The Importance Of Scholarly Engagement

As teachers we should have the mindset of having a classroom culture that encourage curiosity in which students feel safe to engage in the activity or topic without fear of embarrassment or rejection. We need to design classroom practices around securing real engagement.(Wormeli,2014,p 27)

Institutions of higher education often struggle to find strategies that successfully engage students in learning. In the article “Faculty Work, Student Success,” Colleen Flaherty attempts to address this problem by analyzing the benefits that undergraduate research has on students and faculty. However, she points out that faculty have a hard time balancing the demands of focusing on teaching students while keeping up with research, without sacrificing the quality of one or both pursuits. Flaherty uses the College of New Jersey, as an example of an institution that took a risk and did a complete reformation of their curriculum focusing on the teacher-scholar model and undergraduate research (Flaherty, 2014). Since the implementation of the program in 2004, it had benefited both students and faculty alike such as increased retention and recruitment rates and increased student-faculty interactions (Flaherty, 2014). The new curriculum lightened the faculty teaching requirement to three courses a semester than were focused on undergraduate research and scheduled time to pursue their own research while encouraged to include students in that as well (Flaherty, 2014). While this new model has worked well for this university to engage students in learning through an emphasis on undergraduate research and balancing the faculty’s workload by changing their curriculum, this model may just not be feasible for some institutions since they vary greatly in size, focus, and resources, etc.

When using scholarly tone in your writing, it is one of the writing styles for when research is being used. Researching information scholarly tone is important to be clearly and concise, so that the reader actually can follow of the writing and understand what the research is about. I really do not know what my strengths are in my writing. I just really know what my weaknesses is and I just try to correct them. I just want to get better at academic writing and I just need to practice the writing style.

For more than two decades, school psychology has known about the necessity for, and importance of, developing multicultural competence (Fouad & Arrendondo, 2007). From research, ethics, and practice standards, school psychologists and other school personnel have been aware that an effective school professional is multiculturally competent and able to make sense of students’ sociocultural, socioracial, and sociopolitical backgrounds that present themselves within a classroom setting. Multiculturally competent professionals are informed as to which environmental, academic, and community factors combine to support all students’ learning and development across ages and abilities. Twenty-first century American schools are changing in dramatic ways partly because of shifting demographics in rural and urban communities and in public and private educational institutions, as well as among students who are homeschooled. These changes have produced a new generation of multilingual, multiracial children with racial, ethnic, cultural, and linguistic differences; multiple learning styles; native language learning; and changing family constellations. Some of today’s learners also come from families with multiple and/or generational family traumas and dysfunctions. These challenges and the shifts in student enrollment demographics are creating new demands on schools’ teaching and learning services.

In the article “Engaged Pedagogy,” the author, bell hooks, attempts to gain a relationship between professors and teachers with their students to create a comfortable environment in which learning can be fun and interactive. As an illustration, the author states that educators who are “vulnerable” activate students’ want to participate and share in the classroom. Considering this, educators who take risks in the classroom to help students strengthen their involvement are as hooks describes “wholly present in mind, body, and spirit” (hooks, page 3, paragraph 9). Anthony Majewski, a principal of Hill-Freedman practices this concept with his pursuit in expanding the middle school into a high school. At first, the students were skeptical on attending a new school, and Majewski looked to his students for ideas and decision-making help, and of course to

It is really good to attend this Scholarly Activity. I always think the nurse way to perform my daily basis. I always believe that I am professional so we can provide excellent service in m way. However, the patients and families can contribute materially to outcome improvements because of their specific knowledge of their illness and the experience of care. They bring in different aspects of care and the spaces that need to be improved. The best things of the value of patient and family voices can increase market share, reimbursement, reputation, and philanthropy. On the other hand, when you listen to patient and family voices, one can decrease error and waste and build a therapeutic relationship with them. It is such a fantastic experience

In Table 3.2, we tabulated the responses to the academic engagement portion of the survey. Again, the responses were overwhelmingly positive. However, there was some dissatisfaction with the areas of academic advising, faculty praise, and rewards. It is interesting to note that the DNIMAS students were rather critical in retrospect with themselves or their own selfevaluation.

