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Full-Text Articles in Education

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.


Sotl 101: An Introduction To The Scholarship Of Teaching And Learning, Andy Gavrin Jan 2018

Sotl 101: An Introduction To The Scholarship Of Teaching And Learning, Andy Gavrin

Scholarship of Teaching and Learning Workshop

In this workshop held at Marian University Dr. Andy Gavrin discusses the power of the Scholarship of Teaching and Learning (SoTL), how SoTL research is completed, and how to develop one's own plan for conducting SoTL research in the classroom.

Dr. Andy Gavrin is Associate Professor and Chair of Physics at Indiana University Purdue University Indianapolis (IUPUI), and a member of IUPUI’s University College faculty. He is a co-developer of the Just-in-Time Teaching method, and a “serial adopter” of educational technologies. He is a Fellow of the American Association of Physics Teachers (AAPT) and winner of the AAPT ...


Modernizing The Reading Clinic Through Research And Exploration, Evan T. Ortlieb, Gina M. Doepker Oct 2017

Modernizing The Reading Clinic Through Research And Exploration, Evan T. Ortlieb, Gina M. Doepker

Gina Doepker

Reading clinics are not only necessary, but pertinent in the age of educational assessment, accountability, and best practices. Assessing and individualizing instruction are only facets of what encompasses a reading clinic; the structure of a reading clinic must be representative of the needs of students today. A 10-step model for creating and maintaining a successful reading clinic for students will be discussed to ensure maximal learning for both preservice tutors and their tutees. Unique features include expanding literacy opportunities with technology, meta-monitoring of tutoring sessions, and facilitating continual professional development for preservice educators. Attendees will acquire knowledge of characteristics of ...


Pinning Down Constructive Alignment Of Conceptual Inventiveness In Visual Arts, Jonathan K. Fisher, Diana Gregory Dr. Mar 2017

Pinning Down Constructive Alignment Of Conceptual Inventiveness In Visual Arts, Jonathan K. Fisher, Diana Gregory Dr.

SoTL Commons Conference

Biggs & Tang (2007) posit a well-aligned curriculum helps students to construct learning more effectively and independently. During the Self-Study process for reaccreditation, university faculty focused on intended learning outcomes (ILO) in the Bachelor of Fine Art (BFA) and Bachelor of Science in Art Education (BS Art Ed) degrees in visual art. This presentation presents a SoTL application as faculty developed horizontal and vertical “constructive alignment” (Angelo, 2013) for six foundations courses leading to portfolio review. A specific example is ART 2990: Concepts, Creativity and Studio Practice, designed as a result of external feedback indicating student work lacked conceptual inventiveness.


Various Forms Of Student Engagement And Student Learning, Dan Richard, Melissa Newberry Feb 2017

Various Forms Of Student Engagement And Student Learning, Dan Richard, Melissa Newberry

Dan Richard

Previous research indicates that student engagement is multi-dimensional. Numerous engaged or active learning strategies (e.g., think-pair-share, problem-based learning, interactive games) emphasize some dimensions of student engagement but not others. The current project assesses the learning impact of a diversity of active learning strategies employing various dimensions of student engagement within three sections of a course in Social Psychology. Direct assessment of student performance on multiple-choice exams as well as indirect assessment of student preferences for learning activities will be addressed. In this session, participants will review original research on student engagement, receive examples of course activities, evaluate these activities ...


Prior Mentoring And Computer-Mediated Experiences Influence On Willingness To Engage In E-Mentoring, Marty Thomas, Ellen Ensher Dec 2016

Prior Mentoring And Computer-Mediated Experiences Influence On Willingness To Engage In E-Mentoring, Marty Thomas, Ellen Ensher

Ellen Ensher

The practice of mentoring has proliferated tremendously and occurs in many different forms. The advent of Internet technology offers some new possibilities to traditional face-to-face mentoring relationships in which mentoring relationships are not constrained by physical proximity (e-mentoring). This presentation will describe the results of a research study involving the relationship between willingness to participate in e-mentoring relationships and prior mentoring and CMC experiences. The researchers considered three hypotheses: 1) positive prior mentoring experiences will increase the likelihood of participating in e-mentoring; 2) positive prior experiences with CMC will increase the likelihood of participating in e-mentoring; 3) the form of ...


