http://hdl.handle.net/1803/186 2013-05-25T17:39:41Z http://hdl.handle.net/1803/5213 Title: Developing Agency for Global Citizenship through the Implementation of Human Rights Education Authors: Conley, Rhianna Abstract: The world we live in today is one in which we can communicate to people on other continents instantly through Skype, Email, Facebook, and even by telephone. We have more cross-cultural encounters presently than in any other time in the history of our planet through the means of industrialization that in turn, has now manifested into globalization. Through this notion of globalization, our world is really only a couple of decades old. Upon the fall of the Berlin Wall and the collapse of Soviet Communism, our new existence was conceived. This conception resulted in the mass overhaul of what it meant to be a citizen. No longer were we participants in a nation-state infrastructure, but instead, we became participants of the world. Everything we do affects individuals world-wide. Consumerism, communication, and other daily tasks and choices we make expose us to global contact though we are often not cognizant of it. With this being said, our education system is set up to promote national citizenry instead of this novel concept of global citizenry. Gaudelli & Fernekes (2004) describe this idea of global citizenship as being “contingent with a process of imagining the world in new ways that transcend a nation-state fixation while embracing peace, diversity, complexity, and temporal awareness” (p.17). Internationally, the United States is falling behind in promoting this idea of global citizenry, as other post-industrial and first world nations have already adopted this concept into their curriculums. There is resistance to this curriculum, naturally, since it involves major changes which could pose a threat to the state. However, curriculum developers and policy makers must be conscious of how outdated the nation-state fixation lens is in our compulsory education. Our goal as educators is to prepare our students for the problems of tomorrow that they will inherit. These issues are no longer confined to the borders of our nation, but extend from both poles, north to south, and from the prime meridian to the equator. The problems of tomorrow are global problems that will affect us all as members of the human race. Inherent to this idea of global citizenry is human rights education. Gaudelli & Fernekes state that human rights education “is a core element of the transcendent move toward a global civic culture, establishing a foundation for fairness and justice that is potentially universal” (p.17). Central to our role as citizens is knowing our rights, and as global citizens we must know our human rights since these are universal and applicable to all nations. In my capstone, I will address the necessity for human rights education through a historical analysis of how this globalized world formed and its caveats that we must prepare our students for, the inadequacies of the current education infrastructure in promoting global citizenry, and how human rights education promotes global citizenry. I will then discuss the practical application of human rights education, considering the ways in which teachers must teach the subject, and the realities of implementing such a curriculum. Finally, I will discuss the validity in promoting global citizenry through human rights education. Description: Teaching and Learning Department Capstone Project 2013-05-10T05:00:00Z http://hdl.handle.net/1803/5212 Title: Understanding Evolution: Why is it so hard, and what can educators do? Authors: Chaney, Ruth-Decker Abstract: This paper is a discussion of the intuitive biological thought processes that interfere with the understanding of evolution, mainly essentialism and teleology. I compare the aspects of these thought processes with Darwin’s logic progression for his conclusion of the mechanism of evolution, natural selection, as stated in Mayr (1982). I also include the applicable parts of the Evolutionary Synthesis (Futuyma, 2005). There are teaching recommendations suggested by the literature in this paper as well as a list of resources available to the public. Description: Teaching and Learning Department Capstone Project 2013-05-10T05:00:00Z http://hdl.handle.net/1803/5211 Title: EFL Capstone Portfolio Authors: Qiao, Xue Abstract: This portfolio demonstrates my comprehensive understanding of the teaching of English language learners (ELLs). In my Philsophy of Teaching, I elaborate on my beliefs on how to help students thrive in a foreign language classroom and the theoretical framework on which I base my teaching practice. To address the eight standards for Teaching English to Speakers of Other Languages (TESOL), I include in the portfolio the artifacts that prove my expertise in them. In each of the eight domains-planning, instructing, assessing, identity and context, language proficiency, learning, content, and commitment and professionalism, I show my careful consideration for learners, learning context, curriculum, and assessment. In the concluding part of my portfolio, I reflect on the implications of my graduate study on my future teaching and how I plan to solve the remaining questions about the teaching profession. Description: Teaching and Learning Department Capstone Project 2013-03-01T06:00:00Z http://hdl.handle.net/1803/5210 Title: Clinical Teaching as Tutoring: Theory-Driven Clinical Education Authors: Sullivan, William Abstract: Research on effective teaching in the clinical years of medical school lacks robust educational theory. The medical education literature contains a variety of models to guide clinical teachers in their practice, however these models are step-wise prescriptions that do not assist educators in understanding how they should teach or why their teaching might be effective. The One-Minute Preceptor (OMP) model is a well-known teaching prescription that serves as a starting point for making student thinking and clinical reasoning visible. By combining multiple microskills of the OMP model, a teaching session with a clinical faculty member looks similar to that of a tutoring episode. Re-conceptualizing the teaching of medical learners in the clinical setting as that of a tutoring relationship affords a strong theoretical lens to understand learning and instruction and allows for the application of empiric science on tutoring. The assessment of student competency in this arrangement also becomes easier for faculty to accomplish. By understanding the concept of scaffolding as well as the findings in human tutoring of student-construction and collaborative problem solving, clinical teachers can promote deeper learning through a more dynamic teaching process. Using analogical encoding through the technique of contrasting cases provides clinical educators a way of focusing learners’ attention on the most important facets of clinical problems and facilitates transfer for future use. Medical educators should work on translating what is known in the learning sciences into practice in their role as teachers of medicine. Description: Teaching and Learning Department Capstone Project 2013-03-25T05:00:00Z