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56-714: Prior to 2009, ASU maintained three colleges of education: the College of Education (later named Mary Lou Fulton College of Education) at the Tempe campus, the College of Teacher Education and Leadership on the West campus and the School of Educational Innovation and Teacher Preparation on the Polytechnic campus. In May 2009, ASU's education programs underwent a renaming and reorganization. The Mary Lou Fulton College of Education, which

112-513: A Hochschule , which is the generic term in Germany for all institutions awarding academic degrees. Fachhochschule is often translated as "University of Applied Sciences". Universitäten place greater emphasis on fundamental science and background in theory, while Fachhochschulen are generally designed with a focus on teaching professional skills. Degrees earned at Universitäten and Fachhochschulen are legally equivalent. In Germany,

168-456: A BA or BSc degree. However, some older or ancient universities , such as Oxford , Cambridge , and Trinity College Dublin traditionally award BAs to undergraduates having completed the final examinations, e.g., Part II Tripos (Cambridge), Final Honour Schools (Oxford), Moderator-ship (Dublin), in most subjects including the sciences. Some new plate glass universities established in the 1960s, such as York and Lancaster , originally followed

224-494: A culturally specific sort of ‘everyday’ person, a ‘regular’ at the local bar...a teacher or a student of a certain sort, or any of a great many other ‘ways of being in the world’” (p. 7). Furthermore, being able to function within a Discourse may carry advantages in different situations. For example, if a person is raised in a family of lawyers, the Discourses of politics or business may come very easily to that person. In

280-751: A faculty affiliate of the Games, Learning, and Society group at the University of Wisconsin–Madison and is a member of the National Academy of Education. James Paul Gee was born in San Jose, California . He received his B.A. in philosophy from the University of California at Santa Barbara and both his M.A. and Ph.D in linguistics from Stanford University . He started his career in theoretical linguistics, working in syntactic and semantic theory, and taught initially at Stanford University and later in

336-486: A key element in what has come to be known as the New Literacy Studies. In short, this theoretical and methodological orientation emphasizes studying language-in-use and literacies within their contexts of social practice. It includes work by colleagues such as Brian Street , Gunther Kress , David Barton , Mary Hamilton, Courtney Cazden, Ron Scollon , and Suzie Scollon, among others. Gee's current work in

392-729: A master's degree. Along with the Bachelor of Science (B.S.), the Bachelor of Arts (B.A.) is the most commonly granted degree in the US. A B.A. degree is earned after the completion of four years of undergraduate college level study. The Bachelor of Science is abbreviated with periods i.e., B.S., and the Bachelor of Arts is abbreviated as B.A. Most US colleges and universities offer undergraduate programs. In colleges and universities in Australia, Nepal, New Zealand, India and South Africa,

448-399: A matter of social interaction that only become identities because “other people treat, talk about, and interact” with the person in ways that bring forth and reinforce the trait (p. 103). According to Gee “D-identities can be placed on a continuum in terms of how active or passive one is in ‘recruiting’ them, that is, in terms of how much such identities can be viewed as merely ascribed to

504-455: A person versus an active achievement or accomplishment of that person” (p. 104). The final identity perspective Gee identifies is the “affinity perspective (or A-identities)” (p. 105). A-identities are built by shared experiences as part of an affinity group, which according to Gee's definition is a group that share “allegiance to, access to, and participation in specific practices” (p. 105). Joining these groups must be something

560-493: A second major; alternatively, the remainder of the degree is taken up with a minor area of study (in the first two years) and other individual or stream-based subjects. In Pakistan the Bachelor of Arts (BA) program is a regular 2-year degree program in which students are offered with a combination of any two of areas from the available electives: Business, Journalism, Psychology, Computer Science and Education. James Paul Gee James Gee ( / dʒ iː / ; born April 15, 1948)

