A Wellness-Centered Approach to First-Year Composition: Curriculum Design and Course Management Strategies for Promoting Students' Rhetorical Knowledge and Personal Self-Awareness

CEA Critic ◽  
2019 ◽  
Vol 81 (1) ◽  
pp. 11-16
Author(s):  
Mary K. Assad
Keyword(s):  
Curriculum Design ◽  
Management Strategies ◽  
First Year ◽  
Self Awareness ◽  
Course Management ◽  
First Year Composition ◽  
Composition Curriculum

scholarly journals Writing for Justice in First-Year Composition (FYC)

2020 ◽  
Vol 116 ◽  
pp. 26-36
Author(s):  
Shane A. McCoy
Keyword(s):  
Social Justice ◽  
Knowledge Transfer ◽  
Undergraduate Students ◽  
Curriculum Design ◽  
Theoretical Framework ◽  
First Year ◽  
Cognitive Schemas ◽  
First Year Composition ◽  
Curriculum Design And Development ◽  
Course Syllabi

Conceptualized as writing for justice, I offer close-scrutiny and analyses of teaching artifacts that animate my course syllabi in order to understand how first-year composition (FYC) courses might function as a vehicle for advancing social justice. Specifically, this essay offers a framework for enabling students with the critical capacities to transfer social justice knowledge from the classroom to the street. With close readings of my curricula and borrowing from the scholarship on knowledge transfer studies (Bawarshi & Reiff 2011; Beaufort 2007; Yancey 2011), I bridge the theoretical framework of writing for justice to a practice of writing for justice in curriculum design and development. As I argue here, this aspect of the curriculum provides the framework for crafting a FYC curriculum that aims to transform undergraduate students’ cognitive schemas by forming new “impressions” (Ahmed 2004) of social justice.

scholarly journals Transform Spatial: Making the Case for Spatial Thinking in Higher Education

2017 ◽  
Vol 4 (1) ◽  
pp. 59-78
Author(s):  
Alex Lowry
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Curriculum Design ◽  
Interdisciplinary Approach ◽  
White Paper ◽  
Interdisciplinary Studies ◽  
Spatial Thinking ◽  
First Year ◽  
First Year Composition ◽  
Composition Course

This white paper argues in favor of an interdisciplinary approach to curriculum design that places greater emphasis on spatial thinking in order to prepare students in higher education for life and careers in the 21st century. While part one of the paper outlines and supports various claims regarding spatial thinking, the second part of the paper proposes an intervention, and introduces the transformed curriculum of a compulsory first-year composition course that emphasizes spatial thinking and experiential learning. Crossing the Border: International Journal of Interdisciplinary Studies Vol.4(1) 2016: 59-78

Classroom Management Actions of Beginning Urban Teachers

2018 ◽  
Vol 54 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Andrew Kwok
Keyword(s):  
Classroom Management ◽  
Beginning Teachers ◽  
Management Strategies ◽  
First Year ◽  
Urban Teachers ◽  
First Year Teachers ◽  
Management Actions ◽  
Classroom Management Strategies ◽  
Video Recordings ◽  
Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

scholarly journals Creating Significant Learning Experiences for Clinical Reasoning by Physical Therapist Students

2019 ◽  
Author(s):  
Lois Stickley
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Curriculum Design ◽  
Clinical Decision Making ◽  
Physical Therapist ◽  
Learning Experiences ◽  
First Year ◽  
Clinical Decisions ◽  
First Year Students ◽  
Significant Difference

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.

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