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Using Service Learning to Teach Graduate Students about Grant Writing for Culture
Title
Using Service Learning to Teach Graduate Students about Grant Writing for Culture: Does it work?.
Creator
Cuyler, Antonio C.
Abstract/Description
Scholarly literature exists on teaching grant proposal writing in higher education settings and on the use of service learning to enhance this teaching. However, almost no literature is available on the teaching of grant proposal writing in the cultural sector and the use of service learning to achieve this educational aim. This study surveyed graduate students (N=40) to answer the research question, “Does service learning help graduate students learn how to write grant proposals for the...
Show moreScholarly literature exists on teaching grant proposal writing in higher education settings and on the use of service learning to enhance this teaching. However, almost no literature is available on the teaching of grant proposal writing in the cultural sector and the use of service learning to achieve this educational aim. This study surveyed graduate students (N=40) to answer the research question, “Does service learning help graduate students learn how to write grant proposals for the cultural sector?” In addition to assessing students’ acquisition of Grant Professionals Certification Institute (GPCI) competencies 1, 2, 3, 4, and 9, this study measured the benefits students gain when an educator used service learning to teach a graduate course on “Grant Writing & Development in the Arts.” The study also identified ways to improve the service learning experience for students.
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Date Issued
2017
Identifier
FSU_libsubv1_scholarship_submission_1511970953_cde5e55e
Format
Citation
Needles and Scraps
Title
Needles and Scraps: Using Collaborative Autoethnography and Visual Storytelling to Rewrite the Dominant Narrative of Black Children in Public Schools.
Creator
McNair, Jaye-Tremille, Shields, Sara Scott, McGregory, Jerrilyn, Broome, Jeffrey L., Cuyler, Antonio C., Florida State University, College of Fine Arts, Department of Art Education
Abstract/Description
This study forms a meta-narrative exploring the educational experiences of Black and Brown elementary students in public schools. The goal is to decenter and dismisses racism and mis-education frequently found in majoritarian stories using methods similar to Faith Ringgold's art and artistic processes. Together students and teacher crafted a telling of Black and Brown elementary school students' stories. Storytelling is both my research content and approach. The goal is to create a positive...
Show moreThis study forms a meta-narrative exploring the educational experiences of Black and Brown elementary students in public schools. The goal is to decenter and dismisses racism and mis-education frequently found in majoritarian stories using methods similar to Faith Ringgold's art and artistic processes. Together students and teacher crafted a telling of Black and Brown elementary school students' stories. Storytelling is both my research content and approach. The goal is to create a positive narrative about Black and Brown students' culture in public school settings. Informed by Paulo Freire's (1993) Critical Pedagogy, Critical Theory and Critical Art a category I have defined as a composition of visual elements that are composed to engage and/or provoke the viewer to examine, critique, or question her reality, we offer a critical perspective on social issues, provokes thought, conversation, and action on a personal, communal, or global level to help in gaining freedom, justice, or equality. Race, gender, poverty, identity and education are common and important considerations in this category. The resulting written and visual meta-narrative presents a new perspective, giving way to a deepened understanding of the educational experiences of African American children public K-8 school (Barone & Eisner, 2012).
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Date Issued
2018
Identifier
2018_Fall_McNair_fsu_0071E_14843
Format
Thesis
Factors of satisfaction in Arts Management Internships
Title
Factors of satisfaction in Arts Management Internships.
Creator
Cuyler, Antonio C.
Abstract/Description
This quantitative study investigated the research question, what factors lead to satisfaction in arts management internships? Based on the results of the study, job characteristics such as skill variety, task identity, task significance, autonomy, and feedback, and work environment characteristics such as learning opportunities, supervisory support, career development opportunities, co-worker support, and organization satisfaction are the greatest factors of satisfaction in arts management...
Show moreThis quantitative study investigated the research question, what factors lead to satisfaction in arts management internships? Based on the results of the study, job characteristics such as skill variety, task identity, task significance, autonomy, and feedback, and work environment characteristics such as learning opportunities, supervisory support, career development opportunities, co-worker support, and organization satisfaction are the greatest factors of satisfaction in arts management internships. These results challenge previous studies (Cuyler XXABSTRACT Hodges, 2016; Cuyler XXABSTRACT Hodges, 2015; and Cuyler, Hodges, XXABSTRACT Hauptman, 2013) that suggested that compensating interns will increase their satisfaction with arts management internships. The results of this study indicate that cultural organizations can significantly increase their interns’ satisfaction with their internships by assigning them meaningful tasks and cultivating a collegial work environment. This study has implications for the conceptualization, design, and management of internships in cultural organizations.
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Date Issued
2018-12-14
Identifier
FSU_libsubv1_scholarship_submission_1548199753_8627f68b, 10.30819/cmse.2-2.04
Format
Citation
Efficacy of Using Service Learning to Teach about Social Justice Issues in the US Cultural Sector
Title
The Efficacy of Using Service Learning to Teach about Social Justice Issues in the US Cultural Sector.
Creator
Cuyler, Antonio C.
Abstract/Description
Over the last seven years, the US sector primarily concerned with arts and culture has increasingly focused on social justice issues. However, scholars have rarely empirically examined if and how arts management educators teach about social justice issues. Therefore, this participant-oriented evaluation investigated the efficacy of using service learning with a culturally specific arts organization to teach graduate students about social justice issues. Based on an analysis of the...
Show moreOver the last seven years, the US sector primarily concerned with arts and culture has increasingly focused on social justice issues. However, scholars have rarely empirically examined if and how arts management educators teach about social justice issues. Therefore, this participant-oriented evaluation investigated the efficacy of using service learning with a culturally specific arts organization to teach graduate students about social justice issues. Based on an analysis of the quantitative data, this evaluative study determined that service learning with a culturally specific arts organization is an effective approach to teach graduate students about social justice issues, as well as principles of socially responsible arts administration. Given the results, this study has implications for graduate curricula and experiential education in arts administration.
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Date Issued
2018
Identifier
FSU_libsubv1_scholarship_submission_1548444577_5ae1a085, 10.18848/2326-9960/CGP/v13i04/19-28
Format
Citation