Scholarship of Teaching and Learning Commons^™

Investigating The Longer-Term Impact Of A Professional Development Program: A Five-Year Follow-Up Qualitative Study, Susan Kerwin-Boudreau

The Qualitative Report

Do changes in perspectives on teaching and learning that teachers experience in a professional development (PD) program persist over time? How might they evolve? In this article the author first summarizes the results of her original two-year qualitative study of Quebec CEGEP (college) teachers’ perspectives on teaching and learning within a PD program. She then describes the results of a follow-up qualitative study that she conducted with the same teachers five years later. Teacher interviews were coded using the constant comparative method (Maykut & Morehouse, 1994). Three major conceptual themes emerged: teachers reported engaging (outside of teaching), innovating (within teaching) …

Female Veteran Students’ Transition Experiences From The Military To Higher Education: A Mixed Methods Study, Carrera Romanini

Doctoral Dissertations

Female veterans are a growing population on campuses across the United States (DiRamio et al., 2015; National Conference of State Legislatures, 2014). Researchers have turned their attention toward the veteran student population, but research specifically on female veteran students is lacking (Borsari et al., 2017; Demers, 2013). This sequential explanatory mixed method study was conducted to examine and compare the transitional experiences of male and female veteran students from the military to college. In this research method, the quantitative and then qualitative data were collected and analyzed, each in distinct stages (Teddlie & Tashakkori, 2009). Participants from this …

Systemic Functional Linguistics In The Community College Composition Class: A Multimodal Approach To Teaching Composition Using The Metalanguage Of Sfl, Jennifer James

Education (PhD) Dissertations

This qualitative research study sought to understand the affordances and limitations of a systemic functional linguistics (SFL) approach to teaching composition at the community college level. The study took place over the course of a semester in two developmental college composition classes using the language of SFL to teach writing through multimodal assignments. The study was developed in response to the increasing diversity in writing skills and educational goals of students in the community college composition class. The increase in diversity is a result of legislation in California that restructures developmental class offerings and affects placement in the transfer-level composition …

Andragogy For All? A Look At Arkansas Community College Students' Preferences For Andragogical Assumptions, Emilee Sides

Graduate Theses and Dissertations

Community colleges are tasked with juggling multiple missions. They provide open access to education for adults in their community, work with industry partners to educate the local workforce, and provide relevant programming to the communities they serve. When compared with students at four-year institutions, community college students are older, more ethnically and racially diverse, come from lower socioeconomic statuses, and less academically prepared.

Like other community colleges across the country, one of the primary goals of Arkansas community colleges is to help their students succeed. Unfortunately, the state has historically performed poorly in regard to educational outcomes. To get the …

Chronic Absenteeism At One Arkansas High School, Michelle Miller

Graduate Theses and Dissertations

Chronic absenteeism is a fairly new concept in education. Many schools have only started tracking chronic absenteeism with the start of Every Student Succeeds Act. The following research studied chronic absenteeism at an Arkansas High School, which answered the two research questions in this study. The first research question studied the demographics of the chronically absent student which included grade level, race/ethnicity, Special Education and English Language Learner status, and free or reduced lunch status. The second research question studied the class period of the chronic absence which included the time of day and type of class. High School X …

A Study Of Student Experiences In The Secondary Transition Program Through Student, Parent, And Teacher Perceptions, Kelley M. Sells

Graduate Theses and Dissertations

The purpose of this research study was to examine and analyze the perceptions of students with mild-moderate disabilities, teachers, and parents regarding the students’ experiences related to their secondary transition plan. More specifically, the qualitative single-case study sought to identify areas of alignment and divergence of these three key members’ perspectives since experiences and perceptions are unique to an individual based on the context and individual’s perspective of the event. These findings suggested that the district showed experiences of valuable student presence and input in their IEP meetings and trusting supportive student-teacher relationships. The study also revealed that significant barriers …

Principal Perceptions Of Effective Performance Coaching: A Case Study, Kimberly A. Starr

Graduate Theses and Dissertations

This qualitative case study focused on the effectiveness of leadership coaching and its impact on school principals’ professional growth. Through an in-depth interview process with eight principals, perceptions regarding their leadership or performance coach’s effectiveness were explored using the CLEAR Coaching Model as a conceptual framework. Participants shared experiences through participation in the School Support Program hosted by the Arkansas Leadership Academy. Five significant themes emerged from this study: 1) the coaching relationship impacts effectiveness, 2) a working alliance is needed to ensure desired outcomes, 3) understanding school culture and current reality are necessary before coaching can begin, 4) the …

Chronic Codeswitching: A Phenomenological Study Examining Multiracial Student Sense Of Belonging In A Predominantly White Institution., Nicholas Lamar Wright

Electronic Theses and Dissertations

Constantly feeling a lack of acceptance and getting the comment “You are too Black” or “You are too White” is a challenging, common occurrence for multiracial students, but especially those in predominantly White institutions. This is just one of the barriers that stand between multiracial students and forming a sense of belonging at a predominantly White institution. The majority of research examining sense of belonging focuses on either Black or White students, but neglect multiracial students and their experiences. This dissertation examines sense of belonging for multiracial (Black/White) students in a predominantly White institution, by interviewing 11 multiracial students at …

Celebration Of Faculty Scholarship 2020, Olin Library

Celebration of Faculty Scholarship

No abstract provided.