616-400: A third class honours degree (for example, BA with distinction, merit or pass). A Bachelor of Arts is entitled to the post-nominal letters BA for an ordinary or pass degree and BA (Hons) for an honours degree. (However, graduates entitled to use the "Hons" post-nominal very rarely do so in practice.) The academic dress worn by honours and non-honours graduates is identical. An honours degree

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672-580: Is a retired American researcher who has worked in psycholinguistics , discourse analysis , sociolinguistics , bilingual education , and literacy . Gee most recently held the position as the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University , originally appointed there in the Mary Lou Fulton Institute and Graduate School of Education . Gee has previously been

728-468: Is a student, whose identity is defined by the school as an institution with rules and traditions the student must follow. Gee claims these I-identities can be something imposed on a person, such as being a prisoner, or can be a calling for the person, such as being a college professor. The third perspective Gee identifies is the “discursive perspective (or D-identities)” (p. 103). D-identity refers to an individual trait, such as caring. D-identities are

784-431: Is always awarded in one of four classes, depending upon the marks gained in the final assessments and examinations. The top students are awarded a first-class degree, followed by an upper second-class degree (usually referred to as a 2:1), a lower second-class degree (usually referred to as a 2:2), and those who pass with the lowest marks gain a third-class degree. An ordinary, pass or unclassified degree (which does not give

840-472: Is always used from a perspective and always occurs within a context. There is no 'neutral' use of language. Meaning is socially constructed within Discourse communities. Gee's 1999 text An Introduction to Discourse Analysis: Theory and Method is a foundational work in the field of discourse analysis . According to Gee, there are at least two reasons why we should consider literacy in broader terms than

896-869: Is an admission requirement for graduate and professional school. Beginning in the 1990s, junior colleges started to confer their own baccalaureate degrees. In addition to the standard BA degrees, there are career-specific Bachelor of Arts degrees, including Bachelor of Arts in Functional English , Bachelor of Arts in Administration , Bachelor of Arts in Interdisciplinary Studies , and Regents Bachelor of Arts . The Bachelor of Arts degree has been prominent in academics for centuries. It influenced universities to begin focusing on broad topics such as algebra , psychology , biology , art , history , and philosophy . This aspect of

952-439: Is an integral part of their Educator Workforce Initiative, which aims to redesign and prepare the education workforce to meet the needs of 21st-century learners. 2. Community Design Labs that facilitate the collaborative design, prototyping and testing of solutions to touch education problems in schools. 3. Contextual Model Implementation that works with strategic education, funding and policy partners to implement effective models of

1008-429: Is functioning for a specific person (child or adult) in a given context or across a set of contexts” (p. 101). The first of Gee's identity perspectives is what he calls “the nature perspective (or N-identities)” (p. 101). N-identity represents an identity people cannot control, one that comes from forces of nature. An example of this type of identity would be male or female. While the person has no control over

1064-406: Is generally completed in three or four years, depending on the country and institution. The Bachelor of Arts (BA) degree is an undergraduate postsecondary degree that puts a focus on liberal arts and studies. In comparison, a Bachelor of Science (BS) has a greater focus on science, math, and engineering. The Bachelor of Arts degree is a type of baccalaureate degree . A Bachelor of Arts degree

1120-501: Is usually completed in four years: that is, it requires four years of full-time coursework during term time. However, just as with other degrees, some may require a longer time period. This is due to factors such as the student's ability, motivation, and access to financial assistance to earn the degree. Just like other baccalaureate degrees, a Bachelor of Arts is historically offered only at public and private universities and colleges. A Bachelor of Arts, just like other bachelor's degrees,

1176-557: The BA course normally lasts between three and three and a half years—six or seven semesters—and the degree is awarded after the student earns between 180 and 210 ECTS . In the Netherlands, the BA and Master of Arts (MA) degrees were introduced in 2002. Until then, a single program led to the doctorandus degree (abbreviated drs.), which comprised the same course load as the bachelor's and master's programs combined. The title doctorandus

