“It’S A Lot To Take In” - Undergraduate Experiences With Assigned Reading, 2020 CUNY New York City College of Technology
“It’S A Lot To Take In” - Undergraduate Experiences With Assigned Reading, Maura A. Smale
Publications and Research
No abstract provided.
Inversed Learning In An Intermediate Accounting Course, 2019 East Tennessee State University
Inversed Learning In An Intermediate Accounting Course, Ashley B. Bentley
Electronic Theses and Dissertations
Students enrolled in accounting courses often struggle because of the complexity of the topic. Accounting instructors have searched for effective means of fostering student success, but the learning process continues to change. Critical thinking and problem solving abilities are vital for students and future professionals. Thus, teaching should not be limited to the transmission of information. By moving the dissemination of basic knowledge outside the classroom inversed learning allows class time for deep dives into complex topics and hands-on activities. Students who are actively involved in learning tend to be more successful in the classroom.
The purpose of this study ...
Elementary, My Dear Watson: An Undergraduate Comic Books Course Using Enterprise Ai And Tei, 2019 James Madison University
Elementary, My Dear Watson: An Undergraduate Comic Books Course Using Enterprise Ai And Tei, Steven W. Holloway, Brian Flota
Digital Initiatives Symposium
Two librarians taught an Honors course at James Madison University titled “Comic Books, Analysis, and Digital Scholarship.” This non-coding-requirement course introduced students to the critical study of comic books by way of DH and online tools like IBM Watson. JMU Libraries has a growing collection of comic books (more than 10,000 single issues) and a commitment to foster DH research, hence rationale for the course. Students were introduced to online annotation platforms and comic-book-extended TEI (Text Encoding Initiative), using spreadsheet entry to code a Golden Age comic book in the public domain. In addition, the students used enterprise AI ...
Treating Participation As An Assignment, 2019 University of Nebraska-Lincoln
Treating Participation As An Assignment, Brandon Bosch
Sociology Department, Faculty Publications
Participation is a funny thing. Some of us grade it obliquely, bumping up the final grades for students that were truly exceptional at it. Some of us explicitly state on the syllabus how important it is for students to come to class “ready and willing to participate,” but only allocate 10% of the overall grade to this supposedly valued activity. But perhaps the most common thing that we do as instructors with participation is this: despite the fact that participation is one of the most commonly “submitted” activities in a class, very few instructors treat participation like an actual assignment ...
A Critical Conceptual Dialogue On E. G. White's Admonition: "Not Mere Reflectors", 2019 Andrews University
A Critical Conceptual Dialogue On E. G. White's Admonition: "Not Mere Reflectors", Jay Brand, Randy J. Siebold
Andrews University Teaching and Learning Conference
White's challenge, that 'Youth should be … thinkers, and not mere reflectors of other men's thoughts' can be misinterpreted. Often, individuals criticize education’s focus on scholarly sources instead of personal creativity. However, to avoid reflecting other men’s thoughts, students must be aware of what those men – and women – have said. In fact, in my understanding, it is impossible to contribute original, fresh ideas and insights WITHOUT awareness of what others have already said. To think originally, one must be familiar with previous ideas; otherwise, s/he will be in danger of merely reflecting the ideas of others ...
A Storytelling, Social-Belonging Intervention In An Introductory Computer Science Course, 2019 The University of Illinois at Chicago
A Storytelling, Social-Belonging Intervention In An Introductory Computer Science Course, Shanon Reckinger, Chris Gregg
ASEE IL-IN Section Conference
A brief social-belonging intervention was tested in two introductory computer science (CS) courses. This intervention used storytelling to help improve a sense of belonging and establish the importance of persistence in the classroom. In previous experiments using this one-time intervention, there were significant results (Walton & Brady, 2017). Recent CS graduates were interviewed about their own struggles and failures in their computer science courses. These interviews were videotaped and edited to follow the storytelling pattern of a struggle, followed by an attribution, and concluding with redemption. Interviewees were selected to represent a diverse group of students including both dominant majority and ...
Student-Faculty Connection And Stem Identity In The Flipped Classroom, 2019 University of Southern Indiana
Student-Faculty Connection And Stem Identity In The Flipped Classroom, Adrian P. Gentle, William Wilding
ASEE IL-IN Section Conference
Students who arrive at college intending to major in a STEM discipline are often required to complete a college-level precalculus course, despite evidence that these courses are not always successful in preparing students for calculus. The implementation of evidence-based teaching strategies, such as the flipped classroom, provides an avenue for improving the effectiveness of precalculus. This quasi-experimental study explores the effect of a flipped precalculus classroom on students' degree of connection with their instructor and other students, together with their sense of motivation and enjoyment of mathematics, which we treat as an indicator of a developing STEM identity. Validated survey ...
No Longer On The Outside Looking In: How An Embedded Librarian Can Enhance Digital Pedagogy, 2019 Binghamton University--SUNY
No Longer On The Outside Looking In: How An Embedded Librarian Can Enhance Digital Pedagogy, Amy E. Gay
This presentation was given at the Digital Pedagogy Institute (DPI) 2018 at Brock University. Its focus was on how embedded librarianship can be an asset for education to enhance digital literacy and information literacy for students and shares an example collaboration between a librarian and a faculty member in the History department.
