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Educational Assessment, Evaluation, and Research

Georgia Southern University

SLOs

Articles 1 - 13 of 13

Full-Text Articles in Education

Critical Inquiry In The Classroom: Creating Opportunities For Deeper Learning And Application, Andy Dyer, Stephanie Foote Mar 2012

Critical Inquiry In The Classroom: Creating Opportunities For Deeper Learning And Application, Andy Dyer, Stephanie Foote

SoTL Commons Conference

The first year of college is a critical time in the cognitive development of students, a time when students experience measurable gains in learning (Reason, Terenzini, & Domingo, 2006). Through the implementation of a 1-credit hour required Critical Inquiry (CI) course, faculty at one institution are encouraging this development by engaging first semester first-year students in deeper learning that applies critical inquiry knowledge and skills. In this session, the presenters will draw from collective experiences developing and implementing the CI course, and related faculty development to: a) communicate strategies that have been used to get students engaged in the critical inquiry process; b) share examples of student work on activities and assignments that encourage deeper thinking and learning; c) explain the methods used to evaluate critical thinking and inquiry skills through student learning outcomes measurement and a common CI Portfolio; d) present findings related to the authentic portfolio assessment; and e) facilitate a discussion with the audience about how they can adapt activities and assignments in their courses to promote deeper learning.


Portfolio Review: Evidence Of Student Learning Outcomes, Diana Gregory, Donald Robson, Samual Robinson Mar 2012

Portfolio Review: Evidence Of Student Learning Outcomes, Diana Gregory, Donald Robson, Samual Robinson

SoTL Commons Conference

Following self-study analysis a portfolio review process was initiated addressing and improving student-learning outcomes. Published standards for admission leave institutions on their own to determine criteria and processes. When faculty members seek consensus, is anything lost in the process? Do (should, or indeed can) admission standards take into account student's future success in the program as recommended by accreditation institutions? If so, what are the most effective criteria to evaluate student learning outcomes and how can these be used to assess student progress? What are the ultimate goals of the admissions portfolio? This session seeks to delineate both problems ...


A Collaborative, Cross-Disciplinary, Field-Based Project For Professionals In Training, Jennifer Dobbs-Oates, Carrie Wachter Morris Mar 2012

A Collaborative, Cross-Disciplinary, Field-Based Project For Professionals In Training, Jennifer Dobbs-Oates, Carrie Wachter Morris

SoTL Commons Conference

This session will describe a SoTL investigation of an innovative project connecting a graduate course in school counseling and an undergraduate course in early childhood special education. Students from the courses were paired with each another to complete an applied semester-long project involving consultation, classroom observation, and program planning. Student reflections collected through the duration of the project were used to evaluate student learning outcomes. The purpose of the session is to discuss 1) the nature of the project, 2) the outcomes revealed by student reflections, 3) the use of reflection as a source of SoTL data, and 4) the ...


Teaching Democratic Citizenship: Theory Versus Practice, Mary Hjelm, Chris Nesmith Mar 2011

Teaching Democratic Citizenship: Theory Versus Practice, Mary Hjelm, Chris Nesmith

SoTL Commons Conference

This session will present and discuss the findings of a semester-long study of student learning outcomes in a required course for two baccalaureate degree programs at regional campuses of a large public university in the Southeast. Pre- and post-course surveys were administered, asking students about their past behaviors and attitudes regarding voting, volunteering, writing their representatives, and other measures of civic engagement. After several activities and classroom discussion, students were then given the same survey and some other follow-up questions to collect data on their perceptions of and attitudes toward civic engagement and active citizenship.


The Role Of The Instructor In The Success Of Undergraduate Real-Life It Capstone Team Projects, Karen Patten, Lynn Keane Mar 2011

The Role Of The Instructor In The Success Of Undergraduate Real-Life It Capstone Team Projects, Karen Patten, Lynn Keane

SoTL Commons Conference

Undergraduate students on real-life IT capstone projects integrate major concepts learned in their IT program while gaining valuable experience successfully planning and completing the projects. The success of the project involves students, real-life clients, and instructor(s). One issue with these student projects is successfully delivering the real-life IT project objectives differs from assessing the student learning outcomes. The purpose of this study is to focus on the influence of the instructor(s) in assuring the success of the multiple projects as well as measuring the actual and perceived student learning outcomes. Three different instructor ‘roles' are critical: the ‘teacher ...


