readers a range of perspectives by scholars working in that specific area.

If you would like to serve as guest editor for a special issue, or if you would like to suggest a topic for a special issue, please contact Michael J. Cripps, editor, at mcripps@une.edu or (207) 602-2908.

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Across the Disciplines - The WAC Clearinghouse

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rhetoric and composition, CAC, composition studies, postsecondary education, writing studies, technology, Pedagogy, writing in the disciplines, WAC Across the Disciplines, a refereed journal devoted to language, learning, and academic writing, publishes articles relevant to writing and writing pedagogy in all their intellectual, political, social, and technological complexity.

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Teaching Philosophy - The Premier Journal for Philosophy Teachers

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Edyta Kuzian and Dan Wueste, Editors

Teaching Ethics is dedicated to ethical issues across the curriculum with particular attention to pedagogical methodology and practice in both academic inquiry and professional practice. The journal's editorial focus is on ethics as a dimension of all academic inquiry rather than as an isolated philosophical discipline. It provides a peer-reviewed forum for academic dialogue in ethics instruction across disciplines such as business, medicine, trades, technology, law, and other areas of liberal education.
Online First (forthcoming articles) Current Issue + Archive
Teaching Ethics is sponsored by the Society for Ethics Across the Curriculum. Contributors include Michael Davis, Beth Dixon, Maughn Gregory, Lisa Newton, Alan Preti, Wade Robison, Nancy Snow, James Sterba, Pat Werhane, and Regina Wolff.
Related Publications
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For more information contact us by phone 800-444-2419 or 434-220-3300, by fax 434-220-3301; or by e-mail [email protected] .

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Edyta Kuzian and Dan Wueste, Editors Teaching Ethics is dedicated to ethical issues across the curriculum with particular attention to pedagogical methodology and practice in both academic inquiry and professional practice. The journal's editorial focus is on ethics as a dimension of all academic inquiry rather than as an isolated philosophical discipline.

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Journal of Microbiology & Biology Education

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Journal of Microbiology & Biology Education

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AEE Advances in Engineering Education - A Journal of Engineering Education Applications

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ABSTRACT Many engineering courses rely on in-person lectures and textbooks for content delivery, with homework sets and exams for evaluating and reinforcing student progress. Yet some research studies have shown that exams-high-pressure, time-limited assessments-are detrimental to the learning process and unnecessarily increase students' stress. We describe a new student centered teaching approach based on four [...]

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Advances in Engineering Education (AEE) was created to disseminate significant innovations in engineering education practice

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A not-for-profit organization, IEEE is the world's largest technical professional organization dedicated to advancing technology for the benefit of humanity. © Copyright 2023 IEEE - All rights reserved. Use of this web site signifies your agreement to the terms and conditions.

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International Journal of Nursing Education Scholarship

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International Journal of Nursing Education Scholarship

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International Journal of Nursing Education Scholarship

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Objective The International Journal of Nursing Education Scholarship ( IJNES ) publishes significant research and scholarship in the broad field of nursing education. The mandate of the journal is to present high quality papers to advance nursing education through research, description of innovative methods, or introduction of novel approaches about all aspects of nursing education in a timely manner.

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Nurse Educator provides practical information and research related to nursing education, with topics ranging from curriculum, teaching and technology in nursing.

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The College Mathematics Journal is an expository magazine aimed at teachers of college mathematics, particular those teaching the first two years. It publishes well-written and captivating articles exploring new mathematics, or old mathematics in a new way. Most of its articles are accessible to upper-level undergraduate students. In addition to articles, the journal publishes Classroom Capsules, Media Highlights, and a Problems & Solutions column.

Dominic Klyve, Editor
cmj@maa.org

For MAA members and subscribers, read recent issues online by logging in to the member portal: Click on 'Login' in the upper right corner. Not a member? Join the MAA today!

Winners of the George Pólya Award from The College Mathematics Journal since 1977.