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1232-399: The BA degree can be taken over three years of full-time study. Students must pursue at least one major area of study and units from that subject are usually studied in each year, though sometimes students may choose to complete upper-level classes in the same year and as a result, can leave space for elective subjects from a different field. At some universities, students may choose to pursue

1288-530: The BA degree has been consistent in its history. The Bachelor of Arts degree was formed out of the study of liberal arts . Liberal art is a term that was applied to the study of many branches of learning such as grammar , logic , rhetoric , arithmetic , geometry , astronomy , and music . The study of liberal arts started during the Middle Ages . During the Renaissance , the term liberal art

1344-968: The Jacob Hiatt Chair in Education in the Hiatt Center for Urban Education at Clark University in Massachusetts. From 1997 until 2007, he held the Tashia Morgridge Professor of Reading at the University of Wisconsin–Madison . In 2007, Gee relocated to Arizona State University , where he was the Mary Lou Fulton Presidential Professor of Literacy Studies in the Department of Curriculum and Instruction . In 2019, Gee retired. In his work in social linguistics, Gee explored

1400-1327: The NCTQ (2014). The magazine, Diverse: Issues in Higher Education , gave Mary Lou Fulton Teachers College high rankings for universities that award master's, doctoral and professional degrees to underrepresented minority students. The college was ranked 8th for Native American doctorates in education, 13th for Asian American master's in education, 10th for Native American master's in education and 19th for Hispanic master's in education. Mary Lou Fulton Teachers College has two divisions: Teacher Preparation, and Educational Leadership and Innovation. The college emphasizes teacher education, community service and academic research. A full spectrum of degree programs include BAE , MEd , MA , MPE, EdD and PhD in fields such as early childhood education, elementary education, secondary education, special education, physical education, and educational administration and supervision. The college also offers advanced study and research in school leadership, curriculum and instruction, school and educational psychology, education policy, education technology, higher and post-secondary education. The college focuses on four strategic initiatives: 1. Their educator prep program

1456-528: The School of Education at Boston University , where he was the chair of the Department of Developmental Studies and Counseling, and later in the Linguistics Department at the University of Southern California . At Boston University he established new graduate programs centered around an integrated approach to language and literacy, combining programs in reading, writing, bilingual education, ESL, and applied linguistics. From 1993 to 1997 he held

1512-601: The School of Language and Communication at Hampshire College in Amherst, Massachusetts. After doing some research in psycholinguistics at Northeastern University in Boston and at the Max Planck Institute for Psycholinguistics in the Netherlands, Prof. Gee's research focus switched to studies on discourse analysis, sociolinguistics, and applications of linguistics to literacy and education. He went on to teach in

1568-598: The TAP Award of Distinction in recognition of its dedication and commitment to advancing educator effectiveness. Bachelor of Arts A Bachelor of Arts (abbreviated B.A. , BA , A.B. or AB ; from the Latin baccalaureus artium , baccalaureus in artibus , or artium baccalaureus ) is the holder of a bachelor's degree awarded for an undergraduate program in the liberal arts , or, in some cases, other disciplines. A Bachelor of Arts degree course

1624-524: The United States, those are all Discourses of power and they are closely related. Another person raised in a very different Discourse community might find himself or herself at a disadvantage when trying to move within the Discourse of business, trying to get a loan, for instance. One Discourse community is not inherently better than another; however, power within a society may be unequally represented within different Discourses. In Gee's view, language

1680-612: The book on page 68, Gee further lists the Practice Principle, Ongoing Learning Principle, and the "Regime of Competence" Principle. James Gee defines identity as: “Being recognized as a certain ‘kind of person,’ in a given context...” (p.99). Gee talks of identity differences based on social and cultural views of identity and identifies four of these views, each of which are influenced by different forms of power, though they all have an effect on one another. Gee describes them as “four ways to formulate questions about how identity

