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Curriculum and Instruction Commons

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Incentive-Based Reading Compliance, Trent W. Maurer 2010 Georgia Southern University

Incentive-Based Reading Compliance, Trent W. Maurer

SoTL Commons Conference

This session will describe a project that explored the effect of incentives on motivating students to complete assigned readings in two sections of a first-year orientation course. Students in both sections were assigned daily readings in preparation for class discussion. At the start of each class, students received a onequestion recall quiz over the readings for that day. In one section, the quizzes were worth one point each; in the other, they were worth 10 points each and thus a larger proportion of the course grade. Differences between the two sections in attendance, quiz performance, reading compliance, final course grades ...


Using Facebook As A Course Management Tool, Jean French 2010 Coastal Carolina University

Using Facebook As A Course Management Tool, Jean French

SoTL Commons Conference

Facebook is a Web community that promotes social networking. In this research, an introductory Web design class was taught via distance learning during the spring semester using the University's traditional course management tool (Blackboard). The same course was taught via Facebook the next semester. Attitudes towards the technology as well as the feasibility of Facebook as an online course management tool were studied. The session will include a description of the research and associated results. In addition, practical suggestions on the use of Facebook as a course management tool will be provided. Attendees will see an introduction to Facebook ...


Toys In The Classroom: Refocusing Attention, Donald Slater, Jean French 2010 Georgia Southern University

Toys In The Classroom: Refocusing Attention, Donald Slater, Jean French

SoTL Commons Conference

The poster summarizes and analyzes data collected from Fall 2008 through Fall 2009 and demonstrates the value of students'perspectives, values, and opinions using fidget toys in the classroom. Fidget toys were used to redirect student attention to in-class topic material and to create a productive, focused teaching and learning environment. Data was collected, using a twelve question Likert Rating Scale (LRS) survey, at the beginning and end of each semester. Students estimated the value of use of the fidget toys in redirecting their attention to in-class topic material.


Learning Independence Through Guided-Inquiry In A Bioanalytical Laboratory Course, Laura D. Frost, C. Michele Davis-McGibony 2010 Georgia Southern University

Learning Independence Through Guided-Inquiry In A Bioanalytical Laboratory Course, Laura D. Frost, C. Michele Davis-Mcgibony

SoTL Commons Conference

To increase learning independence, student skill base, knowledge retention, and critical thinking we have developed a bioanalytical lab course that guides students through the laboratory skills first introduced in analytical chemistry and applies them to biochemistry within one semester. This poster will outline the strategies incorporated into the course to increase laboratory skills, learning, and independence. The audience will be introduced to our pedagogic course design which includes a multi-level scaffolding that is systematically removed as the semester progresses intended to produce more independent learners. We also incorporated a multi-stage assessment plan for assessing learning, acquisition of lab skills, and ...


A Tale Of Two Courses: Renovating Courses For Significant Learning, Denise P. Domizi, Rebecca Mullis, Paul S. Quick 2010 University of Georgia

A Tale Of Two Courses: Renovating Courses For Significant Learning, Denise P. Domizi, Rebecca Mullis, Paul S. Quick

SoTL Commons Conference

Using L. Dee Fink’s model of backward course design for integrated learning (2003), nine members of a year-long faculty learning community (FLC) designed or redesigned a course. Participants initially focused on critically examining what they wanted students to know, do, think and feel ve years after taking their respective classes. Once participants established and re ned course goals, they designed teaching and learning activities and assessments to help students meet those goals. Fink’s model of course design and development provided the framework for creating and implementing these course (re)designs across disciplines. This model integrates the relationships between ...


Wiki Technology: Promoting Academic Success In The Science Classroom, Alessandra L. Barrera, Allison D'Costa, Alexandra M. Kurtz 2010 Georgia Gwinnett College

Wiki Technology: Promoting Academic Success In The Science Classroom, Alessandra L. Barrera, Allison D'Costa, Alexandra M. Kurtz

SoTL Commons Conference

Author's abstract: The Georgia Gwinnett College campus wiki site has progressed from a tool to accompany the traditional educational platform to a site utilized by multiple faculty and students to generate a collaborative learning environment. Biology faculty’s utilization of the wiki varies classroom to classroom, including solving case studies or problems, completing group research projects, and student development of chapter reviews and exam study guides. In all three applications of the wiki, students consistently rank the wiki in the top three course resources that are useful to help achieve academic success, surpassing the course textbook. It ranks as ...


Academic Integrity Institutionalization In An Online Rn-Bsn Program, Leigh Hart, Lesley Morgan 2010 Jacksonville University

Academic Integrity Institutionalization In An Online Rn-Bsn Program, Leigh Hart, Lesley Morgan

SoTL Commons Conference

This poster illustrates how the four stages of the Gallant and Drinan (2008) Model of Academic Integrity Institutionalization is applied to a large online RN-BSN program . Faculty concern about academic integrity is consistent with stage one of the model, response generation. A comparative descriptive study is used to evaluate the differences in academic integrity between the online and traditional face-to-face classroom cohorts in the RN-BSN program. The results indicate very low levels of self-reported academic dishonesty among both online (n=330, 16% ) and traditional face-to–face ( n=44, 44%) RN-BSN students. The traditional classroom cohort reported higher levels of cheating ...


