Sisters Chapel at Spelman College, Atlanta, GA

Benjamin Markham

doi:10.1121/1.4786513

APA Presents Highest Honor to Spelman College President

PsycEXTRA Dataset ◽

10.1037/e522032014-001 ◽

2014 ◽

Keyword(s):

College President ◽

Spelman College

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Using Facebook Groups to Encourage Science Discussions in a Large-Enrollment Biology Class

Journal of Educational Technology Systems ◽

10.1177/0047239516675898 ◽

2017 ◽

Vol 46 (1) ◽

pp. 103-136 ◽

Cited By ~ 4

Author(s):

Aditi Pai ◽

Gene McGinnis ◽

Dana Bryant ◽

Megan Cole ◽

Jennifer Kovacs ◽

...

Keyword(s):

Lessons Learned ◽

Social Networking Site ◽

Popular Media ◽

News Article ◽

Student Body ◽

Spelman College ◽

Biology Class ◽

Science News ◽

Large Enrollment

This case study reports the instructional development, impact, and lessons learned regarding the use of Facebook as an educational tool within a large enrollment Biology class at Spelman College (Atlanta, GA). We describe the use of this social networking site to (a) engage students in active scientific discussions, (b) build community within the student body in class, and (c) promote communication between students and instructors. To achieve this, we created a Facebook Group page that students were required to join and use to complete the main assignment of this class, which was to read, discuss, and write about a science news article in the popular media. Overall, we find that Facebook, due to its popularity with students and its informal nature, is very effective in engaging them.

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Decoding Black Iconography

Journal of Global Postcolonial Studies ◽

10.5744/jgps.2020.1005 ◽

2020 ◽

Vol 8 (1) ◽

Author(s):

Alix Pierre

Keyword(s):

Visual Culture ◽

African Diaspora ◽

Women Artists ◽

Liberal Arts ◽

Critical Examination ◽

First Year ◽

Women's College ◽

First Year Students ◽

Pedagogical Tool ◽

Spelman College

The paper examines how the Spelman College Museum of Fine Art, the only one in the country dedicated to the work of African descended women artists, is used as a pedagogical tool in the interdisciplinary African Diaspora and the World course to help students further explore the depiction and visualization of diasporan aesthetics during their matriculation. From a visual culture perspective, this is a critical examination of the process of looking among non-art major college goers. The emphasis of the analysis is on the perceiver or the “educand” as Paulo Freire puts it, and ways she is trained to visually represent Africa and its diasporas. The article discusses how the subjects, first year students at a black liberal arts women’s college, are taught to construct meaning from and respond to imagery made by women artists from the diaspora. At the heart of the study is the response of the perceivers, through an Audio Narrative assignment, to artefacts that communicate an African and Afro-descended iconography.

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