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Full-Text Articles in Education

Growing The Youth Of Tomorrow: Applying Leadership Skills In A Hands-On Effort For Food Security, Chasity D. Tompkins Mar 2019

Growing The Youth Of Tomorrow: Applying Leadership Skills In A Hands-On Effort For Food Security, Chasity D. Tompkins

National Youth-At-Risk Conference Savannah

The objective of the poster presentation is to highlight the development of student leadership and goal setting skills through 4-H. The collaborative effort with local school systems and the County Extension Offices provides a strong foundation to pursue student growth outside of the classroom. This presentation benefits school officials and community partners.


Stop, Look, And Listen To What Your Data Is Telling You!, Simone Danielson, Jeffrey Harris, Jeff Barnett Mar 2019

Stop, Look, And Listen To What Your Data Is Telling You!, Simone Danielson, Jeffrey Harris, Jeff Barnett

National Youth-At-Risk Conference Savannah

Join us for a ride on the Data Train where you will STOP, LOOK, and LISTEN to what your data is telling you and use the information to develop a process of continuous improvement in your after-school program to be an effective co-collaborator of closing the achievement gap. This workshop will provide information and strategies to be used in K – 12.

  1. Participants will learn the importance of data analysis in afterschool.
  2. Participants will learn how to work with regular day school professionals in determining what data sources to use.
  3. Participants will be able to analyze sample data and develop an ...


Piloting Pbl For Senior Military Leaders, Megan J. Hennessey Ph.D., Celestino Perez Jan 2019

Piloting Pbl For Senior Military Leaders, Megan J. Hennessey Ph.D., Celestino Perez

SoTL Commons Conference

The U.S. Army War College is an accredited professional military education institution that develops strategic leaders and skilled problem solvers in order to achieve national security objectives. During the 2018-2019 academic year, faculty piloted a problem-based learning (PBL) design in the Introduction to Strategic Studies course to explore how executive-level students: (1) translate knowledge of strategy into performance and (2) how engagement in PBL influenced students’ sense of belonging in the seminar environment using Walton and Cohen’s (2007) Sense of Belonging instrument.


When Homework Management Systems Work Best: The Role Of Tenacity, Kathy K. Archer Jan 2019

When Homework Management Systems Work Best: The Role Of Tenacity, Kathy K. Archer

SoTL Commons Conference

The literature is clear: Homework management systems enhance student learning under some circumstances. What circumstances? Does the topic matter? Does student tenacity matter? This study of 917 online students measured subject matter effect by increase in exam scores for various topics. It measured student tenacity by how many students took advantage of all three homework attempts available to them. The results show the subject matter effect increased as the course went along, with the greatest effect on later exams. This correlated with steadily increasing student tenacity, as more students took advantage of all three homework attempts with each successive module.


Help Gilligan Get Off Sotl Island!, Catherine L. Ford, Deidra Peaslee Jan 2019

Help Gilligan Get Off Sotl Island!, Catherine L. Ford, Deidra Peaslee

SoTL Commons Conference

Do you feel stranded on an island without colleagues who understand and value SoTL? How can you initiate campus conversations to change SoTL work from an individual endeavor to an institutional priority? This session identifies steps faculty members can take to encourage their institutions to develop or expand institutional support systems through communities of practice. In our SoTL journey we’re asked “How do I do something like this at my institution? What steps can I take to expand SoTL now and in the future?” Using dialogue and activities participants will leave with steps to help get Gilligan to the ...


Retrieval-Based Learning: A Powerful Way To Improve Learning And Memory, Jeffrey D. Karpicke Jan 2019

Retrieval-Based Learning: A Powerful Way To Improve Learning And Memory, Jeffrey D. Karpicke

SoTL Commons Conference

Recent advances in the cognitive science of learning have important implications for strategies that all learners can use. For example, cognitive research has identified one strategy that promotes complex learning called retrieval practice: Practicing actively reconstructing one’s knowledge while studying has potent effects on long-term learning. Yet when people monitor and regulate their own learning, they often choose to engage in inferior strategies like repetitive reading, and the ultimate consequence is poor learning. This talk provides an overview of our research program on retrieval-based learning. In recent work, we have extended retrieval practice to meaningful learning of complex educational ...


