Students meet periodically on campus and complete the rest of their courses together online.
Published in Chapter:
Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program
Natalia Coleman (New Jersey City University, USA), Donna M. Farina (New Jersey City University, USA), and Leonid Rabinovich (New Jersey City University, USA)
Copyright: © 2017
|Pages: 22
DOI: 10.4018/978-1-5225-0892-2.ch002
Abstract
New Jersey City University (NJCU) ranks in the top hundred most diverse institutions of higher education in the country. NJCU's mission is “to provide a diverse population with an excellent university education.” Its undergraduate population is 25% White, 21% Black, 35% Hispanic, and 9% Asian; many NJCU students do not speak English as their first language. This chapter will highlight learner-centered pedagogical practices in three distinct disciplines and at three levels in higher education: undergraduate STEM education (science, technology, engineering, and mathematics); graduate ESL, bilingual, and world language teacher education; and educational technology leadership in a new doctoral program. The pedagogical practices described all share a common goal: to allow multilingual, multicultural, and nontraditional students to fully engage and demonstrate their growing knowledge of content as well as their ability to think critically—to ensure their success in future academic work and careers.