Why This Flip Wasn't A Flop: What The Numbers Don't Tell You About Flipped Classes, Heather Noel Fedesco, Troy Cary Jun 2016

Why This Flip Wasn't A Flop: What The Numbers Don't Tell You About Flipped Classes, Heather Noel Fedesco, Troy Cary

IMPACT Publications

This paper details the conversion of a large, required Civil Engineering fluid mechanics course into a more student-centered, active learning-oriented course through the flipping of one lecture per week. In the flipped class, students collaboratively solve homework problems in groups while receiving “expert” feedback from instructors and TAs. To offset the lost lectures, some course material that has been delivered in traditional lectures has been placed online in the form of short videos and textbook readings, with low-stakes quizzes for assessment.

Student learning gains were quantitatively assessed by comparing quiz and final exam scores for three semesters (1 pre-flip and ...


Beyond Navel Gazing: The Evidence Base For Employing Reflective And Metacognitive Practices In Our Teaching, Sarah Leupen Apr 2016

Beyond Navel Gazing: The Evidence Base For Employing Reflective And Metacognitive Practices In Our Teaching, Sarah Leupen

SoTL Commons Conference

Most of us work hard to build our students’ discipline-specific skills, content knowledge, and even that elusive goal, critical thinking. Rarely, though, do we train our students in how to reflect on their learning practices and current level of understanding, or how to change their practices to deepen understanding. Lacking such skills, they often exhibit shocking (to us!) failures to make connections among what they have learned, improve ineffective study behaviors, or see what they’re learning in a broader context. The research in cognitive science now demonstrates the importance and value of metacognition and reflection in formal learning, and ...


Using Social Media To Build Your Sotl Research And Profile: The “What” “Why” And “How”, Josephine M. Csete Dr Mar 2016

Using Social Media To Build Your Sotl Research And Profile: The “What” “Why” And “How”, Josephine M. Csete Dr

SoTL Commons Conference

Technology has caused huge changes in how academic work is accessed and measured. The advent of social media has also changed the way academic works are found and discussed.

This session will present a range of popular social media tools and foster discussion on how various tools may be useful for SoTL, as well as for wider research purposes. Throughout the session participants will first be exposed to a number of multi-functional tools and then, through discussion, be encouraged to consider which of these might be most applicable to their own practices and interests. In addition, alternative metrics (which often ...


Measuring College Learning, Lendol Calder Mar 2016

Measuring College Learning, Lendol Calder

SoTL Commons Conference

What are college students learning? Informed by SoTL, instructors can use a variety of assessment techniques to answer this question. But as questions about learning move into governance and policy circles, challenges of scale, expense, and public intelligibility make academic leaders chiefly open to the idea of standardized assessment. While faculty tend to view standardized assessment tools with distaste, college professors will not turn back the tide of demands for accountability armed only with brooms. A better response to the coming of standardized assessment would view the design of such tools as an intellectual problem to be tackled with the ...


Creating Opportunities For Institutional And Disciplinary Sotl Advocacy And Growth, Jennifer Friberg Mar 2016

Creating Opportunities For Institutional And Disciplinary Sotl Advocacy And Growth, Jennifer Friberg

SoTL Commons Conference

This presentation will focus on advocacy for and support of SoTL at the institutional and disciplinary levels to highlight successful initatives for the advancement of SoTL. Initiatives discussed will be used as a springboard for interaction among attendees to share “next steps” for SoTL advocacy in a manner which acknowledges differences in both institutional and disciplinary structures and priorities.

At the institutional level, steps taken to enhance understanding of SoTL and support SoTL research at Illinois State University will be highlighted:

  • establishment of a SoTL blog to share information, resources, and reflections on SoTL
  • publishing of a multi-media SoTL research ...