Adult Learners In Higher Education: An Examination Of Academic Experiences, Jyotsna (Josi) M. Kalavar, Ruth Ann Herstek, Charles Ronald Brua Jan 2019

Adult Learners In Higher Education: An Examination Of Academic Experiences, Jyotsna (Josi) M. Kalavar, Ruth Ann Herstek, Charles Ronald Brua

SoTL Commons Conference

Adult learners are a unique student population at high-risk for academic underachievement and dropping out. An online survey was designed to assess preferred pedagogical techniques of as well as to understand perceived barriers that may influence quality of academic learning. Results show a strong preference for classroom discussion, lecture based presentations, and internship opportunities as preferred pedagogical approaches. The lack of flexibility in course offerings, balancing work/life demands, and chronological age were identified as barriers by these students. By better understanding this group, we can be more proactive in our efforts to maximize retention and foster an engaged learning ...


Redesigned Social Work Practice Courses Results In Improved Student Academic Resilience, Kareema J. Gray Jan 2019

Redesigned Social Work Practice Courses Results In Improved Student Academic Resilience, Kareema J. Gray

SoTL Commons Conference

The profession of social work acknowledges that social workers need to develop personal resilience to manage the emotional demands of the job effectively and sustainable. In the social work practice courses we discuss the importance of these non-cognitive skills, but we do not call them such. By operationalizing them, students will be able to clearly identify these skills and better understand which areas they need to grow in both academically and professionally. The redesigned SWK 708 and SWK 709 courses employed Design Thinking techniques to improve student outcomes including improved analytical and critical thinking skills around academic and personal resilience.


Promoting Critical Reading With Double-Entry Notes: A Pilot Study, Helena D. Hubl, Lindsey Ives, Taylor Mitchell, Sally Blomstrom Jan 2019

Promoting Critical Reading With Double-Entry Notes: A Pilot Study, Helena D. Hubl, Lindsey Ives, Taylor Mitchell, Sally Blomstrom

SoTL Commons Conference

Abstract

Double-entry note-taking is an active reading strategy that enables students to record their responses to texts as they read. While this strategy has been used in a variety of contexts since the 1980s, mainly for literature analysis and improving writing, its efficacy in developing student critical thinking and information literacy has not been widely studied. This pilot study examines student artifacts from a range of humanities and communication courses to determine whether, and in what ways, double-entry notes promote critical thinking about primary and secondary source material. This presentation explores preliminary results, including potential drawbacks and benefits for students ...


Formative Asynchonous Feedback For Faculty: A Case Study, Chad Rohrbacher, Jessica Mckee Dr Jan 2019

Formative Asynchonous Feedback For Faculty: A Case Study, Chad Rohrbacher, Jessica Mckee Dr

SoTL Commons Conference

While student evaluations provide a snapshot of feedback for faculty, successful teachers regularly seek feedback from other sources, including their peers. This case study at Embry-Riddle Aeronautical University describes a process of instituting a video recording and web-based technology to provide faculty peers and developers opportunity to asynchronously observe, reflect, and comment on peers’ teaching and classroom experience. Additionally, faculty developers were able to view courses on a larger scale and provide directed pedagogical feedback in new ways. This presentation explores the preliminary results including benefits and drawbacks to asynchronous formative feedback for improving teaching.


Graduate Students' Perceptions Of Master Teaching, Jon Mitchell Edge Jan 2019

Graduate Students' Perceptions Of Master Teaching, Jon Mitchell Edge

SoTL Commons Conference

This study examined graduate students’ perceptions of master teaching qualities and behaviors exhibited by graduate-level faculty. The Teacher Behavior Checklist (Buskist, Sikorski, Buckley, & Saville, 2002) was administered to graduate students who were asked to rate the extent to which their graduate-level faculty exhibited each of the 28 items using a Likert rating method. Result indicated that Masters and Doctoral students agreed on seven of the top-ten TBC qualities. Academic demographics were examined to determine their effects on item ratings. Comparisons between graduate students and selected undergraduate student samples highlighted differences between different levels of students.