1736-810: The broad field of "new literacies" research—by colleagues such as Colin Lankshear , Michele Knobel , Henry Jenkins , Kevin Leander, Rebecca Black, Kurt Squire , and Constance Steinkuehler , among others. More recently, Gee's work has focused on the learning principles in video games and how these learning principles can be applied to the K-12 classroom. Video games, when they are successful, are very good at challenging players. They motivate players to persevere and simultaneously teach players how to play. Gee began his work in video games by identifying thirty-six learning principles that are present in - but not exclusive to -

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1792-425: The concept of Discourse ("big D" Discourse). In Gee's work, discourse ("little d") refers to language-in-use. When discussing the combination of language with other social practices (behavior, values, ways of thinking, clothes, food, customs, perspectives) within a specific group, Gee refers to that as Discourse. Individuals may be part of many different Discourse communities, for example “when you ‘pull-off’ being

1848-700: The design of good video games. Gee argues for the application of these principles in the classroom. Gee's video game learning theory includes his identification of twelve basic learning principles. He identifies these as: 1)Active Control, 2) Design Principle, 3) Semiotic Principle, 4) Semiotic Domain, 5) Meta-level Thinking, 6) Psychosocial Moratorium Principle, 7) Committed Learning Principle 8) Identity Principle, 9) Self-knowledge Principle, 10) Amplification of Input Principle, 11) Achievement Principle, 12) Practice Principle, 13) Ongoing Learning Principle, 14) Regime of Competence Principle. Gee condenses and clusters these principles even more closely in an article following

1904-469: The fastest rising top-tier colleges of education in the U.S. in a 5-year span. The Academic Ranking of World Universities (Shanghai) ranked the college No.10. MLFTC secondary education programs, both undergraduate (2017) and graduate (2018), are ranked in the 99th percentile by the National Council on Teacher Quality, while the college's undergraduate special education program is ranked No. 1 by

1960-772: The field of new literacies has seen him shift in his research focus somewhat from studying language-in-use to examining the D/iscourses of a range of new social practices—with a particular emphasis on video games and learning. Gee applies many key concepts from his previous research to studying video games. For example, Gee continues to argue that if we take reading to mean gaining understanding (instead of simply decoding letter sounds and words), one needs to be able to recognize or produce meanings inherent to any one semiotic domain in order to be literate in that domain. As such, and as Gee sets out in his text What Video Games Have to Teach Us About Learning and Literacy , one can be literate in

2016-594: The final secondary school exams in France and Spain (and of the International Baccalaureate ) come from this: le Baccalauréat and el Bachillerato , respectively. The ancient universities of Scotland award a Master of Arts degree to humanities or arts graduates, but a BSc to science graduates. This course takes four years for an honours degree and three for an ordinary. In Scotland, one can opt to take an ordinary degree, which ranks below

2072-458: The graduate the right to add '(Hons)') may be awarded if a student has completed (i) followed a non-honours program, or (b) attempted an honours course but marginally failed to achieve third-class standard. Education in Canada is controlled by the provinces and can be very different depending on the province. While all Canadian universities offer four-year degrees, it is not uncommon, depending on

2128-485: The latter four learning principles): carefully prioritized information, relevant and applicable facts, and a set of related skills with which to construct strategies in a safe and authentic context. In Gee's cluster of Understanding principles, he includes “system thinking,” and “meaning as action image.” In “system thinking”, students have an overview of their learning context as a distinct system with its own naturally reinforced set of behaviors and embedded values. Here,

2184-550: The learning principles of “co-design,” “customize,” “identity,” and “manipulation and distributed knowledge.” These principles incorporate the idea that an engaged student is active in designing and customizing their own learning experience, can learn by taking on new identities (e.g. in explore career paths or specialized skill sets in simulated roles), and feels “more expanded and empowered when they can manipulate powerful tools in intricate ways that extend their area of effectiveness" (p. 8). The Problem Solving category includes