Do Students Naturally Use Classroom Technology As A Tool Or Distraction?, Michael Furick 2010 Georgia Gwinnett College

Do Students Naturally Use Classroom Technology As A Tool Or Distraction?, Michael Furick

SoTL Commons Conference

How often do students use laptop computers in class and do we care? For three semesters, a Business School course was taught in a computer lab with a computer on every desk. The computers were not needed in the course but students could use them any time for any reason (note taking, internet, etc.) or could ignore them. For the next three semesters, the same course was taught in a classroom with no computers. Most variables were held constant during the six semesters including the professor, syllabus, textbook, and assessment tools. When computers were available, 58% of the students in ...


Improving Student Learning Outcomes: Teaching Effectiveness, Pedagogy And Savannah State University, Nat Hardy, Holly Thomas, Gwen Hale, Teri Schell 2010 Savannah State University

Improving Student Learning Outcomes: Teaching Effectiveness, Pedagogy And Savannah State University, Nat Hardy, Holly Thomas, Gwen Hale, Teri Schell

SoTL Commons Conference

This inquiry led panel presentation will focus on Savannah State University's proactive attempts at improving student learning outcomes through its newly published The Savannah State University's Writing in the Disciplines Guide (2009), a text which is the direct interdisciplinary result of a continuous transformation of an academic community and culture. The Guide provides SSU students with discipline-specific approaches to writing for any course taken over the course of their degree. This panel presentation will reflect upon the combined successes of the Guide and the writing center, but also the challenges of faculty buy-in to the Guide . An interactive ...


Metacognitive Reading Strategies, Karen Manarin 2010 Mount Royal University

Metacognitive Reading Strategies, Karen Manarin

SoTL Commons Conference

What reading strategies do undergraduate students value? What strategies do they demonstrate? In this session, I present results from a study involving two sections of a first-year General Education course, Critical Writing and Reading . I claim that, although students have been taught different reading strategies, they will use those they attribute value to, regardless of efficacy. In particular, they rely upon relating the text back to their own experience and what Block and Duffy (2008) identify as image. Although relating and imagining can be powerful strategies for certain types of texts, particularly those often taught in Language Arts classrooms, they ...


How Do Motivational Strategies Affect Student Learning And Instructor Planning?, Robert Houmes, Kathleen Ingram 2010 Jacksonville University

How Do Motivational Strategies Affect Student Learning And Instructor Planning?, Robert Houmes, Kathleen Ingram

SoTL Commons Conference

Because of the rigor required to learn and apply content in a college-level accounting course, student success is largely determined by their level of dedication to learning. Identification of variables that influence students' level of dedication to learning has important implications for educators who have the opportunity to influence such behaviors and enhance performance outcomes in the accounting classroom. Keller's ARCS model of motivational design suggests that a student's level of interest (Attention and Relevance), Confidence, and Satisfaction influences their dedication to learning (Driscoll, 200?; Keller, 1987). In this study we use self-efficacy and locus of control as ...


Visual Analogies In A Graduate Course: Student-Perceived Learning Outcomes, Susan Spezzini 2010 University of Alabama at Birmingham

Visual Analogies In A Graduate Course: Student-Perceived Learning Outcomes, Susan Spezzini

SoTL Commons Conference

This session presents findings from a study about the impact of visual analogies on the teaching and learning of difficult concepts within a master's degree course. To bridge the gap between the known and unknown, the presenter used concrete images (train cars) for teaching abstract ideas (phonological concepts) to future teachers of English as a Second Language. Retrospectively, she studied her students' perceptions about how these visual analogies had influenced their learning outcomes with respect to understanding phonology (sound systems) and to applying their new knowledge when helping English language learners overcome pronunciation difficulties. Results suggest that these analogies ...


Effectiveness And Results Of Paper Based Versus Web Based Student Course Assessments, Juliana Lancaster, Michael Furick 2010 Georgia Gwinnett College

Effectiveness And Results Of Paper Based Versus Web Based Student Course Assessments, Juliana Lancaster, Michael Furick

SoTL Commons Conference

This paper examines the changes associated with Georgia Gwinnett College's recent switch from paper based student course assessments to a web based system of course assessments. Student assessments and overall teaching performance comprises from 40% to 60% of the teacher's annual performance evaluation so any changes due to data collection methods can be significant. This session will discuss the pros and cons of each data collection method, student response rates, implementation difficulties, response of the Deans to the change, trends in the ratings of the teaching staff overall and typical impact on an individual's rating. The audience ...


