What’s Growing in Our Victory Garden? Citizen Leaders

You see it on our street banners. You hear our students talking about it. It’s a part of Longwood from one end to the other. What is it?

Citizen leadership—which is the idea that everyone can be a leader in whatever circumstances they find themselves. In other words, you don’t have to be a CEO or a senator or a school principal to have a positive impact in your corner of the world. We instill this belief in your Lancers in numerous ways, but I want to share one example with you today that has a little bit of a twist.

It’s an English class titled 9/11: Loss and Redemption, where—along with writing assignments—students this semester planted, tended and then harvested a “victory garden.” You may have heard of these gardens, which helped supplement the nation’s food supply during World Wars I and II, but the purpose of the garden at Longwood is philosophical as well as practical.

Students in 9/11: Loss and Redemption, an English class that is part of Longwood’s core curriculum, grew a variety of winter crops in their ”victory garden” as a way of connecting to a time when Americans were more personally invested in the military, and attitudes toward service and citizenship were different.

Dr. Michael Lund, a professor emeritus of English who teaches the class, and his students have taken three loads of vegetables to Farmville’s FACES food pantry this semester. But even more important, working in the garden serves as a way to help the students connect to a time when Americans were more personally invested in the military, and attitudes toward service and citizenship were different, Lund said.

The class is part of Longwood’s new core curriculum, Civitae (pronounced siv-i-tay), which has a strong focus on creating citizen leaders. (Click on this link for more about Civitae and an explanation of the name and its Latin roots).

“I certainly connect [the class] to the idea of citizen leadership,” said Lund. “I thought I could put in place something that is a gesture to the veteran community and also educates my students about civilian involvement during the world wars,” he said. “I think they should know something about the cost of what the military does.”

Timothy Eppes ’22 said he had taken photos of the garden to help detail the changes in growth along the way. “Looking back to the first photo, it was empty. And now it’s full,” he said. “We’re giving food to people who need it. This is a way to help give back.”

Ashley Rebehn ’22, who has volunteered with FACES through another class, agreed that it’s nice to know that’s where the food they are harvesting is headed.

Members of Longwood’s ROTC program helped create the six raised beds that make up the garden.

Although the students in Lund’s class were most directly involved with planting and harvesting the garden, the project was a community effort. Members of Longwood’s ROTC program helped to move dirt into six raised garden beds. Lund worked with facilities management staff to have the beds made, and the soil was amended with compost from the university’s biomass facility.

Aside from the three types of lettuces and leafy greens, the victory garden produced other cole crops, including turnips, beets, broccoli and daikon radishes.

Lund plans to continue the garden in the spring with another section of English 215.

—Sabrina Brown with Lauren Whittington


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#TechTipThursday- Targeted Messaging in Canvas with “Message Students Who”

Authored by Sarah Myroup, ITC

“Message Students Who”

Let’s step into the shoes of a professor. It’s the day an exam on Canvas is due, and half the class has not done it. Concerned for their success, a professor may wish to reach out to the students with a friendly reminder. Or perhaps, the exam has already been taken and students who failed will be given a chance to gain back some extra credit.  This is a message that would need to be passed along as well.  When a professor wishes to reach out to a select group of students in reference to one assignment, they seem to have only two options: make note of every student who fits the criteria and individually message them, or use Canvas to their messaging advantage.  However, there is a way to target messaging to specific students within Canvas!  Today we will be exploring a hidden gem of Canvas’ gradebook, the “Message Students Who…” feature.

This tool can be accessed through the gradebook of a  specific course. Professors can look to the top of their gradebook, where all the assignments are labeled.  They should select the three dots to the right of the assignment name to access a dropdown menu.  From there, they can select the “Message Students Who…” option.

This feature allows professors to reach out to select groups of students and craft messages based on why they need to be contacted.  It is a tool that can save professors a lot of time, as they do not have to individually identify who is in each group of students, and still allows them to send out a message.

Professors can select the group based on students who have not submitted yet, have not had their assignments graded, and who scored less than or higher than a specified amount. Once a group is selected, the individual students who will receive that message are listed below. A professor can remove certain students if necessary.

Beneath that, professors can draft their subject and message for the students. When it’s completed, they can choose to send their message!

This feature enables professors to save time and work straight out of their gradebook. It takes the burden off of professors to individually message students and streamlines the process so that everyone can be informed more quickly and effectively.

Interested in trying “Message Students Who” in your Canvas Course?

Call the DEC at 434-395-4332 to learn more!

