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Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program

Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program

Natalia Coleman, Donna M. Farina, Leonid Rabinovich
Copyright: © 2017 |Pages: 22
ISBN13: 9781522508922|ISBN10: 1522508929|EISBN13: 9781522508939
DOI: 10.4018/978-1-5225-0892-2.ch002
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MLA

Coleman, Natalia, et al. "Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program." Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, edited by Jared Keengwe and Grace Onchwari, IGI Global, 2017, pp. 23-44. https://doi.org/10.4018/978-1-5225-0892-2.ch002

APA

Coleman, N., Farina, D. M., & Rabinovich, L. (2017). Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development (pp. 23-44). IGI Global. https://doi.org/10.4018/978-1-5225-0892-2.ch002

Chicago

Coleman, Natalia, Donna M. Farina, and Leonid Rabinovich. "Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, edited by Jared Keengwe and Grace Onchwari, 23-44. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0892-2.ch002

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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.

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