About the College Mathematics Journal | Submitting to the CMJ| Topical Index | Problems and Solutions Index | Advertise in CMJ | History of CMJ | Editors of CMJ | Reprints | GDPR Personal Data Request Form | Contact

The College Mathematics Journal is an international, peer-reviewed journal publishing high-quality exposition on mathematical topics related to the undergraduate curriculum. We welcome engaging writing on new mathematics or new perspectives on known mathematics, and encourage historical perspectives, pedagogical notes, and open questions where possible. Also, The College Mathematics Journal has a tradition of an annual issue dedicated to recreational mathematics.

The College Mathematics Journal accepts the following types of submissions: articles, Classroom Capsules, Proofs Without Words, problems, solutions to published problems, and Media Highlights. Letters to the Editor on any topic are also welcome, and all kinds of comments, criticisms, and suggestions for making CMJ more lively, entertaining, and informative.

CMJ articles are at most 12 pages long (including the author pictures and biographies) with a mean page length of 6. Supplementary materials such as computer code, exercise solutions, and long proofs can be made available on the journal website. See below for style and structure details.

A Classroom Capsule is a short article (1-3 pages) that contains a new insight on a topic taught in undergraduate mathematics, preferably something that can be directly introduced into a college classroom as an effective teaching strategy or tool.

Proofs Without Words supply visual understanding of a mathematical result in at most one page.

Problems and Solutions aim to challenge students and teachers of collegiate mathematics. They can address any part of the undergraduate curriculum. Whenever possible, a proposed problem should be accompanied by a solution, appropriate references, and any other material that would be helpful to the editors. Proposed problems should be sent to CMJproblems@maa.org. Solutions of published problems should be sent to CMJsolutions@maa.org.

Media Highlights are short reviews (up to half a page) intended to help CMJ readers monitor a broad spectrum of publications, web materials, professional activities, and instructional resources. Readers are encouraged to submit items that will be of interest to colleagues in the mathematical community. Media Highlights should be sent to mediahighlights@maa.org.

LaTeX style files and template files are available here.

Submissions of articles and Classroom Capsules are required via the CMJ's Editorial Manager System. The name(s) of the author(s) should not appear in the file. Initial submissions in pdf or LaTeX form can be sent to the editor at www.editorialmanager.com/collmathj/. By submitting a paper to the CMJ, the author asserts that it has not been previously published nor is it currently under consideration for publication at another journal.

The Editorial Manager System will cue the author for all required information concerning the paper. Questions concerning submission of papers can be addressed to the editor at cmj@maa.org. Authors who use LaTeX are urged to use the CMJ article style (available here) and LaTeX's standard environments with no custom formatting.

Contributions to Problems and Solutions and Media Highlights should be submitted to the appropriate section editor at the address listed inside the journal. Letters to the Editor on any topic are invited. Comments, criticisms, and suggestions for making CMJ more lively, entertaining, and informative are welcome and should be forwarded to the editor at cmj@maa.org.

We invite readers to submit original problems that will appeal to readers of the The College Mathematics Journal. Problem proposals must be accompanied by solutions and any bibliographical information that will assist in their review. Submitted problems should not be under consideration for publication elsewhere.

Correspondents with limited access to the internet may submit their problem or solution to the attention of Dr. Greg Omen, Problems Editor, Department of Mathematics, 1420 Austin Bluffs Parkway, University of Colorado, Colorado Springs, CO 80918. Please note that physical manuscripts are not the preferred method of submission, and correspondents are encouraged to submit their problem or solution electronically if possible.

To send us your contribution, follow the steps below:
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A searchable index (pdf) by title, author, and related curriculum subject of all articles, capsules, and book reviews published in The College Mathematics Journal since 1970. Maintained by Donald E. Hooley, Bluffton University, Bluffton, OH.

A list (pdf) in order of publication of all problems printed in The College Mathematics Journal together with their solutions (by title and issue). Maintained by Charles K. Cook, Sumter, SC.

