Jennifer L. Penland
- Courses1
- Reviews2
- School: Shepherd University
- Campus:
- Department: Education
- Email address: Join to see
- Phone: Join to see
-
Location:
301 N King St
Shepherdstown, WV - 25443 - Dates at Shepherd University: December 2012 - January 2013
- Office Hours: Join to see
Biography
Shepherd University - Education
Director, Associate Professor at Shepherd University
Jennifer (Jenny) L
Penland, Ed.D.
Shepherdstown, West Virginia
The first and simplest emotion which we discover in the human mind, is curiosity.~Edmund Burke
As we explore more future technology directions such as Virtual and Augmented Reality, tangible effects of genuine, transformational learning will emerge. ~Jenny Penland
Experience
Education
Lamar University, Colorado State University -Pueblo
M.Ed. and B.S.
Education and Geology
Lamar University
Doctorate
Ed Leadership and Multicultural Studies
Lamar University
Instructor of Integrated Social Studies and Sciences (COE/ CAS)
Developed and taught courses for COE & CAS; served as S.S. Chair for NCATE
Publications
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
Handbook of Research on Educational Technology Integration and Active Learning
International Publisher of Progressive Academic Research
My contribution to this book is Chapter 3
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
Handbook of Research on Educational Technology Integration and Active Learning
International Publisher of Progressive Academic Research
My contribution to this book is Chapter 3
Expressions of Native Resiliency: Experiences during the 1950s and 1960s
Fourth World Journal, CWIS
Dr. Penland writes in her peer-reviewed article, Expressions of Native Resiliency: Experiences during the 1950s and 1960s about the results of her research into “lived experiences” during the “termination era” when the United States government implemented its official policy of removing American Indians from their reserved lands into cities around the country. Dr. Penland recounts the responses of her research participants and lends her interpretation of what the results mean for cross-cultural education. Her revealing essay points to the traumas of people being removed from their territories and the traumatic consequences of these actions for education
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
Handbook of Research on Educational Technology Integration and Active Learning
International Publisher of Progressive Academic Research
My contribution to this book is Chapter 3
Expressions of Native Resiliency: Experiences during the 1950s and 1960s
Fourth World Journal, CWIS
Dr. Penland writes in her peer-reviewed article, Expressions of Native Resiliency: Experiences during the 1950s and 1960s about the results of her research into “lived experiences” during the “termination era” when the United States government implemented its official policy of removing American Indians from their reserved lands into cities around the country. Dr. Penland recounts the responses of her research participants and lends her interpretation of what the results mean for cross-cultural education. Her revealing essay points to the traumas of people being removed from their territories and the traumatic consequences of these actions for education
(Accepted for publication, 2019). “Perceptions and New Realities for the 21st Century Learner” .
Handbook of Research on Literacy and Digital Technology Integration in Teacher Education – IGI Global Publishing.
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
Handbook of Research on Educational Technology Integration and Active Learning
International Publisher of Progressive Academic Research
My contribution to this book is Chapter 3
Expressions of Native Resiliency: Experiences during the 1950s and 1960s
Fourth World Journal, CWIS
Dr. Penland writes in her peer-reviewed article, Expressions of Native Resiliency: Experiences during the 1950s and 1960s about the results of her research into “lived experiences” during the “termination era” when the United States government implemented its official policy of removing American Indians from their reserved lands into cities around the country. Dr. Penland recounts the responses of her research participants and lends her interpretation of what the results mean for cross-cultural education. Her revealing essay points to the traumas of people being removed from their territories and the traumatic consequences of these actions for education
(Accepted for publication, 2019). “Perceptions and New Realities for the 21st Century Learner” .
Handbook of Research on Literacy and Digital Technology Integration in Teacher Education – IGI Global Publishing.
Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learners
IGI Global - Disseminator of Knowledge
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
Handbook of Research on Educational Technology Integration and Active Learning
International Publisher of Progressive Academic Research
My contribution to this book is Chapter 3
Expressions of Native Resiliency: Experiences during the 1950s and 1960s
Fourth World Journal, CWIS
Dr. Penland writes in her peer-reviewed article, Expressions of Native Resiliency: Experiences during the 1950s and 1960s about the results of her research into “lived experiences” during the “termination era” when the United States government implemented its official policy of removing American Indians from their reserved lands into cities around the country. Dr. Penland recounts the responses of her research participants and lends her interpretation of what the results mean for cross-cultural education. Her revealing essay points to the traumas of people being removed from their territories and the traumatic consequences of these actions for education
(Accepted for publication, 2019). “Perceptions and New Realities for the 21st Century Learner” .
Handbook of Research on Literacy and Digital Technology Integration in Teacher Education – IGI Global Publishing.
Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learners
IGI Global - Disseminator of Knowledge
Virtual Learning: A Study of Virtual Reality for Distance Education
IGI Global's Handbook of Research on Blended Learning Pedgogies and Professional Development in Higher Education
Our proposed book chapter will employ Virtual Reality (VR) to maximize the benefit of this instructional delivery approach via a pilot study and discuss advantages and disadvantages inherent in using this for distance education.
