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Educational Assessment, Evaluation, and Research

Georgia Southern University

Learning outcomes

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Full-Text Articles in Education

A Sotl Approach To Learning-Centered Peer Review Of Teaching For Tenure And Promotion, Richard Swan, Trav Johnson Mar 2013

A Sotl Approach To Learning-Centered Peer Review Of Teaching For Tenure And Promotion, Richard Swan, Trav Johnson

SoTL Commons Conference

In 2011, Hutchings, Huber, and Ciccone asked, �What would academic life look like in ten years if the principles and practices of the scholarship of teaching and learning were to take hold at the deep level? What would it take to get there?� One powerful way to get there would be to integrate SoTL into the institution's faculty evaluation process for tenure and promotion as suggested by McKinney (2007). This presentation will report how one large research university is doing just that�transitioning away from traditional peer review of teaching to a SoTL approach in which faculty candidates collect ...


The Effects Of Collaborative Classroom Activities On Student Engagement And Learning, Paula Witkowski, Thomas Cornell Mar 2013

The Effects Of Collaborative Classroom Activities On Student Engagement And Learning, Paula Witkowski, Thomas Cornell

SoTL Commons Conference

Using the methodologies of peer coaching and collaboration over the past two academic years, two professors of reading methods courses have collected data on the effects of collaborative learning activities on engagement and academic achievement. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes being taught. Participants in this presentation will be able to view video clips of students engaged in ...


Are Games Just For Play?, Marty Thomas Mar 2013

Are Games Just For Play?, Marty Thomas

SoTL Commons Conference

Although games have connotations of recreation and fun, games are making their way into the classroom. The purpose of this presentation is to describe the manner in which games can impact the learning process within the classroom. Because the use of games in the research literature is quite extensive, the presenter will address these issues via a meta-analysis of games used within mathematics education that consolidates findings related to the impact on learning objectives and Bloom's critical thinking model. The presenter will provide the audience with resources for using games within their own classroom. The audience will have the ...


Understanding Student Diversity: Towards Successful Transition And Learning Outcomes, Wallace Lockhart, Brian Schumacher Mar 2013

Understanding Student Diversity: Towards Successful Transition And Learning Outcomes, Wallace Lockhart, Brian Schumacher

SoTL Commons Conference

Motivated by the recent implementation of an Introduction to Business class offered to first-time students and a strong desire to enhance student success, a team of faculty delivering the course have devised and engaged in a three-year study aimed at enhancing their understanding of the impact of student diversity and first-year experiences on student outcomes. The study is multifaceted, employing surveys, focus groups, as well as academic, personality and learning style assessments. The research is intended, not only to heighten the researchers' understanding of student diversity and its connection to student outcomes, but to also assess the extent to which ...


Comparison Of Student Perception Of Achievement And Learning, Sherri Chandler Mar 2013

Comparison Of Student Perception Of Achievement And Learning, Sherri Chandler

SoTL Commons Conference

Educational literature (Dweck, 2007; Pintrich, 2000) indicates that student outcomes are correlated with their patterns of motivation goals. Approximately 1500 community college students across disciplines completed surveys in the winter and fall semesters of 2012 to test this theory. Six hundred students completed a survey asking them to describe what they do in a course to earn an �A� and how that is different than what they would expect to do in a course to earn a grade of �C�. Nine hundred students completed a survey asking them to describe what they do to learn the course material. The responses ...


Enhancing Cross-Cultural Competencies Through Online Social Networking, Mary Moeller Mar 2012

Enhancing Cross-Cultural Competencies Through Online Social Networking, Mary Moeller

SoTL Commons Conference

Participants will consider the educational utility of an online social networking site linking diverse populations in a service-learning project, and will discuss opportunities and challenges to reducing stereotypes through such online interaction. The session will begin with a review of findings from a study in which teacher candidates used an online social networking site to connect with Native American high school students in a service-learning project. Course instructors developed the site in response to the candidates' expressed need for greater interaction with these students. We evaluated the educational value of the site through both qualitative and quantitative analysis of candidate ...


Using High Touch Pedagogy, Authentic Assessment & Student Generated Content To Increase Student Engagement In Online Education, Kristen Betts, Annette Wilson Mar 2012

Using High Touch Pedagogy, Authentic Assessment & Student Generated Content To Increase Student Engagement In Online Education, Kristen Betts, Annette Wilson

SoTL Commons Conference

Assessments in educational programs typically provide students with measures that include answer selection, information recall, and the completion of faculty generated or standardized tests. While these types of traditional assessment have a role in learning, authentic assessment, learning simulation, and student-generated content enable students to actualize and apply acquired knowledge and skills to real-life scenarios. This session will discuss how high touch pedagogy and assessment can increase student success and prepare graduates for advanced studies, career placement, advancement, and transition. Additionally, this session will share how to integrate individual and group assessments that build upon research relating to neuroplasticity, cultural ...


