Mohamed ElZomor, Chelsea Mann, Kerice Doten-Snitker, Kristen Parrish, and Mikhail Chester. 2018. "Leveraging Vertically-Integrated Courses and Problem Based Learning to Improve Students’ Performance and Skills." Journal of Professional Issues in Engineering Education and Practice 144(4):04018009 DOI: 10.1061/(ASCE)EI.1943-5541.0000379
Various pedagogical techniques promote student engagement; this paper focuses on two specific techniques: problem-based learning (PBL) and vertical integration. The authors created engaging classroom environments through vertically-integrated courses that implemented problem-based learning through shared course projects. Implementation of the framework improves student performance on course projects and students’ self-reported professional skill level and confidence in said skills, developed in part through participation in the framework. Further, the framework has a positive impact on undergraduate students’ intention to stay in their major and both student bodies report more interest in completing an additional advanced degree after participating in the vertically-integrated courses. Finally students report the experience teaches professional skills they expect will be required in their own future careers.
Kerice Doten-Snitker. "Contexts of State Violence: Jewish Expulsions in the Holy Roman Empire." (revise & resubmit) working paper on SocArXiv
Policies excluding ethnoracial and religious minorities reinforce the power of political elites. This study addresses an extreme case of exclusion, urban expulsions of Jews in the medieval western Holy Roman Empire. Expulsions were official edicts proclaimed by Christian princes, lords, or town councils, whomever ruled a territory. Changing religious and political culture, in the form of new value on community righteousness and the beginning of territorialization, provided incentives for polities to expel their Jewish residents. Using a new database of Jewish settlement and city development in the Western Holy Roman Empire 1000-1520 CE, I show that the relational structure of political power between Christian elites could insulate or expose Jewish communities to political contests of the time. Jews were derided, lesser members of Christian society, but in spite of increasing focus on Christian piety and legislating community purity, most cities did not expel their Jewish residents. City rulers that did expel were attempting to solve challenges for sovereignty through their policies towards Jews.
Kerice Doten-Snitker. "The Temporal and Spatial Structure of Medieval Expulsions of Jews." (under review) working paper on SocArXiv
What social processes guide the spread of persecution? I investigate the diffusion of medieval expulsions of Jews from polities in the Holy Roman Empire. For medieval rulers, religious and material concerns were strong rationales against expulsion. Yet expulsions increase markedly in the fifteenth century, as part of a broader shift in medieval Europe from informal violence towards persecution carried out by authorities. Did an expulsion by one ruler affect another ruler’s choices about expulsion? Using discrete-time event-history analysis methods, I document the lack of spatial contagion of expulsion among over 800 polities in the western Holy Roman Empire, 1000-1520CE. Institutional and social network incentives contained the potential spread of expulsion. There was a neighborhood-based pattern to expulsions; cities were less likely to expel Jews if a neighbor did so. Though informal violence, such as rioting, is prone to contagion, this persecuting policy was not. These results suggest that violence committed by governments against minority groups is less contagious than might be assumed. Social interdependence can spur as well as squelch political actions.
Kerice Doten-Snitker, Cara Margherio, Elizabeth Litzler, Ella Ingram, and Julia Williams. "Developing a Shared Vision for Change: Moving toward Inclusive Empowerment." (under review) working paper on OSF
Sharing vision is an important process for change projects, serving to amplify success, increase participation, and erode the divide between project leaders and constituents. Yet there are few empirical examinations of the process of building shared vision within academic departments. Utilizing focus groups and participation observation, this study examines shared vision development within thirteen large-scale change projects in engineering and computer science higher education. We find that teams of change agents built shared vision through coorientation, the development of a common language, and recognition of stakeholder autonomy. Our results delineate practices for developing shared vision for academic change projects and demonstrate the benefits of inclusive stakeholder empowerment.