NLGL and the Creative Synthesis project:
All graduating students in the New Literacies and Global Learning (NLGL) graduate program at NC State University's College of Education complete a "Creative Synthesis project" that demonstrates the academic learning, professional development, and pedagogical growth they have achieved during their coursework. The project is designed to synthesize learning across a Masters student's courses, resulting in a digital portfolio product:
All graduating students in the New Literacies and Global Learning (NLGL) graduate program at NC State University's College of Education complete a "Creative Synthesis project" that demonstrates the academic learning, professional development, and pedagogical growth they have achieved during their coursework. The project is designed to synthesize learning across a Masters student's courses, resulting in a digital portfolio product:
The compelling question:
This summative project is to be centered on a compelling question that the student's work has led them to be able to answer. One of the program's professors, Dr. Carol Pope, has described the compelling question as "The question you wanted to answer when you entered your Masters program." For me, this was clear: "How can I teach my High School science classes as globally and culturally responsive courses?" Truthfully, I did not know that was the question I was asking when I began my graduate work, but through my courses, I have come to realize the scholarly vocabulary, educational philosophy, and theoretical foundations upon which my original interests were built.
An introduction to my work:
Reflecting back on the last five years of graduate coursework, I have identified four key themes in my understanding of globally and culturally responsive pedagogy. These include social diversity among American students; connections between these students, their classrooms, their local communities, and their global community; the technological innovations and constant connectivity that have changed our global society and how these developments are effecting our students' lives and learning; the roles of teachers as scholars, researchers, and leaders to learn and grow in response to the everchanging realities of the classrooms in which we work.
This summative project is to be centered on a compelling question that the student's work has led them to be able to answer. One of the program's professors, Dr. Carol Pope, has described the compelling question as "The question you wanted to answer when you entered your Masters program." For me, this was clear: "How can I teach my High School science classes as globally and culturally responsive courses?" Truthfully, I did not know that was the question I was asking when I began my graduate work, but through my courses, I have come to realize the scholarly vocabulary, educational philosophy, and theoretical foundations upon which my original interests were built.
An introduction to my work:
Reflecting back on the last five years of graduate coursework, I have identified four key themes in my understanding of globally and culturally responsive pedagogy. These include social diversity among American students; connections between these students, their classrooms, their local communities, and their global community; the technological innovations and constant connectivity that have changed our global society and how these developments are effecting our students' lives and learning; the roles of teachers as scholars, researchers, and leaders to learn and grow in response to the everchanging realities of the classrooms in which we work.
Included on the following webpages are reflections and artifacts of the work I have accomplished as a graduate student,
and explanations of how these artifacts reflect the scholarship, philosophy, theory, and practice of
globally and culturally responsive teaching.
and explanations of how these artifacts reflect the scholarship, philosophy, theory, and practice of
globally and culturally responsive teaching.