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MAA publications for students, professors, and anyone interested in math

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Journal for Research in Mathematics Education

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Journal for Research in Mathematics Education

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The Physics Teacher is dedicated to the strengthening of the teaching of introductory physics at all levels. The journal includes tutorial papers articles on pedagogy current research and news in physics as well as history philosophy and biography. Notes cover classroom techniques an

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About the journal

The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide.

The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.

The Best Practices section includes individual and institutional practices related to, for example, student recruitment, student advising, student retention, alumni relations, and efforts to integrate accounting practice and accounting education. These articles are typically shorter in length than Main Section (i.e., research-based) articles. While such papers do not need evidence obtained on the basis of an experimental design (e.g., pre- versus post-test comparison), some evidence regarding the value or benefit of the best practice should be included, along with a discussion of relevant costs (out-of-pocket as well as opportunity costs, such as faculty time, practitioner involvement, etc.). Finally, note that the JAEd publishes manuscripts on all topics that are relevant to accounting education, including uses of technology, learning styles, assessment, curriculum, and faculty-related issues.

The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide.

The Journal provides a vehicle for making results of empirical studies available to ...

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Prof. Dr. Natalie Churyk, Ph.D., C.P.A.

Northern Illinois University, Dekalb, Illinois, United States of America

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Edited by Ann C Dzuranin Northern Illinois University, DeKalb, Illinois, United States, Pamela J. Schmidt Washburn University, Topeka, Kansas, United States

Edited by Meredith Tharapos RMIT University, School of Accounting, Melbourne, VIC 3000, Australia, Brendan O'Connell RMIT University, School of Accounting, Melbourne, VIC 3000, Australia

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Read the latest articles of Journal of Accounting Education at ScienceDirect.com, Elsevier's leading platform of peer-reviewed scholarly literature

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Journal of Geography in Higher Education

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Journal of Geography in Higher Education

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NCTE - National Council of Teachers of English

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The History Teacher
(ISSN: 0018-2745)
is a peer-reviewed
quarterly journal.
THT publishes inspirational scholarship on traditional and unconventional techniques
in history education.

Volume 56 (2022-2023)
is delivered internationally
in print to members of the
non-profit organization, the
Society for History Education.
Membership/Subscriptions
to The History Teacher Contributing Scholarship
to The History Teacher More information about
The History Teacher Search and Browse
the journal at JSTOR Search and Browse
the journal at ERIC The History Teacher
Society for History Education
CSULB - 1250 Bellflower Blvd.
Long Beach, CA 90840-1601
(562) 985-4511
info@thehistoryteacher.org

55th Anniversary

The History Teacher
1967 * 2022

How to Publish an Academic Article:

Video Tutorial Series
for First-Time Authors

by Editor Jane Dabel

Shining the Spotlight on
Japanese History:

Japanese Woodblock Prints
as a Lens and a Mirror
for Modernity

by Sean P. McManamon

by David J. Laliberte

by Brian A. McKenzie

Shining the Spotlight on
the History of Chess:

Exploring Medieval
European Society with Chess:
An Engaging Activity for the World History Classroom

by John Pagnotti
and William B. Russell III

by Elizabeth Kiddy
and Kristen T. Woodward

Shining the Spotlight on
Experimental History:

A Pedagogical Trebuchet:
A Case Study in Experimental History and History Pedagogy

by Lee L. Brice
and Steven Catania

by Jennifer Hildebrand

Shining the Spotlight on
Fashion History:

Effective Learning Strategies
in the History of Dress

by Sara B. Marcketti

Shining the Spotlight on
Gender History:

"Isn't That a Dude?":
Using Images to Teach
Gender and Ethnic Diversity
in the U.S. History Classroom--Pocahontas: A Case Study

by Dominique Padurano
We are continually working
to expand our online archives and are committed to offering free and open access. If you are interested in materials not yet online, please contact us.