Sotl: The Meta Of Teaching And Learning, Chris Hakala Jan 2019

Sotl: The Meta Of Teaching And Learning, Chris Hakala

SoTL Commons Conference

How can we create learning environments that most benefit our students? In this presentation, we will argue that we need to teach students metacognitive strategies to help them learn more effectively, and faculty should engage in meta-teaching strategies to help students understand the purpose behind assignments and learning activities. The goal is to create experiences that translate from one learning experience to another to provide students with a richly contextualized classroom that prepares them for the complexity of both academy and life beyond they academy.


Scaffolding Sotl: A Two-Year Iterative Process To Launch A Sotl Community, Sue Mattson, Jen Friberg Jan 2019

Scaffolding Sotl: A Two-Year Iterative Process To Launch A Sotl Community, Sue Mattson, Jen Friberg

SoTL Commons Conference

What does it take to successfully launch and build a SoTL community? In 2017, the Innovation in Learning Center (ILC) at the University of South Alabama (USA) piloted a Summer SoTL Academy as the foundation for a SoTL community of practice. This program started with a 2-day “Intro to SoTL” workshop followed by other professional development supports during the academic year. The program continued in 2018; however, modifications were made to better scaffold the program based on 2017 data. This presentation shares outcome data from the summer academy and program supports as well as lessons learned for future iterations.


Who, When, Where, Why & How: Thoughts On Sotl Advocacy, Jennifer Friberg Jan 2019

Who, When, Where, Why & How: Thoughts On Sotl Advocacy, Jennifer Friberg

SoTL Commons Conference

As teachers and as researchers, we engage in the scholarship of teaching and learning (SoTL) for a variety of reasons. These reasons are valuable to us – individually — in terms of driving positive change in our students’ learning or in our own teaching praxis. Without doubt, these local changes influenced by outcomes from SoTL work are important. One might wonder, though, how results and information gathered from these SoTL studies are valued by stakeholders across institutions and disciplines. To date, strong and consistent advocacy for SoTL has been the mechanism for this transfer from local to broader audiences. SoTL became an ...


Attending To T&L: Sociocultural Faculty Development For Diversity-Responsive Sotl, Tara L.S. Kishbaugh, Lori Leaman Jan 2019

Attending To T&L: Sociocultural Faculty Development For Diversity-Responsive Sotl, Tara L.S. Kishbaugh, Lori Leaman

SoTL Commons Conference

While numerous SoTL studies have focused on closing the learning gap of diverse students through the deployment of learning strategies to meet their needs, these studies may not explicitly recognize that both “learning” and “need” are by very nature socio-cultural endeavors, not simply tactical or pedagogical moves. This study examines results and implications of a year-long, pre-SOTL course to cultivate faculty habits of deep awareness of the teaching-learning process as an endeavor laden with socio-cultural, not just pedagogical, underpinnings. Participants will complete a self/institutional assessment, identify transferable factors of the model, and engage in a sample inquiry activity.


Motivating Formative Assessment Engagement For Flipped Instruction Content, Kurt Schmitz Jan 2019

Motivating Formative Assessment Engagement For Flipped Instruction Content, Kurt Schmitz

SoTL Commons Conference

Hybrid and Blended instructional approaches are increasingly being applied to University level curriculum. These techniques shift a significant burden for engaging course content to the students as an outside-the-classroom activity. This study of contrasting hybrid classrooms (two medium size and two large size) investigates the efficacy of completion scores in an open gradebook to motivate student engagement with formative assessments. Definitions are provided for hybrid instruction, and formative assessment to establish clear measures for data collection in this field experiment. A between-groups ANOVA analysis is presented with conclusions and recommendations.


Teaching Teachers’ Teachers About Teaching, Carl Sorgen Jan 2019

Teaching Teachers’ Teachers About Teaching, Carl Sorgen

SoTL Commons Conference

What do you teach educational administrators about teaching? In both P-12 and higher education, administrators benefit from a course on adult pedagogy (i.e., andragogy). This poster highlights the topics, activities, assessments, and outcomes from a graduate-level course at Georgia Southern University, Pedagogical Issues in Educational Leadership. The key topics include: today's adult learner, adult theories of learning, curriculum design and delivery, best practices in college teaching, personal teaching philosophy, the assessment of learning, and the evaluation of teaching. When students finish, they have an evidence-based foundation in exemplary course design principles and have also articulated how they reify ...