Teaching Preschool: An Evaluation Of Laboratory School Courses, Alice Hall, John Peden, Joanna Hollaway Mar 2011

Teaching Preschool: An Evaluation Of Laboratory School Courses, Alice Hall, John Peden, Joanna Hollaway

SoTL Commons Conference

This study assessed the impact of laboratory teaching courses on knowledge and skill attainment among student teachers at the Georgia Southern Child Development Center. Previously, faculty relied on course evaluations, tests, written assignments, and anecdotal evidence from graduates to assess student learning outcomes. Our purpose was to provide evidence that laboratory teaching courses enhance undergraduate education by providing students with hands-on experiences with children in a supervised setting. A pre-post design was used to administer a 17 item questionnaire to students in CHFD 2135 and CHFD 4131 in the Fall 2009 and Spring 2010 semesters. Questions addressed topics and skills ...


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 ...


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 ...


A Methodology For Developing And Validating An Assessment Rubric, Sandra Allen, John E. Knight Mar 2009

A Methodology For Developing And Validating An Assessment Rubric, Sandra Allen, John E. Knight

SoTL Commons Conference

The valid and reliable assessment of student learning outcomes relative to an academically-sound and employer-relevant standard presents a challenge to the scholarship of teaching and learning. In this session, participants will be guided through a flow-process methodology useful for developing and validating a rubric integrating baseline data collected collaboratively from academics and professionals. The methodology addresses two goals: (1) To formulate and test a rubric as a teaching protocol for a multi-section course taught by various instructors; and, (2) To assure students that their learning outcomes will be reliably and validly assessed against the rubric regardless of teacher or section ...


"Sage On The Stage" Or "Guide On The Side": Theories, Perceptions, And Misconceptions Of Active Student Learning In Higher Education, Barbara Morgan Mar 2009

"Sage On The Stage" Or "Guide On The Side": Theories, Perceptions, And Misconceptions Of Active Student Learning In Higher Education, Barbara Morgan

SoTL Commons Conference

Research in educational theory manifests the benefits of active student learning in various academic settings. Although educational research continues to prove positive student learning outcomes, many teachers in higher education struggle to implement these learning theories for a variety of reasons. This presentation will discuss some educational theories on active student learning, and the perceptions and misconceptions of higher education teachers to these theories. We will also briefly look at administrative implementation strategies for teacher training in active student learning, and its impact on teachers perceptions. As this study is a work in progress, an open learning environment with feedback ...


Measuring Learning In An Honors Interdisciplinary Course On Video Games, Rudy Mcdaniel, Peter Telep Nov 2007

Measuring Learning In An Honors Interdisciplinary Course On Video Games, Rudy Mcdaniel, Peter Telep

SoTL Commons Conference

Some research suggests that video games can be effective tools for learning complex subject matter and for teaching students how to manage and work with information in project settings. In our session we will discuss our experiences teaching and conducting SOTL research in an undergraduate Honors Interdisciplinary team-taught seminar. The course, entitled Gaming 360: The History, Culture, and Design of Video Games, was taught during the Spring 2007 semester and included 20 Honors In the Major (HIM) students. Our primary research question was this: How would students improve their understanding of video game production concepts (video games as technologies) and ...


Re-Conceptualizing Teaching To Engage Students With Authentic Disciplinary Practices, Rachel G. Ragland Nov 2007

Re-Conceptualizing Teaching To Engage Students With Authentic Disciplinary Practices, Rachel G. Ragland

SoTL Commons Conference

This session will describe a faculty member's process of revising the teaching of a senior capstone course in education. The objective of the course redesign was to better engage students and push them to critically examine their discipline and then apply this authentic disciplinary knowledge. Research was then conducted on the pedagogical process to determine the success of the new course design in achieving its objectives. The research project documented: how the authentic disciplinary practices were taught to students; student attitudes toward the knowledge gained; and how the students subsequently put this knowledge into practice. Results and implications for ...