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The History Teacher, published by the Society for History Education

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The History Teacher (ISSN: 0018-2745)is a peer-reviewedquarterly journal.THT publishes inspirational scholarship on traditional and unconventional techniquesin history education. Volume 56 (2022-2023) is delivered internationallyin print to members of thenon-profit organization, the Society for History Education.

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STP Members, please note: The STP Executive Committee voted to discontinue mailing of print issues of Teaching of Psychology to STP members. STP members will continue to have online access to all past and current issues including "Online First" articles. You may read the rationale for this decision here. Individuals who prefer to subscribe to receive print issues may do so directly from SAGE Publications (click here), but purchasing a print subscription from SAGE does not include membership in STP.

ToP online access (for STP Members only)

View a Recorded Webinar: How to Become an Effective Journal Reviewer (requires login)
Contribute to a ToP Special Issue on Disability Education
A team from the Consistent with our Disability Advocacy and Research Network is editing a special issue of Mission Statement and the Statement on Addressing Systemic Racism and Inequity in STP, we encourage applications from colleagues who are from underrepresented groups and have diverse backgrounds and experiences. Teaching of Psychology on Creating an Anti-Ableist Psychology Curriculum and Teaching Environment.

Click the title for more information. The deadline for submissions is February 1, 2024.
Contribute to a ToP Special Issue on
Artificial Intelligence and the Teaching of Psychology
The Editor of Teaching of Psychology, Aaron Richmond, invites submissions for a special issue on Artificial Intelligence and the Teaching of Psychology. Consistent with our Mission Statement and the Statement on Addressing Systemic Racism and Inequity in STP, we encourage applications from colleagues who are from underrepresented groups and have diverse backgrounds and experiences.

Generative artificial intelligence (AI) analyzes large data sets to produce novel responses to requests for information. Widely available AI tools such as ChatGPT, Bard, and Bing Chat can now complete many educational tasks that, until recently, relied on the minds of students and teachers. Thus, educators must adapt to the challenges and opportunities posed by AI use inside and outside of the classroom. To begin this process within the field of psychology, Teaching of Psychology ( ToP) invites submissions for a special issue on Artificial Intelligence and the Teaching of Psychology.

Click the title for more information. The deadline for submissions is March 1, 2024.

Aims and Scope

Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching; innovative course descriptions and evaluations; curriculum designs; bibliographic material; demonstrations and laboratory projects; and news items.

A Brief History of the Journal

Teaching of Psychology evolved into its present form as it succeeded the Teaching of Psychology Newsletter, whose inaugural issue appeared in November, 1950. The newsletter consisted of 59 issues over a 24-year period. Robert S. Daniel (1992), the first editor of the journal proper, noted that this was "an uncommonly long gestation, even for a journal" (p. 433). According to Daniel, nobody is quite sure who edited the first edition, although Elizabeth B. Hurlock, as secretary of Division 2, believes that she produced the first issue (p. 434). Divisional secretary-treasurers (Lillian G. Portenier and Constance D. Lovell) filled the position of editor for the first 7 years.

Wilbert S. Ray was the first appointed editor, assuming the role prior to the November 1958 issue. The content of the journal expanded and the format included a colored cover and a table of contents. In 1963, James M.Joyce succeeded Ray and continued to enlarge the scope of the newsletter. The number of pages increased as well; the Newsletter consisted of 36 pages for Joyce's last issue as editor in 1963. Edward R. Ostrander succeeded Joyce for the first issue of 1964 and was himself succeeded by Theophile S. Krawiec in 1966. Finally Douglas A. Michell served as the last Newsletter editor.

