GEDI / Grad 5114 – Fall 2015
Mark C. Carne, author of “Setting Student’s Minds on Fire” opens by addressing the national deficiency in higher education access. Why are enrollment numbers so low in the United States? Carne claims that the reason isn’t insufficient funding alone. He goes on to emphasize that the true reason that more people don’t have degrees is lack of […]
My first experience in a formal teaching environment was as a substitute teach for Loudoun County Public Schools. I was a freshman at the time, and my teaching experience was limited to swimming lessons and babysitting. I had to eat lunch in the teacher’s lounge with the AP History teacher I had the year before. […]
The author W. Gardner Campbell seems to be critiquing the arcane strategies our education uses to “cut costs and increase access”. He disparages “click-counts” and login tracking for being impersonal means for measuring student involvement and comprehension. In a larger classroom environment, these can be efficient tools for preventing students from slipping under the radar. […]
The author W. Gardner Campbell seems to be critiquing the arcane strategies our education uses to “cut costs and increase access”. He disparages “click-counts” and login tracking for being impersonal means for measuring student involvement and comprehension. In a larger classroom environment, these can be efficient tools for preventing students from slipping under the radar. […]
In this segment, Shankar Vendantam, author of “The Hidden Brain” discusses the role the human subconscious plays in cultural stereotypes. Vendantam suggests that negative associations with certain races, genders and sexual preferences begin when we are very young. Not surprisingly, this is thought to be a result of parenting or upbringing, not genetic predisposition. Our subconscious […]
In this segment, Shankar Vendantam, author of “The Hidden Brain” discusses the role the human subconscious plays in cultural stereotypes. Vendantam suggests that negative associations with certain races, genders and sexual preferences begin when we are very young. Not surprisingly, this is thought to be a result of parenting or upbringing, not genetic predisposition. Our subconscious […]
In Riley’s article “What’s wrong with evidence?”, she unpacks the origin and long-term effects of “evidence-based practice” in STEM education. The author begins by describing how the idea of “evidence” is problematic, specifically in engineering education. Riley first presents the semantic difficulty of separating evidence from opinions or beliefs, and questions the qualifications of those making these […]
In Riley’s article “What’s wrong with evidence?”, she unpacks the origin and long-term effects of “evidence-based practice” in STEM education. The author begins by describing how the idea of “evidence” is problematic, specifically in engineering education. Riley first presents the semantic difficulty of separating evidence from opinions or beliefs, and questions the qualifications of those making these […]
Wesch begins his article by stating “Students are struggling to find meaning and significance in their education.” Gauged by involvement and engagement. Specifically, Wesch’s students complained about buying textbooks they never open, and feeling apathetic about assigned readings. These are certainly sentiments that are commonly expressed by students in higher education, I have often felt this […]
Wesch begins his article by stating “Students are struggling to find meaning and significance in their education.” Gauged by involvement and engagement. Specifically, Wesch’s students complained about buying textbooks they never open, and feeling apathetic about assigned readings. These are certainly sentiments that are commonly expressed by students in higher education, I have often felt this […]
