In this paper, we reflect on the development, integration, and implementation of a course-based, primary data collection fieldwork project for undergraduate anthropology students at the University of Guelph. Integrated across three courses taught between January-April 2022, we developed this project to provide students with the opportunity to build research skills and to broaden their understandings of how anthropological methods can be mobilized in timely, immediate ways, while at the same time engaging with diverse lived realities of the COVID-19 pandemic and lockdowns. We point to key factors that allowed for the success of this pedagogical experiment, which include established high levels of trust among involved faculty members; careful attention to timelines and organization; the distribution of project work among the faculty team; and choosing a topic that was timely, relevant, and engaging for students.

pdf/multi-course-and-faculty-student-collaboration-reflections-3jhyrog25h.pdf

Multi-Course and Faculty-Student Collaboration: Reflections on Implementing a Qualitative Research Project with Undergraduate Students

ABSTRACTThis article presents a multi-layered approach to mentoring within an urban secondary teacher education program in the mid-southern United States. The featured case focuses on Science, Technology, Engineering and Mathematics (STEM), although multi-layered mentoring could occur in other subject areas or in general preservice teacher education. The goal is to address the shortage of qualified teachers in the school districts in one of the largest, most diverse American metropolises. This narrative inquiry research captures preservice teachers' experiences of multi-layered mentoring in the form of exemplars. The evidence for the narrative exemplars is produced by the interpretive tools of broadening, burrowing and storying/restorying. Broadening captures the case’s research backdrop (i.e., history, events); burrowing digs deeply into individuals’ experiential narratives; and storying/restorying captures changes that happened over time and place. Three themes emerged from the case's four exemplars: 1) interactions in knowledge communities, 2) trying on of future selves, and 3) engaging in inquiry. The experience-rich exemplars, along with these common overarching themes, distinguish the multi-layered mentoring approach. In the spotlighted case, 88% of those who graduated from the secondary STEM preservice education program were retained over a 5-year period, which exceeds the retention rates of the participating urban school districts.KEYWORDS: Mentoringmulti-layered mentoringinformal mentoringformal mentoringteacher educationhigher education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the U.S. National Science Foundation [1240083, 1557309, 1644191, 1759454, 1950036]. 

Multi-layered mentoring: exemplars from a U.S. STEM teacher education program

This chapter examines strategies implemented to increase a sense of community for faculty and students in an online graduate engineering program. Facilitating community sites of interaction and shared knowledge creation—elements of the community of practice (CoP) framework—comprised the most valued additions for members of the learning community. With these improved sites of interaction, faculty and students benefited from participation in the learning community with their online peers and contributed to a community of practice in their degree program. Early data and outcomes suggest that higher education administrators can implement specific strategies to increase learners' and teachers' sense of community, facilitating engagement with the school, academic programs, and peers despite being geographically dispersed. 

Remote Community Engagement in Higher Education

When the COVID-19 pandemic required all higher education learning to move to remote or online formats, students were challenged to maintain a sense of community and to advance in their education. By focusing on the immediate, human needs of students, IdeasCongress - a community-engaged experiential learning course with a curricular emphasis on transferable skills - flourished in the remote synchronous format. The only significant change was to shift the topic of the course to #RecoverTogether to guide our students in imagining a path through the pandemic while supporting local charities by developing plans for mitigating the impact that the pandemic was having on their service model. This paper outlines a case study of the course and reflections upon the experience of teaching during the pandemic restrictions, supported by student feedback from the September-December (Fall) 2020 semester. Based on this evidence, the approach appeared to be effective for student retention and engagement, and increased student feelings of connectedness to both the campus and the local community. The paper highlights key lessons learned while teaching and learning during challenging times and describe the teaching approaches used to support students.

/pdf/transdisciplinary-community-engaged-pedagogy-for-4asaqnbx3x.pdf

Transdisciplinary, Community-Engaged Pedagogy for Undergraduate and Graduate Student Engagement in Challenging Times

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Transdisciplinary, Community-Engaged Pedagogy for Undergraduate and Graduate Student Engagement in Challenging Times