Cover Pages, Journal Editors

Journal of Contemporary Research in Education

No abstract provided.

Overview Of The Proceedings Of The 2020 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

No abstract provided.

Elevating The Voices For All Learners Through Shared Stories Of Science Learning, Lauren Madden, Stuart Z. Carroll, Amy K. Schuler

Journal of Science Education for Students with Disabilities

This study examines the science learning experiences across the lifespan of two groups of college students: adults with intellectual and/or developmental disabilities in a post-secondary inclusive program, and adults in a preservice secondary education teacher candidate program. Data, in the form of personal narrative science stories were collected using a paired-interview approach in which students from each group interviewed one another about their science learning across their lifespans, and recorded responses using an online form. Across the stories, several clear themes emerged. Similarities and differences were found across and within the groups and are shared in a narrative format. Trends …

2021 Program: Celebration Of Scholarship, Taylor University

Celebration of Scholarship 2021

This year's program includes research supported by internal funding from the Faculty Mentored Undergraduate Scholarship (FMUS) program or the Women's Giving Circle (WGC), as well as work produced through external funding or during capstone projects. The work presented here is a tangible demonstration of Jesus's admonition from Matthew 22:37 to "Love the Lord your God with all your heart and with all your soul and with all your mind." Even during a year filled with uncertainty and upheaval, our faculty and students together have fostered a community of intellectual, faith-based learning, and for that we are thankful.

Affordable Learning Kentucky: Strategies For Affordability And Success, Kelly Smith, Cristen Ross, Lori Werth, Ilona Burdette

EKU Faculty and Staff Scholarship

Kentucky Virtual Library’s Affordable Learning Steering Committee, an initiative of the Kentucky Council on Postsecondary Education (CPE), is a working group of librarians from universities around Kentucky exploring ways to advance Kentucky in the Open Educational Resource (OER) / Affordable Textbook movement.

The panel presentation included an overview of their work to date and a discussion with the audience about Kentucky’s needs and strategies related to affordable courseware for students on topics including working with campus bookstores, adding course resources to library collections, using e-reserves dynamically, promoting faculty use and creation of open content, and campus textbook initiatives.

Panelists included …

The Impact Of Positive Feedback On Student Outcomes And Perceptions, Emily Faulconer, J. C. Griffith, A. B. Gruss

Publications

High quality feedback on assessments and deliverables is vital to student success. This pilot study sought to understand the impact of combining positive and performance-gap feedback in an immediate feedback scenario where students were provided multiple attempts to complete an assignment. 176 online undergraduate students were surveyed after completing a general inorganic chemistry course. Some students were provided performance-gap feedback, while others were provided performance-gap and positive feedback. The results suggest that type of feedback provided does not change students’ perceptions and self-reported behaviors in the course. However, students who were provided both performance-gap and positive feedback received an average …

Improvisation As A Teaching Tool For Improving Oral Communication Skills In Premedical And Pre-Biomedical Graduate Students, Marianne Phelps, Catrina White, Lin Xiang, Hollie I. Swanson

Theatre and Dance Faculty Publications

Objective:

To evaluate the relationship between training in theatre improvisation and empathy, communication, and other professional skills.

Methods:

Undergraduate and graduate students who were participants of a 10-week summer undergraduate research program engaged in theatre improvisation techniques during a 3-hour workshop. In Study #1, a de-identified, self-report questionnaire (known as the Empathy Quotient) was administered prior to and following the workshop. Paired sample 2-tailed t-tests were performed to evaluate pre- and post-test scores. To identify additional benefits of engaging in theatre improvisation techniques, Study #2 was performed. Here, a survey was administered to the participants following their completion of …

Investigating Alignment In A Quantitative Literacy Course For Social Sciences Students, Vera Frith, Pam Lloyd

Numeracy

The Numeracy Centre at the University of Cape Town has taught a one-semester quantitative literacy course for social sciences students since 1999. This study aims to provide an example for how the design of such a course can be assessed for alignment with quantitative reasoning goals. We propose a framework of learning outcomes for the course and use that framework to analyse the assessments and student performance on them. We find that just under half of the overall mark for the course was devoted to the interpretation and communication of quantitative information (our “main” outcomes), and about a quarter was …

B35: Development And Validation Of A Stability Indicating Hplc Method For Quantification Of Estriol In Compounded Glycerinated Gelatin Troches, Tayler Hutto

Annual Research Symposium

No abstract provided.

B30: Identifying New G Protein Coupled Receptor Kinase 6 Substrates Among Proteins Closely Linked To Prognoses Of Pancreatic Cancer, Christine Taing, Jelena Jovanovic, Nicole Khalil, Christopher So

Annual Research Symposium

No abstract provided.

B29: Exploring The Role Of G Protein Coupled Receptor Kinases In Modulating Behaviors To Fluoxetine Using Caenorhabditis Elegans As An Experimental Model, Victoria Pang

Annual Research Symposium

No abstract provided.