by Buffie Longmire-Avital As of 2017, 41- 43% of full-time undergraduates who are between the ages of 16 – 24 – and who are not considered heads of households or supporting dependents – are working. When comparing the rates of …
by Paula Rosinski and Julia Bleakney In this blog, one in a series on topics connected to the 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency, we review the motivations, questions, methods, and populations …
by Julia Bleakney and Paula Rosinski In this blog, one in a series on topics connected to the 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency, we explore new possibilities for research methods that …
by Ketevan Kupatadze In this post I focus on Teaching and Learning Together in Higher Education (TLTHE)’s recently published issue entirely dedicated to student perspectives on pedagogical partnerships. As student-faculty partnership becomes part of institutional teaching and learning cultures around …
by Eric Hall, Hannah Bellwoar, and Sophia Abbot Based on an extensive review of literature on Undergraduate Research mentoring, Jenny Olin Shanahan, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington (2015) identified ten salient practices of mentoring that offer …
by Buffie Longmire-Avital I was a working learner. Working learners refer to students who need to work. In a 2015 report from Georgetown’s Center on Education and the Workforce, Carneval, Smith, Melton and Price found that approximately 40% of all …
By Eric Hall Early one morning a few weeks ago, I was perusing LinkedIn because I was having trouble falling back to sleep after one of my children woke up early and needed consoling. While I was scrolling through my …
by Sophia Abbot The reality of intensive pedagogical partnership programs is that there will always be more willing and capable students than there is room to partner. On a mathematical level, this makes sense. There are far fewer faculty at …
by Sophia Abbot and Ketevan Kupatadze As instructional partnerships continue to develop, we wonder: (How) might partnership be embraced as an ethos and culture within the institution of higher ed, while continuing to push on the traditionalist fabric of these …
by Buffie Longmire-Avital Steeped in critical race theory (CRT), Yosso’s (2005) work presents a helpful framework for recognizing the capital that HURMS bring to a mentored relationship, more specifically the undergraduate research (UR). In applying CRT, Yosso expands the default assumptions …