In 1973, Robert S. Daniel was appointed editor for a 2-year term that lasted 13 years. The journal developed its current look under his guidance, increasing from two to four issues a year. In 1985, Charles L. Brewer succeeded Daniel and continued to produce an exceptional journal that was recognized by the editors of Change magazine as one of the top disciplinary journals in the country. After Brewer's dozen years in the leadership position, he retired his IBM-selectric and Randolph A. Smith accepted the role of editor. The original typed manuscripts ceased to exist , being replaced by manuscripts on diskette. Now, as Andrew N. Christopher begins his term as editor, all submissions and reviews occur online. The original mimeographed Teaching of Psychology Newsletter has been successfully replaced by the highly successful Teaching of Psychology, which reproduces the role of the newsletter in disseminating articles that illustrate the creativity and enthusiasm of teachers of psychology.

[Source: Daniel, R. S. (1992). Teaching of Psychology, the journal. In A. E. Puente, J. R. Matthews, and C.L. Brewer (Eds.). Teaching Psychology in America: A History (pp. 433-452). Washington, DC: American Psychological Association.]

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Society for the Teaching of Psychology - Teaching of Psychology (journal)

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STP Members, please note: The STP Executive Committee voted to discontinue mailing of print issues of Teaching of Psychology to STP members. STP members will continue to have online access to all past and current issues including "Online First" articles. You may read the rationale for this decision here.

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Authors: Chuanwen Yang, Jinying Zhang, Yongbin Hu, Xianmin Yang, Meitan Chen, Mengyue Shan and Li Li

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Discover cutting-edge research in the International Journal of STEM Education, with 6.7 Impact Factor and 8 days to first decision. The International…

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International Journal of Information and Communication Technology Education (IJICTE)

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International Journal of Information and Communication Technology Education (IJICTE)

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This journal converted to Gold Open Access on January 1, 2021

Indexed In: Compendex (Elsevier Engineering Index), INSPEC, PsycINFO®, SCOPUS, Web of Science Emerging Sources Citation Index (ESCI) and 22 more indices

Published: Continuous Volume | Established: 2005

ISSN: 1550-1876 | EISSN: 1550-1337 | DOI: 10.4018/IJICTE

Latest Published Articles

DOI: 10.4018/IJICTE.333860

Technical and vocational education and training (TVET) has emerged as an avenue through which Kenya aims to fast track her ambition for upper-middle-income economy status, together with the... Show More

DOI: 10.4018/IJICTE.332863

Celbert M. Himang, Rosendo Cernias III, Ronnel Uraga Corbes, Mary Joy Modina Alicer, Benjie Colobong, Joy M. Olarte, Lanndon Ocampo, Miriam Fabroa Bongo, Rosein Ancheta Jr.

The coronavirus disease (COVID-19) pandemic has threatened the capability of academic institutions to continuously deliver quality education despite the worldwide lockdown implemented to curb the... Show More

Cite Article

MLA

Himang, Celbert M., et al. "Modelling the Utilization of Digital Technology in Education During the COVID-19 Pandemic Through an Expert-Based Analytic Tool." vol.19, no.1 2023: pp.1-23. http://doi.org/10.4018/IJICTE.332863

APA

Himang, C. M., Cernias III, R., Corbes, R. U., Alicer, M. J., Colobong, B., Olarte, J. M., Ocampo, L., Bongo, M. F., & Ancheta Jr., R. (2023). Modelling the Utilization of Digital Technology in Education During the COVID-19 Pandemic Through an Expert-Based Analytic Tool. , 19(1), 1-23. http://doi.org/10.4018/IJICTE.332863

Chicago

Himang, Celbert M., et al. "Modelling the Utilization of Digital Technology in Education During the COVID-19 Pandemic Through an Expert-Based Analytic Tool," 19, no.1: 1-23. http://doi.org/10.4018/IJICTE.332863

Export Reference

DOI: 10.4018/IJICTE.332778

Jiaheng Chen, Shicheng Chen

Multimedia network technology refers to multimedia network teaching based on text data communication, which can make better use of sports resources in college physical education teaching. Multimedia... Show More

Cite Article

MLA

Chen, Jiaheng, and Shicheng Chen. "Practice of PE Teaching Reform in Colleges and Universities Under the Background of Multimedia Internet." vol.19, no.1 2023: pp.1-13. http://doi.org/10.4018/IJICTE.332778