2240-475: The learning principles of “well-ordered problems,” “pleasantly frustrating,” “cycles of expertise,” “information ‘on demand’ and ‘just in time,’” “fish tanks,” “sandboxes,” and “skills as strategies.” In these first three principles, Gee argues, the scaffolding and ordering of problems learners face is key in keeping them right at their Zone of Proximal Development in different levels of skill-building. For each of these levels, Gee specifies key elements (present in

2296-548: The master's degree (post-nominal letters) in accordance with the new standard. When attaining a master level/graduate degree, it is still customary to use either drs. pre-nominally or MA/MSc post-nominally at the discretion of the holder. In the United Kingdom (excluding Scotland) and Ireland, the first degree course normally lasts three years, but nomenclature varies: 19th-century and later universities usually distinguish between arts and sciences subjects by awarding either

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2352-525: The meanings of words and concepts become clear – not through “lectures, talking heads, or generalities" (p. 14) – but through the experiences the players/students have (“meaning as action image”). Gee's other principles as found on page 64 of his 2007 book, What Video Games have to Teach us about Learning and Literacy, are: "Psychosocial Moratorium" principle, Committed Learning Principle, Identity Principle, Self-Knowledge Principle, Amplification of Input Principle, and Achievement Principle. Additionally, in

2408-1186: The most promising prototypes generated. 4. Usable Knowledge Creation, which generates team-based, cross-disciplinary research that improves education. In the fall 2014, Mary Lou Fulton Teachers College launched its Center for Advanced Studies in Global Education. Twenty-one of the Mary Lou Fulton Teachers College faculty are Fellows of the American Educational Research Association (AERA): Dale Rose Baker, Sasha Barab, David Berliner , Geoffrey D. Borman, Bryan McKinley Jones Brayboy, Michelene Chi , Stephen N. Elliott, Gustavo E. Fischman, Eugene E. Garcia, James Paul Gee , Gene V. Glass , Steve Graham, Karen Harris, Sharon Robinson Kurpius, K. Tsianina Lomawaima , Danielle S. McNamara, Mishra Punya, Joseph M. Ryan, Patrick W. Thompson, John W. Tippeconnic, Terence J. G. Tracey. Two deceased faculty were AERA Fellows: Carol M. Connor and Herbert Zimiles In 2014, Mary Lou Fulton Teachers College received

2464-681: The only college of education in the country to rank in the USNWR top 15 in both on-campus and online graduate education degrees. MLFTC is also ranked highly — #6 — for Best Online Master’s in Education Program for Veterans. Rankings for the school continue to climb, from 35th in 2012. In the Academic Ranking of World Universities, Mary Lou Fulton Teachers College is ranked No. 10 in the world for its education degrees (2019). In 2015, U.S. News & World Report listed ASU as one of

2520-446: The practice of Oxford and Cambridge by awarding BAs in all subjects, but have since changed to awarding BSc degrees in science subjects. At Oxford, Cambridge, and Dublin the degree of MA can be claimed, usually twenty-one terms after matriculation , without any further study. For many centuries, the bachelor's degree was an intermediate step and was awarded for much of the work carried out in later times at secondary schools. The names of

2576-404: The province and the university for a three-year general degree to also be offered as an option. In many universities and colleges, Bachelor of Arts degrees are differentiated either as BA or as honours BA degrees. Honours programs require more education than non-honours programs, typically a specialization beyond the requirements of a BA, and can often be used as a gateway to a PhD program, bypassing

2632-484: The publication of his video games and learning book. Gee believes good education involves “applying the fruitful principles of learning that good game designers have hit on, whether or not we use a game as a carrier of these principles" (p. 6). Thus, Gee organizes the condensed list of good learning principles in three student-centered, classroom-friendly clusters: “Empowered Learners; Problem Solving; Understanding" (p. 6). Under Empowered Learners, Gee includes

