Browsing by Author "Lemon, Mike"
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Item Learning frameworks and retention in community college(2022-05) Flowers, Melinda; Myers, Melinda M.; Greenhalgh-Spencer, Heather; Duemer, Lee; Dwyer, Jerry; Lemon, MikeInstitutions of higher education place a high priority of retaining students. Multiple programs from orientation programs, tutoring, learning communities, mentoring, and other efforts are provided for students from institutions because the academic success of their students has a positive impact on retention. Through these efforts, institutions seek a return on their investment, which can also lead to better equipped employees seeking employment based on completion of a certificate or program of study. Retention has a clear benefit economically and through furthering their personal development of workplace skills and enhancing their career possibilities as well as earning potential. The purpose of this mixed methods study was to see if the Learning Framework course (EDUC 1300/PSYC 1300) had an impact on retention at community colleges in Texas. Limited research on the Learning Frameworks prompted this study. Surveys were sent to the community colleges who offered the Learning Framework course. Additionally, this study was an examination of the learning objectives of the Learning Framework course to see if they could be added to other core courses with the same results on retention as those of the actual Learning Framework course. After completing the surveys, interviews were conducted to allow clarifications of additional outcomes from the learning objective and to increase the data through qualitative data. Limited research on the Learning Frameworks prompted this study. The mixed method study used a survey sent to community college leaders, course developers, and instructors of the Learning Framework course. Interviews were also conducted with select survey members who volunteered to be interviewed. The surveys and the interviews were compared to clarify which learning objectives were most common among community colleges and which were most beneficial. Findings from this study include least and most beneficial learning objectives, the impact on students who are retained, and whether these learning objectives could be included in other core courses.Item Session F - Engaging Nature in New Territories: Perspectives in Environmental Pedagogy(Texas Tech University Libraries, 2017-04-22) Morgan, Luke; Lemon, Mike; Morris, ScottLuke Morgan, Texas Tech University, "Hope and Speculative Territories: A Heuristic for Effective Environmental Literature Pedagogy" Mike Lemon, Texas Tech University, "Pin It: Digital Mapping and Online Anthologies as Mediated Space in Nature Writing Curriculum" Scott Morris, Texas Tech University, "Looking for Squirrels: The Video Essay as a Way of Seeing Nature"Item Writing from the Margins: Transregional Approaches to Fin de Siècle American Literature(2018-05) Lemon, Mike; Spurgeon, Sara; Samson, John; Barrera, CordeliaIn this project, I investigate how regional American literatures between the mid-nineteenth and early twentieth centuries create transregional discourses. A loan word from world history, transregionalism identifies economic and cultural connections across large geospatial regions. A transregional approach to American literature would serve a similar purpose, albeit at smaller spatial and cultural scales within the United States. To demonstrate these cultural discourses across regions, I propose to analyze how Theodore Dreiser, María Amparo Ruiz de Burton, Mary Austin, and Frances E. W. Harper discuss spatial and generic movements within their fiction. For the first analysis, transregional approaches to American literature uses spatial theory and critical regional studies to investigate the production of space in regional American texts. By production of space, I refer to Henri Lefebvre’s famous declaration that space is socially produced. In the nineteenth-century U.S., authors and citizens had competing social scales and identities, with the national subjective perceiving citizenship through racial, socioeconomic, and gendered identity markers. Regions become counternarratives to this construction; therefore, in those cultural spaces, authors often combat the perception of American citizenry as white middle-class, and male. The authors plot their criticisms through spatial movement within and between regions, as well as discussions of spatial transformations. For the second analysis, transregional approaches to American literature demonstrates the permeable boundaries of late nineteenth to early twentieth centuries literary genres. American authors crafted and experimented in various literary genres during the early postbellum decades. Genres that emerged during these formative years include realism, naturalism, and early experimentations with American modernism. Another literary experimentation—regionalism—begins as a hybrid genre that mixes antebellum romanticism and postbellum realist qualities. I concur with other literary critics that regionalism grants authorial space for minority and oppressed voices. In this way, regionalism allows authors to comment on American culture.