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Full-Text Articles in Education

Empowering The Scholarship Of Teaching And Learning: Towards An Authentic Practice, Carolin Kreber Mar 2010

Empowering The Scholarship Of Teaching And Learning: Towards An Authentic Practice, Carolin Kreber

SoTL Commons Conference

In this presentation my aim is to look at the different kinds of questions that can be asked as part of the scholarship of teaching and learning and the different types of knowledge these questions might generate. I will explore and unpack the meaning of the now common notion of ‘SoTL research’ and compare it to an alternative or complementary notion of scholarship, that of ‘SoTL practice’. The latter I will argue is not just characterized by context-specific inquiries into the effectiveness of certain teaching strategies in bringing about particular learning outcomes but by questions that are directed at values ...


Faculty-Student Differences In Perceptions Of Group Work, Trent W. Maurer, Diana Sturges, Padmini Shankar, Deborah Allen, Saida Akbarova Mar 2010

Faculty-Student Differences In Perceptions Of Group Work, Trent W. Maurer, Diana Sturges, Padmini Shankar, Deborah Allen, Saida Akbarova

SoTL Commons Conference

This session will present results from a project that explored differences in faculty and students' perceptions of group work. Prior research has established the pedagogical benefits of group work and common student objections to it. What remains unknown is differences between how faculty and students perceive: group work, the problems with group work, and the solutions to overcoming those problems. Only by understanding these differences can faculty and students work collaboratively to more effectively use group work. Session objectives include discussing the implications of these results for using group work. The audience will participate in a group work activity and ...


Effectiveness Of Incentives On Fostering Perfect Student Attendance In Class, Michael Furick Mar 2010

Effectiveness Of Incentives On Fostering Perfect Student Attendance In Class, Michael Furick

SoTL Commons Conference

During three semesters, students were given the incentive of having a full 2 percentage points added to their final grades for perfect attendance in class (e.g. final grade of 89% would be raised to 91%). For the next three semesters, the same course was taught without the added incentives with most variables held constant such as same professor, textbook, syllabus, and assessment tools. Perfect attendance was defined as physically present in every class period with one “miss” allowed. The lectures and classroom information were not available in any other way except by attending class. The impact on attendance and ...


A Story Time For Math, Kirthi Premadasa Mar 2010

A Story Time For Math, Kirthi Premadasa

SoTL Commons Conference

This presentation describes research to address a key problem confronting Mathematics teachers: a reluctance in students to solve story problems. A group of College Algebra students were given a collection of story problems as actual short "stories" minus any Mathematical notation or data (an exponential function problem on cooling is written as "Guests are coming at 6 pm. When should I start chilling the wine?"). Next, the actual problem is presented with guided steps. The student gets to know the purpose of the problem before doing the calculations. Student surveys and work were used to measure the effect of this ...


Incentive-Based Reading Compliance, Trent W. Maurer Mar 2010

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 ...


Beyond Teaching Portfolios: Using A Course Portfolio As A Form Of Scholarship To Improve Students' Learning, Judith Longfield Mar 2010

Beyond Teaching Portfolios: Using A Course Portfolio As A Form Of Scholarship To Improve Students' Learning, Judith Longfield

SoTL Commons Conference

A course portfolio, unlike a teaching portfolio, is a form of teaching scholarship which epitomizes the inquiry and research focus of SoTL. Its purpose is to document the design, implementation and evolution of a specific course, thereby making explicit the implicit intellectual work of teaching. It is a tangible means of engaging in SoTL with the purpose of improving student learning and students' understanding. Often created in cross-disciplinary teams, course portfolios can also provide a forum for thinking about and discussing important teaching-learning issues with colleagues from other departments. This session will show how one instructor's participation in a ...


Using Facebook As A Course Management Tool, Jean French Mar 2010

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 ...


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

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 ...


Toys In The Classroom: Refocusing Attention, Donald Slater, Jean French Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 ...


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

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 Mar 2010

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 ...


Student Attitudes And Performance In An Introductory College Economics Class, Greg Brock Mar 2010

Student Attitudes And Performance In An Introductory College Economics Class, Greg Brock

SoTL Commons Conference

Students attitudes towards Economics as well as their knowledge of Economics before and after taking a college introductory Economics class is examined using standardized multiple choice economics questions. Prior knowledge of economics, having a bank account, and other biographical information are used to hold constant many factors influencing pre/post performance in an economics class such as instructor, book, content of the class. Results hope to shed light on how to flag potentially low grade students at the start of the semester to enable them to improve their performance in the introductory class.


Group Work At Georgia Southern University: Recommendations From The 2009-2010 Flc On Sotl, Trent W. Maurer, Diana Sturges, Padmini Shankar, Deborah Allen, Saida Akbarova Jan 2010

Group Work At Georgia Southern University: Recommendations From The 2009-2010 Flc On Sotl, Trent W. Maurer, Diana Sturges, Padmini Shankar, Deborah Allen, Saida Akbarova

Trent W. Maurer

No abstract provided.


Honors @ Georgia Southern, University Honors Program Students And Staff Jan 2010

Honors @ Georgia Southern, University Honors Program Students And Staff

Honors@Georgia Southern

No abstract provided.


Sustained Employment Of Teachers In High Poverty Schools, Karen Jean Davis Jan 2010

Sustained Employment Of Teachers In High Poverty Schools, Karen Jean Davis

Electronic Theses and Dissertations

Author's abstract: The researcher's purpose of this study was to understand from the lived experiences of teachers in high poverty schools the reasons they remained in these schools. A qualitative method was used to conduct the study, which involved interviews with eight teachers (4 elementary, 2 middle and 2 high), one principal and the Superintendent who responded to open-ended interview questions. The interview questions were designed to elicit responses to the research questions and interview questions. The researcher coded transcripts from the interviews for recurring themes and patterns. Field notes from before and after each interview, as well ...