I’ve always I thought I was a pretty good teacher. I’ve been selected as a STAR teacher and Teacher of the Year. But after reading Culturally Responsive Teaching and the Brain, I had to seriously self-reflect, and I came to the realization that if I had read and implemented the suggestions in the book perhaps I would have touched student’s lives on a deeper level, a long-term neurological life-changing level. My heart and intent were pure, but did I reach as many students as I could have? I have always been focused on getting my students to be interested in their studies and to give it their all. I’ve been told many times by them, “You do too much.” I took that as a compliment because I have always tried to motivate them to want to excel, not just in school, but in life. After reading Hammond’s book, I see that I must overhaul my thinking and my methods. By following the techniques suggested in Culturally Responsive Teaching and the Brain I can grow in my individual approach to each student and grow more confident that they can each reach and achieve their best.

As I finish up my practicum hours this week, I am amazed at how everything has come full circle. As someone who came into college with no clue of what I wanted to do after graduation, I found that the Office of Student Engagement allowed me to develop as a person and figure out the things that are most important to me. As I started to get more involved on-campus and take on more leadership roles, I started to gain an interest in working in the field of higher education in hopes to provide this same experience to other college students. By having the opportunity to work with Patrick Dezort, the Director of Student Development and Engagement at Felician University, as part of my Field Practicum in Psychology course, I was hoping to get

The development of students both inside and outside the classroom can best be nurtured through student affairs. As a student affairs practitioner, and former at risk student, I believe that a student’s engagement

Over the course of this spring semester, I have spent 40 hours volunteering at numerous locations. These locations include Lumpkin County, Interactive Neighborhood for Kids (INK!), the 2016 Science Olympiad, the Science Workshop, South Hall middle school parent nights and also field trips on the Gainesville Campus. As I observed at these locations and events, there is a great diversity of students, not only ethnically but learning styles, behaviors, motivation for success. There was also an array of age, gender, exceptionalities, socio-economic status (SES), cultural backgrounds along with many different educational aspects. I also had the privilege in some of these locations to witness parent involvement and reactions, which I think is very important in the education of students. In this class, we learned about educational psychology and how to incorporate it into our teaching, classrooms and even outside of our classrooms. I chose to discuss exceptional learners, student diversity and assessment. There are many factors that make a student care for education and furthering their education. I feel through the locations I was able to observe and the content of the course has helped me to find ways to better engagement for my classroom as a future educator. Hall County is where many of my observation hours were completed and also the county in which the University of North Georgia – Gainesville campus is. Hall county is populated by forty-seven percent of Caucasians. Hispanics

Between the 275,000 United State’s (U.S.) students in 2006 to 2009 who completed the High School Survey of Student Engagement (HSSSE), 65% reported that they were bored in school at least once a day and only 36% of the students reported that they went to school each day because they enjoyed it (Cooper, 2014). Many educators and researchers agree that students’ disengagement from schooling is one of the most immediate and tenacious problems which is conflicting because they have also identified positive correlations between school engagement and

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).

students are composed of many diverse groups of people together, which is a problem for teachers when providing lessons. However, engagement is best method or way for people to acquire knowledge. In schools, engagement is an important way that students acquire their education. When students and teachers are highly engaged in school, teachers are able to help students improve their learning. In the article "Student Engagement", the author pointed out that highly engagement between teachers and students help to reduce dropout rates and increased levels of student success. Also, the author believes it motivates the students keeping them interested in school and their education. (Sadker, M) The action of engagement it benefits both students and teachers. From the schools, teachers and educators point of view, it is important for teachers to engage students in the learning process, because it helps teachers to know and make sure the students are learning. In the "Teachers Engagement" article, the author explain the idea of teachers engage students in learning help students motivated and interested in school. Also, in the article, the author pointed out that most students are do not know purpose why they are in school, and teachers by engaging the students in school help students realize the purpose of education. (Kennedy, C) With those reasons, it shows that engagement it important for students and teachers in