Enhance, Engage, Evolve: Challenges, Rewards, And The Culture Of Evidence In Online Learning, Patrick Smith, Scott Dunn, David Pollock, Michael Stewart, Colette Galivan Mar 2011

Enhance, Engage, Evolve: Challenges, Rewards, And The Culture Of Evidence In Online Learning, Patrick Smith, Scott Dunn, David Pollock, Michael Stewart, Colette Galivan

SoTL Commons Conference

A five-member panel from Bainbridge College (GA) will discuss the challenges and potential rewards involved in implementing the institution's Quality Enhancement Plan (QEP), which was developed in preparation for a recent SACS accreditation visit. The QEP is a comprehensive approach to enhancing online learning at Bainbridge College. Careful assessment of the QEP's proposed outcomes will be crucial as the college immerses itself in a culture of evidence and moves toward the ideal of a learning-centered institution. Consistent application of both direct and indirect measures of learning outcomes will be necessary to determine “success” in those courses. But how ...


Building-Up Student Success, Maria Babiuc-Hamilton Mar 2011

Building-Up Student Success, Maria Babiuc-Hamilton

SoTL Commons Conference

Students' ability to think critically is essential in achieving success not only in college, but also later in their jobs. In order to increase students' long term performance, the general education program at our university was completely restructured to allow the introduction of three required credit hours in critical thinking across curriculum at the freshmen level. The dissemination of the learning outcomes is complicated, because this course is not content driven. The solution is for students to including a meta-cognitive reflection with their assignments, describing their personal academic plan and their experience with the learning process. This proposal presents the ...


Alternative To The Research Paper: Wiki Webpage Development, Candace Timpte, Alexandra Kurtz Mar 2011

Alternative To The Research Paper: Wiki Webpage Development, Candace Timpte, Alexandra Kurtz

SoTL Commons Conference

Instead of the typical research paper, our students are required to build wiki webpages as part of a larger, class project. Constructing a wikipage meets the same learning outcomes as a research paper, namely, library and internet research skills, distillation of material, written communication, and moreover, expands technology skills. Participants will discuss best practices for wiki project design, including logical organization, layout design, citation and plagiarism prevention. Examples presented will include a microbe encyclopedia and a human genome map defining genetic diseases. Following a wikipage-building exercise, participants will compare learning outcomes from research papers with wiki projects and discuss the ...


Experiential Learning Field Trip Teaching Strategy: You Can Do It, Erica Berte, Kevin Jones Mar 2011

Experiential Learning Field Trip Teaching Strategy: You Can Do It, Erica Berte, Kevin Jones

SoTL Commons Conference

The goal of this session is to demonstrate step-by-step how to design and implement a field trip experiential learning activity. We developed a process that involves defining the learning outcomes; defining the field trip; introducing the theory related to it; developing an instructional questionnaire to guide student observations on the field trip; conducting a comprehensive debrief; and developing the assessment activities with its respective rubric. We will show how to conduct the whole process, using an experiential learning activity developed for an undergraduate Organizational Behavior class. This process presentation intends to enable participants to replicate the experience in their own ...


Using Bloom's Taxonomy To Sequence Writing, Rachel Van Horn Leroy Mar 2011

Using Bloom's Taxonomy To Sequence Writing, Rachel Van Horn Leroy

SoTL Commons Conference

This presentation will show participants how to utilize Bloom's Taxonomy to build a writing assignment and model specific learning outcomes by building a sequence in the writing process from lower orders to higher orders of thinking. To demonstrate how this works, I will show the audience the sequence my students and I take in a specific assignment. Then attendees will select a writing assignment they might facilitate, and we will focus on two or three steps in the sequencing process. Participants will brainstorm possible activities for assignments modeled from Bloom's Taxonomy. In this session, they will consider how ...


Reality Or Fantasy? Dramatization In Teaching And Learning, Cynthia Bolton-Gary Mar 2011

Reality Or Fantasy? Dramatization In Teaching And Learning, Cynthia Bolton-Gary

SoTL Commons Conference

By manipulating the concepts of reality and fantasy in the classroom, an instructor can create contexts for learning that motivate and engage students and ultimately increase learning outcomes. Using educational drama, this presentation will investigate the impact of dramatization in teaching and learning. As a result of these methods, student interest in educational theory increased as did their long term concept retention and the ability to generalize to other courses. Students were also able to more easily apply concepts in actual teaching contexts and reported an overall enjoyment of the strategies and objectives of the course. Three dramatic scenarios will ...


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 ...


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 ...


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 ...


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 ...


Assessing Outcomes For A Global First-Year Seminar Course, Stephen Braden, Ken Hill Mar 2009

Assessing Outcomes For A Global First-Year Seminar Course, Stephen Braden, Ken Hill

SoTL Commons Conference

A special topics first-year seminar at Kennesaw State University was developed to envision what the world would look like in 2025. Based on the Center for Strategic and International Studies' "7 Revolutions" project, the course explored primary drivers shaping the future - population, resources management, technology, knowledge, economic integration, conflict, and governance. Five faculty worked to design the course, which utilizes new technology from the New York Times and features out-of-class engagement activities along with the integration of key college success strategies with global issues. Pre- and post-test data assessing the effectiveness of this new version will be compared to data ...


