Pedagogy and Curriculum in K-12, Higher Education, and the Field

Presentation Location

David Student Union: Jefferson Room

Document Type

Event

Start Date

15-3-2024 10:30 AM

End Date

15-3-2024 12:30 PM

Description

(Kiley Molinari, Session Chair)

  • Kiley E. Molinari, Megan C. Haggard, and Stephanie H. Williams (Francis Marion University). "We Were Building the Airplane as we Were Flying it”: Pee Dee Educator’s Responses to Student Learning During and After the Covid-19 Pandemic
    While the Covid-19 Pandemic may be over in the sense of classrooms full of social distancing, online or hybrid learning, and clear plastic dividers between desks, many educators across the United States are still feeling the effects. This research, focusing primarily on the Pee Dee region of South Carolina, was collected through surveys and open-ended interviews from teachers and school counselors to further look at their experiences with students throughout the pandemic. By exploring Pee Dee teachers’ and counselors’ perceptions of the pandemic’s impact on their students and teaching methods, particular attention to the similarities and differences between newer and more veteran educators were focused on. Some resulting themes concentrated specifically on changes in students and academic areas of concern, educator’s assistance provided outside the classroom, and observations surrounding emotional, social, and behavioral changes of students.
  • Mae Rohlk and Scott London (Randolph-Macon College). An Ethnographic Exploration of Sexual Assault Dynamics on a Liberal Arts Campus: A Peer-Led Inquiry
    This study uses a peer-to-peer ethnographic interviewing model to investigate the culture of sexual assault on the campus of a small southeastern liberal arts college. The project builds on previous survey-based data at the institution that examined rape myth adherence and the persistence of campus assaults despite years of sexual assault awareness training and interventions, as well as an apparent shift in public discourse in support of stronger measures. The current investigation employs ethnographic methods to develop a more holistic portrait of the campus culture to shine a light on both successes and failures. The interviews focus on the interconnections among gender roles, partying, substance use and abuse, and sexual behavior as a backdrop for understanding when violence occurs and how it is avoided or challenged. While the data are limited, the paper also takes a preliminary look at the attitudes and experiences of LGTBQ students that challenge conventional insights into the relationship between sex and violence. Drawing on these findings, the authors make recommendations for how sexual assault policies can be changed, and how campus cultures can be transformed, in order to reduce or eliminate sexual violence.
  • Mandy Muise (Vanderbilt University). Centering Teacher Agency: Classroom Advocacy within the "New" Latinx South
    Drawing upon fieldwork conducted at a public high school in Charlotte, NC, this paper interrogates the relationship between teacher agency, school demographics, and policy/curriculum restrictions within a classroom setting. In doing so, it seeks to emphasize the myriad ways in which teachers are continually called (and are being trained) to address educational inequities from underresourced, curriculum-bound positions. Beyond agency, this paper takes seriously the issue of teacher burnout and the high turnover rates that result, paying particular attention to the invisible tax placed upon multilingual and/or BIPOC educators. By drawing upon this Charlotte-based case study, scholarly conversations around the idea of a “New” Latinx South are entangled within this discussion. As such, this paper attempts to navigate the realities of demographic change within the realities of social and political (un)making of Latinx belonging.

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Mar 15th, 10:30 AM Mar 15th, 12:30 PM

Pedagogy and Curriculum in K-12, Higher Education, and the Field

David Student Union: Jefferson Room

(Kiley Molinari, Session Chair)

  • Kiley E. Molinari, Megan C. Haggard, and Stephanie H. Williams (Francis Marion University). "We Were Building the Airplane as we Were Flying it”: Pee Dee Educator’s Responses to Student Learning During and After the Covid-19 Pandemic
    While the Covid-19 Pandemic may be over in the sense of classrooms full of social distancing, online or hybrid learning, and clear plastic dividers between desks, many educators across the United States are still feeling the effects. This research, focusing primarily on the Pee Dee region of South Carolina, was collected through surveys and open-ended interviews from teachers and school counselors to further look at their experiences with students throughout the pandemic. By exploring Pee Dee teachers’ and counselors’ perceptions of the pandemic’s impact on their students and teaching methods, particular attention to the similarities and differences between newer and more veteran educators were focused on. Some resulting themes concentrated specifically on changes in students and academic areas of concern, educator’s assistance provided outside the classroom, and observations surrounding emotional, social, and behavioral changes of students.
  • Mae Rohlk and Scott London (Randolph-Macon College). An Ethnographic Exploration of Sexual Assault Dynamics on a Liberal Arts Campus: A Peer-Led Inquiry
    This study uses a peer-to-peer ethnographic interviewing model to investigate the culture of sexual assault on the campus of a small southeastern liberal arts college. The project builds on previous survey-based data at the institution that examined rape myth adherence and the persistence of campus assaults despite years of sexual assault awareness training and interventions, as well as an apparent shift in public discourse in support of stronger measures. The current investigation employs ethnographic methods to develop a more holistic portrait of the campus culture to shine a light on both successes and failures. The interviews focus on the interconnections among gender roles, partying, substance use and abuse, and sexual behavior as a backdrop for understanding when violence occurs and how it is avoided or challenged. While the data are limited, the paper also takes a preliminary look at the attitudes and experiences of LGTBQ students that challenge conventional insights into the relationship between sex and violence. Drawing on these findings, the authors make recommendations for how sexual assault policies can be changed, and how campus cultures can be transformed, in order to reduce or eliminate sexual violence.
  • Mandy Muise (Vanderbilt University). Centering Teacher Agency: Classroom Advocacy within the "New" Latinx South
    Drawing upon fieldwork conducted at a public high school in Charlotte, NC, this paper interrogates the relationship between teacher agency, school demographics, and policy/curriculum restrictions within a classroom setting. In doing so, it seeks to emphasize the myriad ways in which teachers are continually called (and are being trained) to address educational inequities from underresourced, curriculum-bound positions. Beyond agency, this paper takes seriously the issue of teacher burnout and the high turnover rates that result, paying particular attention to the invisible tax placed upon multilingual and/or BIPOC educators. By drawing upon this Charlotte-based case study, scholarly conversations around the idea of a “New” Latinx South are entangled within this discussion. As such, this paper attempts to navigate the realities of demographic change within the realities of social and political (un)making of Latinx belonging.