APA

Chen, J. & Chen, S. (2023). Practice of PE Teaching Reform in Colleges and Universities Under the Background of Multimedia Internet. , 19(1), 1-13. http://doi.org/10.4018/IJICTE.332778

Chicago

Chen, Jiaheng, and Shicheng Chen. "Practice of PE Teaching Reform in Colleges and Universities Under the Background of Multimedia Internet," 19, no.1: 1-13. http://doi.org/10.4018/IJICTE.332778

Export Reference

Description, Mission, Scope & Coverage

Ask any teacher at any level of education - technology engages learners and animates their imagination. Technology stimulates minds in ways that make a profound and lasting difference. Indeed, technology, for many, is the most important new teaching strategy and learning style introduced in the... Show More

The mission of the International Journal of Information and Communication Technology Education (IJICTE) is to serve as a medium for introducing, collaborating, analyzing, synthesizing, and evaluating innovative contributions to the theory, practice, and research of technology education applicable to K-12 education, higher education, and corporate and proprietary education. IJICTE publishes... Show More

Acceptable use policies and fair use laws

Administrative applications of information technology education

Assessment of curricular objectives, administrative applications, and corporate objectives

Corporate information technology training

Data-driven decision making and strategic technology planning

Educational/ training software evaluation

Effective planning, marketing, management and leadership of technology education

Holistic approach to instructional design theories

Impact of multicultural differences on technology

Impact of technology in society and related equity issues

Impact of technology on education-related issues such as copyright laws, censorship, and fair use

Impact of technology on student achievement

Pedagogy and androgogy of teaching with technology

Related issues that impact the research, position, and practice of information technology education on schools, corporate entities, and society

School improvement and reform

Standards-based technology education programs

Technology as a teaching (teacher/instructor) strategy and learning (student) style

Technology as a teaching strategy and learning style

Technology planning, marketing, and management

Technology tools for education and training environments

Technology training tools and instructional materials

Theories and models of instructional systems design

IGI Global holds its journals to the highest ethical practices. View Full Editorial Policy

When you publish under the OA model with IGI Global, you enable your work to be viewed by millions of readers worldwide immediately after publication and you are able to experience our personal support and commitment to editorial service. This includes:

Timely Publication: Quick Turnarounds & Prompt Peer Review (No Embargoes)

Continuous Support: In-House, Personalized Service Throughout the Entire Process

Cutting-Edge Technology: Proprietary Technologies & Integrations With Major Open Access Platforms

Diverse Options: Individual APCs, Platinum Funding, Institutional Open Access Agreements, & More

Research Advancement First: IGI Global Prioritizes Research Over Profit by Forfeiting Subscription Revenue

Unmatched Transparency: Comprehensive Visibility in Processes, Licensing, & More

Rapid Transformation: IGI Global is One of Few Publishers That Have Completed the Open Access Transition

Independence and Integrity: IGI Global is Committed to Maintaining its Autonomy as an Independent Publisher

Medium-Sized, Yet Powerful: IGI Global Offers Advantages of a Medium-Sized Publisher With the Reach of a Larger Publisher

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Payment of the APC fee (directly to the publisher) by the author or a funding body is not required until  AFTER the manuscript has gone through the full double-blind peer review process and the Editor(s)-in-Chief at his/her/their full discretion has/have decided to accept the manuscript based on the results of the double-blind peer review process.

What Does IGI Global's Open Access APC Cover?

