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This article presents the institutional and historical context, methods, findings, and action-consequences of ‘Our HMoob American College Paj Ntaub,’ a qualitative, student-led Participatory Action...

One of the problematic features of the “skills discourse” is the view that skills are decontextualized bits of knowledge and disposition. Instead, how skills such as communication are defined and used are shaped by cultural, political, and situational factors. In this article, we integrate theory from communication studies, critical discourse analysis, and cognitive anthropology to examine how 96 students, educators, and employers in nursing and engineering define and describe communication skills. Thematic and social network analyses revealed multiple “genres” of communication, their association with specific situations, variation in the structure of situated notions of communication by role group, and cultural models underlying their use. Results suggest new approaches for research and practice regarding teaching and cultural diversity in higher education.

Employability skills are being on time, coming to work every day—just the rules of the work force—and soft skills are how you operate, on a personal level, with your supervisors and colleagues.You ...

This article uses ethnographic data to examine the schooling experiences of Latinx emergent bilinguals and the educators who worked with them at a mid-size high school in a small Wisconsin city. Us...

This interview-based study explores the nature of reflective practice among postsecondary faculty by examining the types of teaching-related data faculty use during their reflection, their reflecti...

This exploratory practice research is a collaborative effort by five university ESL instructors to investigate how students in their program's advanced writing course view, respond to, and make meaning of the feedback they receive. Through semistructured interviews with focus groups, this research aims to provide students with a forum to express their perceptions, opinions, and insights. The teacher-researchers found that participants' relationship with feedback consisted of a set of interactions with the comments and text on the writing assignment itself, with classmates during peer review, and with the instructor during personal communication. Through examining these interactions, the teacher-researchers found that student views of feedback were often driven by an emotional response that was heavily influenced by grades and the teacher's written comments. Students had mixed, and often negative, reactions to receiving feedback from peers, but they spoke positively of their one-on-one interactions with their instructors. In response to their findings, the teacher-researchers reflect on their own practice and pose questions to the field at large. They conclude by urging other teachers and administrators to create more space for students to voice their views and insights.