Development And Validation Of A Discipline-Independent Research Product Rubric Alligned With The Research Skill Development Framework, Timothy D. Champion Jan 2019

Development And Validation Of A Discipline-Independent Research Product Rubric Alligned With The Research Skill Development Framework, Timothy D. Champion

SoTL Commons Conference

The Quality Enhancement Plan at JCSU is focused on Undergraduate Research. Students will be producing many research products, the ultimate product is their Senior Investigative Paper (SIP). Individual programs have rubrics for the assessment of these SIPs and other products. We perceived the need for a single rubric that could be applied across disciplines that focused on the facets of research as described in the Research Skill Development Framework (RSDF), cross-referenced by the quality of the product. A rubric was drafted, piloted, and revised. A study involving 18 faculty reviewing 24 past SIPs was conducted to establish reliability and validity.


Fostering Critical Awareness Of The Role Media Play In Sexual Socialization, Mckinley Thomas Jan 2019

Fostering Critical Awareness Of The Role Media Play In Sexual Socialization, Mckinley Thomas

SoTL Commons Conference

To help students understand how media inform sexual development, a group pedagogical method titled “Sexual Socialization and the Media” was developed for an undergraduate human sexuality course. Groups selected and analyze various forms of media. Reflections were provided on scripting, skills, symbolism, stereotypes, and messaging conflicts. Results from 35 students indicate a high level of efficacy with 94.3% recommending the assignment be used in future classes. In all, the assignment received a score of 93.3% in terms of its “…usefulness in understanding the connection between sexuality and the media.” Pedagogical approaches are an ideal conduit toward continued sexual ...


Building Connections In Writing From Play To Work, Keturah Mazo Jan 2019

Building Connections In Writing From Play To Work, Keturah Mazo

SoTL Commons Conference

In my Communication classroom, I use the act of building to teach foundations of writing instructions, basic elements of design, scale modeling, and introduction to presentations. With small sets of Legos and small sets of Connectagons, the class is divided into groups to build and design their own item. If it is for Scientific and Technical Communication, instructions must be developed. If it is for Professional Communication, the elements of design are reviewed as well as story building are developed as a part of teamwork. The poster allows for the lesson plans to be viewed and discussed with student samples ...


Flipped Classroom In Introductory Mathematics: Data Analysis Of Student Success, Cathy M. Frey Professor Of Mathematics Jan 2019

Flipped Classroom In Introductory Mathematics: Data Analysis Of Student Success, Cathy M. Frey Professor Of Mathematics

SoTL Commons Conference

This talk will compare student success between a traditional lecture format versus a flipped classroom model in MA240: Introduction to Number Theory and Cryptology. In the flipped model students watched lecture videos created with a tablet PC or iPad Pro before class and completed ‘homework’ exercises during the regular class period. (An example video can be found at https://www.youtube.com/watch?v=Y5RcMWiUyyE ).

Analysis of the results from flipped classroom as compared to those with the traditional lecture format suggests significant improvement using the flipped format on both the final exam as well as the final course grade.


How Much Of Myself Do I Bring To The Classroom?, Adrienne L. Cohen Jan 2019

How Much Of Myself Do I Bring To The Classroom?, Adrienne L. Cohen

SoTL Commons Conference

Autoethnographic research was conducted on a professor’s decisions regarding how much of her personal experiences with major loss she would bring into her Death and Dying class. Her research question was, “Is it safe and helpful to students for an instructor to bring traumatic personal experiences into the classroom?” Using a self-reflective process of exploration and feedback from her students the researcher/instructor negotiated the boundaries between her personal and professional lives. Results from this autoenthographic study reveal the ways in which an instructor can safely bring her own experiences into the classroom as a strategy for enhancing student ...


Sotl Commons Conference Program (2019), Sotl Commons Conference Jan 2019

Sotl Commons Conference Program (2019), Sotl Commons Conference

SoTL Commons Conference

Conference Program


Library Instruction, Learning Outcomes And Assessment: A Compliance Strategy For Sacs Assessments., Kory A. Paulus Sep 2018

Library Instruction, Learning Outcomes And Assessment: A Compliance Strategy For Sacs Assessments., Kory A. Paulus

Georgia International Conference on Information Literacy

Ethel K. Smith Library’s Reference and Instruction Librarians, Kory Paulus and Isaac Meadows began a venture to improve the library instruction assessment tools in Fall of 2017 under the guidance of their Library Director and Director of Institutional Effectiveness and SACS Liaison.