School Shootings: Is My School Safe?, 2019 South Dakota State University
School Shootings: Is My School Safe?, Tony Durr
In the part of rural Midwestern America there was recently a shooting at a school that ended in the death of an assistant principal and the suicide of a student. In short, a student who had recently transferred to Millard South High School in the State of Nebraska had troubles adjusting to his new school. The article reports, the student was suspended after he was caught driving his car on the school’s football field. Later in the day after his suspension, the student returned to the school and fatally shot an assistant principal and also wounded the principal. The ...
Report Results Of Webex Versus Nonsurvey 30 April 2016.Pdf, 2019 Utah Valley University
Report Results Of Webex Versus Nonsurvey 30 April 2016.Pdf, Ron J. Hammond
Ron J. Hammond
Building Reflection Skills Through A Service-Learning Project In Human Services, 2019 Purdue University - Main Campus
Building Reflection Skills Through A Service-Learning Project In Human Services, Jennifer Dobbs-Oates
Engagement & Service-Learning Summit: Connecting Through Listening & Scholarship
Service-learning is a rich context for developing reflection skills, promoting learning and personal/professional development. This service-learning project required students to partner with a professional who serves clients in a group setting and plan one group meeting/session. This poster describes reflection assignments and completed projects, and highlights learning promoted through reflection.
Previously presented at the Engagement Scholarship Consortium (2013)
Towards A Steam Underpinned Industrial Digitalisation Curriculum, 2019 University of Lincoln. UK
Towards A Steam Underpinned Industrial Digitalisation Curriculum, Kamaran Fathulla
The STEAM Journal
This article reports on an innovative approach for designing a STEAM curriculum aimed at giving graduates the necessary skills to meet the challenges set out by onset of the Fourth Industrial revolution (ID 4.0: Industrial Digitalisation). This curriculum has been developed as part of a hefce (Higher Education Funding Council, UK) funded project at the University of Lincoln, UK.
A Word From The Writing Team (March 2019), 2019 Thomas Jefferson University
A Word From The Writing Team (March 2019), Jennifer Wilson, Ms, Els, Pam Walter, Mfa
A Word From the Writing Team (Newsletter)
This issue includes:
- Key to Great Writing: Rewriting
- 3-Minute Thesis Competition (3MT)
- Upcoming Workshops
Pedagogical Techniques That Provide Educational Value To Social Work Students Through Bereavement Academics And Empathetic Advancements, Sandra Renea Williamson-Ashe
Journal of Human Services: Training, Research, and Practice
The lack of empathy in college students has been documented and empathy levels are reported to have declined over recent years. College student bereavement has not been well-researched (Balk, 2008) but the lack of declining college student empathy has documentation in psychological expressions (Balk, 2008). This article addresses social work students engaged in an academic bereavement assignment that incorporates student centered instruction (SCI) and “teaching through relationships.” Using an untimely social work students’ death, students utilize research, reflection, cooperative small group learning, and applied theory, to compose a writing assignment. Intentionally introducing the “sorrowful empty chair” in the bereavement assignment ...
Thriving And Spirituality In Doctoral Studies, 2019 Southeastern University - Lakeland
Thriving And Spirituality In Doctoral Studies, Sarah J. Yates
Journal of Applied Social Science Research and Practice
The purpose of this study was to explore doctoral students’ perceptions of personal thriving and spirituality at a private Christian, liberal arts university in the southeastern United States. Eighty-one Ed.D. students from the target university responded to the Thriving Quotient for Graduate Students (Schreiner, 2010), a survey designed to measure student perceptions of personal thriving in the areas of engaged learning, academic determination, positive perspective, social connectedness, and diverse citizenship. In addition, the researcher added items to the survey to measure students’ spirituality. The target students’ responses to the survey were compared to the national norms of the Thriving ...
Problem-Based Learning In Teacher Education, 2019 University of Hong Kong
Problem-Based Learning In Teacher Education, Susan M. Bridges
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
One Size Does Not Fit All: Supporting Diverse Student Needs With High-Impact Teaching Practices, Sarah Grison
"It's My Closest Friend And My Most Hated Enemy": Students Share Perspectives On Procrastination In Writing Classes, 2019 College of Coastal Georgia
"It's My Closest Friend And My Most Hated Enemy": Students Share Perspectives On Procrastination In Writing Classes, Jennifer Gray
The Journal of Student Success in Writing
This article presents the results from an IRB-approved study that researched student perspectives on procrastination. Qualitative and quantitative data from over 200 surveys administered to first-year writers illustrated multiple reasons why students procrastinated, and these reasons are much deeper than a strong desire to do something else. Results indicated that when students perceived a lack of engagement with their topic (whether the engagement was actually there or not), they were more likely to procrastinate. In addition, students who had fewer choices in their writing assignments, such as topic choices or format choices, were more likely to procrastinate and avoid the ...
Marketing Competitions: Triumphs And Trepidations, 2019 Kennesaw State University
Marketing Competitions: Triumphs And Trepidations, Tyra M. Burton
Atlantic Marketing Association Proceedings
No abstract provided.
Why Ask Why?, 2019 University of Kentucky
Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp
Greater Faculties: A Review of Teaching and Learning
No abstract provided.