In the traditional subscription-based model, the cost to the publisher to produce each article is covered by the revenue generated by journal subscriptions. Under OA, all the articles are published under a Creative Commons (CC BY) license; therefore, the authors or funding body will pay a one-time article processing charge (APC) to offset the costs of all of the activities associated with the publication of the article manuscript, including:

Digital tools used to support the manuscript management and review process

Typesetting, formatting and layout

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To assist researchers in covering the costs of the APC in OA publishing, there are various sources of OA funding. Additionally, unlike many other publishers, IGI Global offers flexible subsidies, 100% Open Access APC funding, discounts, and more. Learn More

Open Access Funding Resources

IGI Global recognizes that many researchers may not know where to begin when searching for OA funding opportunities. IGI Global recently launched an Open Access Funding Resources page for researchers to browse. This page provides a comprehensive list of OA funding sources available for researchers to secure funds for their various OA publications.

This journal is currently actively seeking new submissions. Interested authors should ensure that their article manuscript adheres to the journal's submission guidelines and before you write page, which include originality of the manuscript, APA formatting information and examples, manuscript requirements, and more. To submit an article for consideration, please begin the submission process below.

The IJICTE will open horizons for technology educators giving them a broader perspective of how technology serves the needs of an expanding and increasingly diverse customer base. In addition, IJICTE will focus the awareness of technology educators on the commonalities shared among the various disciplines that claim technology as a content area to be mastered and as tools for teaching and learning to be implemented.
- Lawrence Tomei, Robert Morris University, USA
With an increasing body of research indicating that the learning outcomes of distance education are similar to those of classroom-based courses it is crucial to understand how Information and Communications Technologies can be better used to enhance education on both fronts. This new journal offers a well-timed opportunity to discuss, explore, evaluate and understand developments in this critical field.
- Jairo Gutierrez, The University of Auckland, New Zealand
As we strive to integrate technology into various learning environments, it is important to be knowledgeable about the changing domains of technology. We need to know more about how we can communicate and collaborate with our global partners. The International Journal of Information and Communication Technology Education is a valuable resource to help us learn more about our world-wide technology and communication capabilities and how we can infuse them into novel approaches to teach and to learn.
- Lawrence Tomei, Robert Morris University, USA
The International Journal of Information and Communication Technoloy Education is the only journal addressing the issues of the rational and productive use of technology in education at all levels. Each issue is a multidisciplinary window on how technology can be used in an increasingly learning-centered world.
- William Grosky, University of Michigan-Dearborn, USA
Nowadays technological tools have an outstanding influence on information and communication areas, representing a key factor for the survival and development of all kinds of today's organizations. Hence, one must consider that a goal of any organization is to be updated in such fields through reliable sources contributed to and reviewed by leading researchers and practitioners. The International Journal of Information and Communication Technology Education is an important means to obtain such goal.
- Javier Diaz-Carmona, Technological Institute of Celaya, Mexico

All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci ® platform.

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international journal of information and communication technology education (ijicte)

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International Journal of Information and Communication Technology Education (IJICTE)

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Ask any teacher at any level of education - technology engages learners and animates their imagination. Technology stimulates minds in ways that make a profound and lasting difference. Indeed, technology, for many, is the most important new teaching strategy and learning style introduced in the past...

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Research in Science & Mathematics Education

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Research in Science & Mathematics Education

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The International Consortium for Research in Science & Mathematics Education (ICRSME) is seeking applications for Editor or Co-Editors for the Electronic Journal for Research in Science & Mathematics Education ( EJRSME). The five-year term of editorship begins in 2024 and extends through 2028.

If you have any questions about submissions to EJRSME, please contact:

Dr. Mark Bloom (science education) or Dr. Sarah Quebec Fuentes (mathematics education) at ICRSME.Consultation@gmail.com

Call for Reviewers:
Science and mathematics educators who have a publication record in education journals are invited to review for EJRSME. If you are interested in reviewing for the journal fill out the following form:
Review for EJRSME

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The Electronic Journal for Research in Science & Mathematics Education

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Scholarly Journal reporting research and theory in the fields of science education/science teacher education issues from early childhood through the university level and informal science and environmental education.

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Research in Drama Education: The Journal of Applied Theatre and Performance

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Research in Drama Education: The Journal of Applied Theatre and Performance