Evaluating Teaching As A First Step To Sotl, Margy MacMillan, Karen Manarin, Maureen Mitchell 2010 Mount Royal University

Evaluating Teaching As A First Step To Sotl, Margy Macmillan, Karen Manarin, Maureen Mitchell

SoTL Commons Conference

A team of faculty researching the evaluation of teaching discovered many connections between evaluating teaching for tenure and promotion, and reflecting on teaching as the basis for SoTL projects. Similar questions are asked and similar methods of observation, documentation, and experimentation are involved in the development of oneself as a teacher/scholar and in the assessment of faculty for administrative purposes. The panelists will briefly describe the connections between formal evaluation processes and SOTL, and then open a discussion of how evaluative processes at participants' institutions may support SoTL activities by identifying areas that might benefit from scholarly, purposeful examination ...


Lessons Students Teach Us: Pursuing The Scholarship Of Teaching And Learning Through Text-Based Methods Of Inquiry, John Habel, Cynthia S. Deale 2010 Western Carolina University

Lessons Students Teach Us: Pursuing The Scholarship Of Teaching And Learning Through Text-Based Methods Of Inquiry, John Habel, Cynthia S. Deale

SoTL Commons Conference

Established academic disciplines have agreed upon methods of inquiry and standards of methodological rigor. Because SoTL has little history, is undertheorized, and is explicitly multidisciplinary, few such standards guide those who practice SoTL. Given SoTL's multidisciplinary nature, which can accommodate the concepts and sources of evidence of the arts and humanities, the natural sciences, and the social sciences, the goal of this session is to present practical guidance for using text-based methods of inquiry where student work products serve as both the texts under analysis and the evidence of learning. The presenters provide guidance for and stimulate conversation about ...


Strategies For Success In Interdisciplinary Team Teaching, Michael Furick, Jennie Stearns 2010 Georgia Gwinnett College

Strategies For Success In Interdisciplinary Team Teaching, Michael Furick, Jennie Stearns

SoTL Commons Conference

This paper examines the implementation difficulties and the student learning outcomes during a test of interdisciplinary teaching in one course. During two semesters, the course, titled “Communicating in the Business Environment,” was co-taught by a Business School faculty member and an English faculty member; the two subsequent semesters, the course was taught by a Business faculty member only. This presentation will examine pragmatic issues such as implementation of a joint teaching arrangement, counting of course load credit, the logistics of student evaluations, course design issues, and management of student expectations in having two teachers. Strategies for success in achieving a ...


Fidget Toys In The Classroom: Refocusing Attention, Donald Slater, Jean French 2010 Georgia Southern University

Fidget Toys In The Classroom: Refocusing Attention, Donald Slater, Jean French

SoTL Commons Conference

The poster summarizes and analyzes data collected from Fall 2008 through Fall 2009 and demonstrates the value of students'perspectives, values, and opinions using fidget toys in the classroom. Fidget toys were used to redirect student attention to in-class topic material and to create a productive, focused teaching and learning environment. Data was collected, using a twelve question Likert Rating Scale (LRS) survey, at the beginning and end of each semester. Students estimated the value of use of the fidget toys in redirecting their attention to in-class topic material.


Measuring Non-Cognitive Aspects In A Course, Aida Suraya 2010 Universiti Putra Malaysia

Measuring Non-Cognitive Aspects In A Course, Aida Suraya

SoTL Commons Conference

In 2006 the Malaysian Ministry of Higher Education proposed the review of university curriculum to ensure graduate competitiveness by embedding seven ‘must have' skills in the program and course learning outcomes. The skills include critical thinking and problem solving; communication; social skills and responsibility; management and entrepreneurship, and leadership. This session will highlight the initiatives conducted at Universiti Putra Malaysia in assessing attainment of soft skills. Assessment for each course is guided using rubrics whilst students' perception of their soft skills is measured using questionnaires. Both of these assessment methods have been tried out, however the results did not show ...


The Multilingual And Multicultural Classroom - Take One, Karen M. Lauridsen 2010 Aarhus University

The Multilingual And Multicultural Classroom - Take One, Karen M. Lauridsen

SoTL Commons Conference

The internationalization of Higher Education has increased in recent years and has resulted in a new situation for many colleges and universities: faculty as well as students have different first languages, they come from different cultural backgrounds and more often than not, they have grown up in different pedagogical / didactic traditions. While we celebrate diversity, there is no denying that this situation also creates challenges in the Multilingual and Multicultural Classroom. In a certain sense, we see a Bermuda Triangle, the three angles of which represent language, culture and pedagogical tradition, and within which we as educators need to navigate ...


Designing Graduate Teaching Assistants Training Programs, Bridget Melton, Yasar Bodur 2010 Georgia Southern University

Designing Graduate Teaching Assistants Training Programs, Bridget Melton, Yasar Bodur

SoTL Commons Conference

Often graduate teaching assistants (GTA) come into their programs with little or no pedagogical background and are asked to teach a variety of undergraduate classes. The key to helping the GTA transition from an undergraduate student or professional environmental into an instructional role is critical for the integrity of any academic program. The researchers will present findings from a current qualitative study on teaching efficacy and make suggestions of how program directors can help facilitate more efficient training program for college and university graduate teaching assistantship programs. The authors will present the material in a lecture and discussion format. The ...


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