2688-495: The semiotic domain of video games if he or she “can recognize (the equivalent of “reading”) and/or produce (the equivalent of “writing”) meanings” in the video game domain. Therefore, because new literacies are multiple and attached to social and cultural practices, Gee explains that people need to (1) be literate in many different semiotic domains, and (2) be able to become literate in other *new* semiotic domains throughout their lives. This theoretical orientation aligns with work in

2744-569: The sex they were born with, this identity only means something because society and culture say this biological difference is important. Gee explains this idea further by stating, “N-identities must always gain their force as identities through the work of institutions, discourse and dialogue, or affinity groups, that is, the very forces that constitute our other perspectives on identity” (p. 102). “[T]he institutional perspective (or I-identities)” (p. 102) refers to identities set by authorities within an institution. An example of an I-identity

2800-522: The traditional conception of literacy as the ability to read and write. First, in our world today, language is by no means the only communication system available. Many types of visual images and symbols have specific significances, and so “visual literacies” and literacies of other modes, or the concept of multimodal literacy, are also included in Gee's conception of new literacies. Second, Gee proposes that reading and writing (the ‘meat’ of literacy according to

2856-1009: The traditional notion of the term) are not such obvious ideas as they first appear. “After all,” he states, “we never just read or write; rather, we always read or write something in some way”. In other words, according to which type of text we read there are different ways in which we read depending on the “rules” of how to read such a text. Literacy to Gee, even if it is the traditional print-based literacy, should be conceived as being multiple, or comprising different literacies, since we need different types of literacies to read different kinds of texts in ways that meet our particular purposes in reading them. Furthermore, Gee also argues that reading and writing should be viewed as more than just “mental achievements” happening inside people's minds; they should also be seen as “social and cultural practices with economic, historical, and political implications”. So, in Gee's view, literacies are not only multiple but are inherently connected to social practices. In order to expand

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2912-612: The traditional view of literacy as print literacy, Gee recommends that we think first of literacy in terms of semiotic domains. By this, he means “any set of practices that recruits one or more modalities (e.g., oral or written language, images, equations, symbols, sounds, gestures, graphs, artifacts, etc.) to communicate distinctive types of meanings”. There is a seemingly endless and varied range of semiotic domains, including (but certainly not limited to) cellular biology, first-person-shooter video games, rap music, or modernist painting. Most pundits would describe this conception of literacies as

2968-504: The university. Mary Lou Fulton Teachers College at Arizona State University is ranked 13th in the U.S. among all public and private graduate schools of education, No. 7 among public universities and No. 15 in online programs by U.S. News & World Report (2021). Six of the college's online master’s degrees are among the top five in the nation in their specialty areas, according to the U.S. News & World Report 2021 Best Online Graduate Education Programs rankings. These honors made MLFTC

3024-681: Was ASU's original college of education, became the Mary Lou Fulton Institute and Graduate School of Education.[2] This new school focused solely on graduate-level programs and research. All teacher preparation degree programs (including all undergraduate education programs) were consolidated into the College of Teacher Education and Leadership. A year later, in May 2010, these remaining two education colleges were merged into Mary Lou Fulton Teachers College, which now administers all education programs — graduate and undergraduate — throughout

3080-442: Was meant to describe general studies more broadly. This definition of liberal studies remains to this day. In Japan and the United States, Bachelor of Arts degrees were historically given only by public or private institutions and colleges. In Germany, university-level education usually happens in either a Universität (plural: Universitäten ) or a Fachhochschule (plural: Fachhochschulen ); both can be referred to as

3136-437: Was used in almost all fields of study; other titles were used for legal studies ( meester , Dutch for master, abbreviated Mr. ) and engineering ( ingenieur , abbreviated Ir. for academic masters level or ING. for higher vocational bachelor's level). Those who had already started the doctorandus program could, on completing it, opt for the doctorandus degree (entitling them to use "drs." in front of their name) or could use

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