Using the book entitled “Classroom Assessment Techniques for Librarians” published by ACRL as a proven example set of learning outcomes, the librarians customized these outcomes to meet the institutional needs.

An essential motive for this initiative was to obtain quantitative data to pair with learning outcomes to ensure bibliographics instruction’s alignment with both SACSCOC and Wingate ...


Literacy-Based Action Research: Strategies For Improving Student Achievement, Anne Katz Ph.D., Deborah Jaudon, Danielle Russell, Jennifer Formby Mar 2018

Literacy-Based Action Research: Strategies For Improving Student Achievement, Anne Katz Ph.D., Deborah Jaudon, Danielle Russell, Jennifer Formby

National Youth-At-Risk Conference Savannah

The presentation will highlight literacy-based action research projects by three Reading Specialist M.Ed. graduate students. The topics of enhancing struggling readers’ vocabulary development using technology; effects of technology during summer school on student promotion; as well as infusion of dialogue and metacognitive strategies to promote self-efficacy and early reading success were explored. Tools for attendees to implement the process of action research in their own classroom will be outlined.


Building A Better Risk Prevention Model, Steven Hornyak Mar 2018

Building A Better Risk Prevention Model, Steven Hornyak

National Youth-At-Risk Conference Savannah

This presentation chronicles the work of Houston County Schools in developing a risk prevention model built on more than ten years of longitudinal student data. In its second year of implementation, Houston At-Risk Profiles (HARP), has proven effective in identifying those students most in need of support and linking them to interventions and supports that lead to improved outcomes and significantly reduces the risk of failure.


Changing The Music: Understanding Educational Obstacles For Youth In Foster Care, Amie J. Stearns, Iyc Mar 2018

Changing The Music: Understanding Educational Obstacles For Youth In Foster Care, Amie J. Stearns, Iyc

National Youth-At-Risk Conference Savannah

Due to increased tendency of children in foster care placements to perform poorly in school and to become involved with the juvenile justice system, there is a dire need for school districts to improve support systems for this vulnerable student group. This presentation may be of most interest to conference attendees as it explores the specific barriers which may hinder educational success for youth in foster care.


Motivate My Mindset: Teachers, Parents And Students Setting Their Minds On Achievement, Growth And Excellence!, Stephanie Leggett Mar 2018

Motivate My Mindset: Teachers, Parents And Students Setting Their Minds On Achievement, Growth And Excellence!, Stephanie Leggett

National Youth-At-Risk Conference Savannah

We have heard that the 'mind is a terrible thing to waste'. This session supports where the ‘Mind is set Matters Most!’ Activities and strategies that K-12 teachers and parents can implement will aid a diverse student population to have growth mindsets that are set for A.G.E. – Achievement, Growth, and Excellence despite the subject or task!


1. Why Use Norm Referenced Standardized Tests To Answer: Did I Teach? Did They Learn?, John Hobe Mar 2018

1. Why Use Norm Referenced Standardized Tests To Answer: Did I Teach? Did They Learn?, John Hobe

National Youth-At-Risk Conference Savannah

  1. : If it is state law that students must attend school or be home schooled until they are a certain age, then must the state protect them while at public schools? The answer seems self-evident. Indeed, the United States Constitution’s 14th Amendment guarantees equal protection under the laws to its citizens. But do school practices unintentionally violate this protection?


An Astronaut’S View Of Choices, Influences, Contributions And Later Discoveries, Col. Frederick D. Gregory Oct 2017

An Astronaut’S View Of Choices, Influences, Contributions And Later Discoveries, Col. Frederick D. Gregory

Norman Fries Distinguished Lectureship Series

Frederick D. Gregory is a former astronaut with NASA, a retired Air Force Colonel and was the first African-American man to command a space shuttle mission. Gregory has logged more than 400 hours in space and says his travels often led him to reflect. As he looked down on the Earth from above, he wondered what choices its people had been offered and taken; what goals they considered, evaluated and selected; what influences shaped their paths and what molded their characters. He believes that each choice taken — or not taken — has a profound effect on a person’s life, a ...