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1	Learning Analytics: A Classroom Response System’s impact on Summative Assessment
	Tucker, Eric J.
	In: SoTL Commons Conference (2022)
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2	Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
	Shin, Ji Hye; Choi, Jayoung; Khote, Nihal...
	In: SoTL Commons Conference (2022)
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3	Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
	Moore-Jones, P. J.
	In: Journal of Global Education and Research (2022)
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4	The Insistence of Inclusion: The Black Excellence Project
	St. Vil, Cassandra
	In: Early College Folio (2021)
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5	Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
	Van Winkle, Kristina A.
	In: All Antioch University Dissertations & Theses (2021)
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6	When the Teacher is the Token: Moving from Antiblackness to Antiracism
	Whitaker, Manya C.
	In: Northwest Journal of Teacher Education (2021)
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7	Strategies for Raising Low Test Scores of Minority Students
	Mcclendon, Shanika Y
	In: Masters Theses (2021)
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8	The School Wellness Wheel: Re-Configuring Schools to Become Healing & Resiliency Centered Organizations
	Ruyle, Michael A
	In: National Youth Advocacy and Resilience Conference (2021)
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9	Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
	Aronson, Brittany A; Enright, Esther A.; Amatullah, Tasneem
	In: Excelsior: Leadership in Teaching and Learning (2021)
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10	An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
	Quarells, Taheesha
	In: Dissertations (2021)
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11	Examining Ideologies of Homogeneity and Pluralism in the United States.
	Wibel, Eli
	In: Student Research and Creative Activity Fair (2021)
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12	Connecting to Place: A City as Text™ Assignment Sequence
	Quay, Sara
	In: Chapters from NCHC Monographs Series (2021)
	Abstract: Educators need to ‘begin again,’ to put aside old assumptions and look at themselves and their world with new eyes. They need to achieve the freedom to redefine civic opportunities and responsibilities. City as Text provides a preparation, format, and philosophy for accomplishing this exciting and formidable task. —Gladys Palma de Schrynemakers, 2014 If, as Gladys Palma de Schrynemakers asserts, City as Text™ (CAT) has the power to “redefine civic opportunities and responsibilities” (99), then the heart of that work lies in CAT pedagogy’s carefully crafted link between site-specific observations and written reflections. Schrynemakers goes on to claim that civic engagement “can be reached if students are encouraged to become active learners and are immersed in an environment where they reflect on their experiences and analyze who they have become as a result of understanding the lives they live” (95). CAT’s sequence of assignments, which are used in honors semesters, winterims, and Faculty Institutes, does just this: sending students into the local environment as explorers, followed by prompted written reflections on those experiences (Braid). The three-assignment sequence includes 1) The Walkabout and Initial Impressions Writing Assignment; 2) The Exploration and Observation Essay Assignment; and 3) The Extended Exploration and Turning Point Essay Assignment. Each pair, along with the sequence as a whole, builds students’ ability to conduct site-specific observations that increase their understanding of the places in which they find themselves as well as, in Schrynemakers’s words, “the lives they live” (95).
	Keyword: Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Administration and Supervision; Educational Methods; Higher Education; Higher Education Administration; Liberal Studies; Social and Philosophical Foundations of Education
	URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1098&context=nchcmonochap https://digitalcommons.unl.edu/nchcmonochap/97
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13	Teacher Unrest in West Virginia, 2018-2019
	Reed, Lindsey D.
	In: Theses, Dissertations and Capstones (2020)
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14	Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
	Ludwig, Lynn O., Dr.
	In: SoTL Commons Conference (2020)
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15	But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
	Gillmore, Marina V
	In: National Youth Advocacy and Resilience Conference (2020)
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16	Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
	Battaglia, Dana
	In: SoTL Commons Conference (2020)
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17	Unblock Metacognitive & Technical Bottlenecks of USAFA Intermediate Chinese Learners
	Wang, Jue, Dr.
	In: SoTL Commons Conference (2020)
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18	Mapping Narrative Transactions: A Method/Framework for Exploring Multimodal Documents as Social Semiotic Sites for Ethnographic Study
	Anderson, Anne W.. - : Digital Commons @ University of South Florida, 2020
	In: Graduate Theses and Dissertations (2020)
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19	Building Honors Contracts: Insights and Oversights -- Introduction
	Miller, Kristine
	In: Chapters from NCHC Monographs Series (2020)
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20	Early Impact: Assessing Global-Mindedness and Intercultural Competence in a First-Year Honors Abroad Course
	Carignan, Michael; Vandermaas-Peeler, Maureen
	In: Chapters from NCHC Monographs Series (2020)
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