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anything personal you want to add which might give us a sense of what kind of a person you are to work with (e.g., a people-person, etc). Use rhetorical appeals appropriately to create an effective profile. Be creative and feel free to experiment, while being considerate of the rhetorical situation (writer, audience, purpose, topic, context)–i.e., consider your audience and purpose: who can see this ePortfolio and form an opinion about you based on it. What can you accomplish with it?

I am a senior studying liberal studies with a concentration in special education. I am partaking in the five-year master’s program. I knew from a very young age that I wanted to be a teacher and work with children. When I came to Longwood for freshman orientation and learned about the SPED program, I knew it would be what I would pursue.

In the summer of 2018, I conducted a school-aged summer camp at the GreenHouse Christian Learning Center, a local childcare center and preschool in Waynesboro Virginia, where I grew up. The camp took place five days a week for children ranging from upcoming kindergarten through fifth grade. I planned daily activities, crafts, bridge activities, bible lessons, field trips, etc. pertaining to a set weekly theme.

I also substitute for Fuqua schools. I have worked primarily with the kindergarten/first-grade classes and have worked with a sixth grade English class.

  1. b) A paragraph introducing the purpose and the content your ePortfolio, providing a 1-2 sentence overview of how you have accomplished or are still working on the course learning outcomes of ENGL 400, and how the class activities and course assignments (both informal and formal projects) have influenced/improved the way you practice active citizenship writing. This paragraph should include a clear thesis about your development as “an active citizen with an agency to begin enacting change through written communication.”
  2. c) Finally, include our list of course outcomes.
Course Learning Outcomes (to address in your reflective essay)

1) engage in the process of citizen leadership by investigating multiple perspectives on important public issues;

2) understand the nature of public discourse/debate as determined by purpose, audience, and context;

3) choose appropriate formats in writing for a variety of purposes;

4) analyze the effectiveness of their own texts and processes for specific rhetorical situations;

5) understand how the knowledge, skills, and values learned in general education are interwoven and interrelated, and how they can contribute to the process of citizen leadership.

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Hello teachers, researchers and teacher researchers!!!!

Image may contain: Alyssa Brooks, smiling, closeup

Welcome to my website! I am Ms. Brooks a Partnership student at Longwood University majoring in Liberal studies with a concentration in elementary education. During my time at Longwood I have formulated a research question based around choice in the classroom and how it motivates students. Take a look at my research, data, and interviews I’ve done if you’d like to see the impact choice has had on me and my experience in a 6th grade classroom.

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Hello! My name is Kacie Reusser and I am a senior at Longwood University, where I am studying Elementary Education with a minor in Children’s Literature! I have always wanted to be a teacher, so I am excited that my journey to becoming one is nearly complete. After student teaching, I would love to be back in Campbell County teaching 3rd-6th grade! I have always wanted to be a 3rd-4th grade teacher, but this past semester in 6th grade has definitely opened my eyes and I think that I would love that as well.

In this portfolio, you will find information about promoting independent comprehension skills in the classroom in order to set students up for success! With this, you will find research, see actual implementation, and understand how this question came to be! Happy reading and again, welcome to my teaching portfolio!

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My name is Zoe Davis and I am a freshman at Longwood University. I also am from Midlothian, Virginia. TR interests me because it is a hands-on job that helps me connect with patients. TR means to me that I can make a difference in someone’s life by guiding them to recovery or in the state of well-being. Not everyday people are given the opportunity to do so, which is why TR is special. What makes me unique is how over the years my patience has grown and how I treat others. You never know what someone is going through, so making their day in the smallest way can lift them up.

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Texting in the Classroom

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Entering Research Reflection

The Fall Entering Research course was a whirlwind. We learned very much about the processes of research, partnerships, and conduction of oneself throughout each. The beginning of the Entering Research course started with the trip to Hull Springs the week before the Honors retreat in August of 2019. Together, the fourteen LifeSTEM students worked together for an entire week through gardening, experiments, kayaking, and overall companionship.

From our experiments at Hull Springs, we transferred the research towards our ISCI 120 for the semester of learning on how to prepare projects and present our findings. My research was revolved around the levels of Microplastics in the Chesapeake Bay. In my group, we built our hypothesis upon the abundance of Microplastics in relation to the Bay shorelines. we took our samples, formed our introduction, hypothesis, results, methods, and discussion for our final presentations at the end of the semester. Aside from our group research projects, we also were able to have experience in conducting meetings with professors on their individual research projects to better prepare ourselves for formal meetings and developing our own interests in the research field.

I found that this course was helpful not only in better preparing me for my academic career but also for understanding LifeSTEM as a whole.

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Using Texting in the Classroom

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Resume at the end of year two

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