Online Homework: Student Attitudes And Learning Outcomes In General Economics Courses, David J. Doorn, Maureen O'Brien, Susan Janssen Mar 2009

Online Homework: Student Attitudes And Learning Outcomes In General Economics Courses, David J. Doorn, Maureen O'Brien, Susan Janssen

SoTL Commons Conference

The session will present preliminary results from a study concerning the use of online homework in a range of Economics and Business Statistics courses. The data for the study was collected during fall semester 2008 and analyzed in the months leading up to the conference. In this study we examine 1) students' attitudes and practices related to online homework and 2) the relationship between homework attitudes, homework practices, homework grades, test scores, and course grades. We also analyze interactions to determine whether online homework is more useful or effective for some types of students than others. By presenting preliminary results ...


What Does Social Justice Understanding Look Like?, Matthew Mcpherson, Patricia Terry, Foster Walsh Mar 2009

What Does Social Justice Understanding Look Like?, Matthew Mcpherson, Patricia Terry, Foster Walsh

SoTL Commons Conference

Social Justice education is a core commitment at many colleges and universities, but how do we recognize levels of student understanding of Social Justice? Having examined student responses to a social justice writing prompt in three different courses, the researchers articulate descriptors of student understanding that lay the groundwork for constructing an analytical rubric to assist in delivering and evaluating Social Justice education. We will provide an overview of our data analysis of student responses, classify a range of levels of student understanding of Social Justice, and show how this analysis establishes a basis for creating a Social Justice assessment ...


Student Self-Perceptions And Cognitive Abilities, Donald Slater, Ludwika Goodson Mar 2009

Student Self-Perceptions And Cognitive Abilities, Donald Slater, Ludwika Goodson

SoTL Commons Conference

This presentation reports upon research that has been conducted on self-reflection, metacognition, and motivation. It explores the use of a confidence-assessment technique and how it operates as an advance organizer for instruction and serves as a study guide for students. This approach has been used successfully in two sections of one course over three terms for approximately 115 students. Student perceptions of learning were examined with formative evaluation self-reports, tests, and confidence ratings before and after instruction. This study compares high and low-scoring groups based on their test results to confidence ratings about knowledge and skills. Differences in scores, ratings ...


Improving Academic Quality Through Outcomes Assessment And Active Learning Strategies – A Model For Effective Institutional Change, Mary C. Hassinger, Theresa R. Moore Mar 2009

Improving Academic Quality Through Outcomes Assessment And Active Learning Strategies – A Model For Effective Institutional Change, Mary C. Hassinger, Theresa R. Moore

SoTL Commons Conference

Whether responding to recommendations by accrediting bodies or to demands for higher academic distinction by various stakeholders, higher education agendas to become more student-centered often involve large scale, institutional change. As such an institution, Viterbo University was recommended by the Higher Learning Commission in 1998 to improve its “culture of assessment.” As a response to this recommendation, Viterbo applied for and received $1.8 million in Title III federal grant monies to improve outcomes based assessment and active learning strategies. Upon completion of the grant, data indicates not only a strong participation rate on behalf of faculty in the faculty ...


E Is For Edutainment, Jim Gort Mar 2009

E Is For Edutainment, Jim Gort

SoTL Commons Conference

An interactive facilitated session to explore the benefits and dangers of using entertaining techniques in the classroom. The session will consist of facilitated discussion and group activities. Do you have a topic or learning outcome that you do not look forward to teaching to your students? Bring your specific example to the session and collaboratively we will generate solutions to engage the students. Surveyed results from adjunct and full time faculty will be shared. This session can benefit instructors from all disciplines and individuals that work with instructors (such as trainers, administrators, and instructional designers). Attendees will learn how to ...


Student Confidence Ratings And Learning Outcomes, Donald Slater, Ludwika (Ludy) Goodson Nov 2007

Student Confidence Ratings And Learning Outcomes, Donald Slater, Ludwika (Ludy) Goodson

SoTL Commons Conference

This poster session will show students' confidence ratings before and after instruction on individual learning tasks, results from tests given after instruction, and students' evaluation of the confidence rating process in TCM 4434, Site Construction. Data will show the impact of instruction on both confidence and performance results. Analysis of perceptual data from student evaluations will show the strengths, improvements, and insights for the course design and teaching process. The poster session will show the Likert rating scale students used in self-reports of confidence, sample clusters and individual learning tasks for which students rated confidence, highlights of the confidence survey ...


Implementing A College-Wide Requirement For Teaching Scholarship, Lynne Crosby, Deborah Morris Nov 2007

Implementing A College-Wide Requirement For Teaching Scholarship, Lynne Crosby, Deborah Morris

SoTL Commons Conference

Many institutions encourage their faculty to engage in teaching scholarship, but few require it. In 2003, Florida Community College's faculty and administration approved a new contractual requirement for full-time faculty to complete an annual Learning Outcomes Enhancement Plan (LOEP), an evidence-based investigation of student learning at the classroom level. This session will present tools and models developed to support faculty and administrators as they implemented this new requirement, including professional development materials, policy statements, and other resources. Session participants will be engaged in discussion around practical, cultural, and political issues that arose during implementation, participate in a sample professional ...