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
Handbook of Research on Educational Technology Integration and Active Learning
International Publisher of Progressive Academic Research
My contribution to this book is Chapter 3
Expressions of Native Resiliency: Experiences during the 1950s and 1960s
Fourth World Journal, CWIS
Dr. Penland writes in her peer-reviewed article, Expressions of Native Resiliency: Experiences during the 1950s and 1960s about the results of her research into “lived experiences” during the “termination era” when the United States government implemented its official policy of removing American Indians from their reserved lands into cities around the country. Dr. Penland recounts the responses of her research participants and lends her interpretation of what the results mean for cross-cultural education. Her revealing essay points to the traumas of people being removed from their territories and the traumatic consequences of these actions for education
(Accepted for publication, 2019). “Perceptions and New Realities for the 21st Century Learner” .
Handbook of Research on Literacy and Digital Technology Integration in Teacher Education – IGI Global Publishing.
Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learners
IGI Global - Disseminator of Knowledge
Virtual Learning: A Study of Virtual Reality for Distance Education
IGI Global's Handbook of Research on Blended Learning Pedgogies and Professional Development in Higher Education
Our proposed book chapter will employ Virtual Reality (VR) to maximize the benefit of this instructional delivery approach via a pilot study and discuss advantages and disadvantages inherent in using this for distance education.
Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
IGI Global - Disseminator of Knowledge
My contribution to this book was Chapter 15 titled, Developing Resilience through Experiences: El Camino Al Exito...
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
Handbook of Research on Educational Technology Integration and Active Learning
International Publisher of Progressive Academic Research
My contribution to this book is Chapter 3
Expressions of Native Resiliency: Experiences during the 1950s and 1960s
Fourth World Journal, CWIS
Dr. Penland writes in her peer-reviewed article, Expressions of Native Resiliency: Experiences during the 1950s and 1960s about the results of her research into “lived experiences” during the “termination era” when the United States government implemented its official policy of removing American Indians from their reserved lands into cities around the country. Dr. Penland recounts the responses of her research participants and lends her interpretation of what the results mean for cross-cultural education. Her revealing essay points to the traumas of people being removed from their territories and the traumatic consequences of these actions for education
(Accepted for publication, 2019). “Perceptions and New Realities for the 21st Century Learner” .
Handbook of Research on Literacy and Digital Technology Integration in Teacher Education – IGI Global Publishing.
Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learners
IGI Global - Disseminator of Knowledge
Virtual Learning: A Study of Virtual Reality for Distance Education
IGI Global's Handbook of Research on Blended Learning Pedgogies and Professional Development in Higher Education
Our proposed book chapter will employ Virtual Reality (VR) to maximize the benefit of this instructional delivery approach via a pilot study and discuss advantages and disadvantages inherent in using this for distance education.
Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
IGI Global - Disseminator of Knowledge
My contribution to this book was Chapter 15 titled, Developing Resilience through Experiences: El Camino Al Exito...
Indian Education 411/511 University of South Dakota
XanEdu Publishing, Inc.
The Invisible Populous of Appalachia: Seeking Statutory Recognition
Intercontinental Cry Magazine, February 2014
(Forthcoming) “Reimagining Higher Ed Classrooms: Meaningful Learning through Culturally-Unbiased Virtual and Augmented Reality” –
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education – IGI Global Publi
• (Accepted for publication 2019). “Exploring Fractal Imagery to Promote Culturally Responsive Dialogue and Healing”.
University of Toronto Press
Handbook of Research on Educational Technology Integration and Active Learning
International Publisher of Progressive Academic Research
My contribution to this book is Chapter 3
Expressions of Native Resiliency: Experiences during the 1950s and 1960s
Fourth World Journal, CWIS
Dr. Penland writes in her peer-reviewed article, Expressions of Native Resiliency: Experiences during the 1950s and 1960s about the results of her research into “lived experiences” during the “termination era” when the United States government implemented its official policy of removing American Indians from their reserved lands into cities around the country. Dr. Penland recounts the responses of her research participants and lends her interpretation of what the results mean for cross-cultural education. Her revealing essay points to the traumas of people being removed from their territories and the traumatic consequences of these actions for education
(Accepted for publication, 2019). “Perceptions and New Realities for the 21st Century Learner” .
Handbook of Research on Literacy and Digital Technology Integration in Teacher Education – IGI Global Publishing.
Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learners
IGI Global - Disseminator of Knowledge
Virtual Learning: A Study of Virtual Reality for Distance Education
IGI Global's Handbook of Research on Blended Learning Pedgogies and Professional Development in Higher Education
Our proposed book chapter will employ Virtual Reality (VR) to maximize the benefit of this instructional delivery approach via a pilot study and discuss advantages and disadvantages inherent in using this for distance education.
Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
IGI Global - Disseminator of Knowledge
My contribution to this book was Chapter 15 titled, Developing Resilience through Experiences: El Camino Al Exito...
Indian Education 411/511 University of South Dakota
XanEdu Publishing, Inc.
A Blended Approach: Persistence & Resiliency in Higher Ed
Volume 3 Issue #1, Journal of Teaching and Teacher Education (JTTE) and the University of Bahrain