Giving Voice To Sotl, Trent W. Maurer Mar 2016

Giving Voice To Sotl, Trent W. Maurer

SoTL Commons Conference

SoTL scholars know well the value of SoTL–to student learning, to faculty teaching, to institutions specifically, and to higher education generally. However, outside the small circle of SoTL scholars, it seems that attitudes toward SoTL range from obliviousness to hostility. As educators, it would seem to be an easy task to “educate” others about SoTL, yet these efforts have met with limited success for decades. For SoTL to survive, we must move beyond attempts to educate others about its value; we must advocate for SoTL, vigorously and unapologetically. We must give voice to SoTL, to tell its story and ...


Multidisciplinary Pogil - A Faculty Learning Community, Laura Frost, Abbie Gail Parham, Trent W. Maurer, Joanne Chopak-Foss, Rose Mary Gee, Alison Rushing, Dena Hale, Linda Mullen, Cathie Johnson, Don Slater Aug 2015

Multidisciplinary Pogil - A Faculty Learning Community, Laura Frost, Abbie Gail Parham, Trent W. Maurer, Joanne Chopak-Foss, Rose Mary Gee, Alison Rushing, Dena Hale, Linda Mullen, Cathie Johnson, Don Slater

Joanne Chopak-Foss

The objective of this session is to discuss among multiple disciplines the use of a learning approach called Process-Oriented Guided-Inquiry Learning (POGIL) originally developed by chemistry educators. The panel will be comprised of faculty in the disciplines of marketing, accounting, foreign languages, nursing, health education, construction management, and child & family development who have adapted this approach to their discipline. The session begins with an overview of the POGIL approach. Each of the panelists will then provide a discipline specific example adapting the approach and demonstrate how the approach has affected student learning. This will be followed by a work session ...


Using Bibliometric Analyses For Evaluating Leading Journals And Top Researchers In Sotl, Josephine M. Csete, Mei Li Mar 2015

Using Bibliometric Analyses For Evaluating Leading Journals And Top Researchers In Sotl, Josephine M. Csete, Mei Li

SoTL Commons Conference

Drawing on bibliometric analyses, this session explores three questions relevant to the current state of SoTL.

1) “How is scholarship currently measured?” The relative merits and limitations of three popular bibliometric databases (Web of Science, Scopus, and Google Scholar) and two specific measures (impact factor and h-index) will be explored.

2) “How does SoTL ‘measure up’ as a specific discipline?” Analyses of impact factors of SoTL journals, and discipline-specific journals and conference proceedings will be compared to metrics from other disciplines. Possible strategies to raise SoTL’s profile will be discussed.

3) “How might I proceed as a scholar?” Sample ...


The Challenges That Confront Us: What Teaching And Learning Scholarship Can Be Useful In The Big Tent Of Higher Education?, T. Dary Erwin Mar 2015

The Challenges That Confront Us: What Teaching And Learning Scholarship Can Be Useful In The Big Tent Of Higher Education?, T. Dary Erwin

SoTL Commons Conference

Scholars in teaching and learning serve as models for others on-campus across the globe. Yet our scholarship is needed by off-campus audiences more than ever. Arising issues of public policy about what works and what does not place us in the best possible position to offer findings and insight that has broad implications in postsecondary education. What are these issues and how can we help?


Developing And Evaluating A Stem Professional Academy And Sotl Culture, Ludwika Goodson, Laura Frost Mar 2015

Developing And Evaluating A Stem Professional Academy And Sotl Culture, Ludwika Goodson, Laura Frost

SoTL Commons Conference

The Project Director and External Evaluator report their perspectives on strategies and results of a STEM Professional Academy to Reinvigorate the Culture of Teaching (SPARCT) funded through the NSF-WIDER program. Faculty participating in SPARCT have produced fourteen scholarship of teaching and learning (SoTL) projects to improve student learning, retention, and attitudes in introductory STEM courses. Embedded teaching practices include project-based learning, the conceptual change model, process oriented guided inquiry learning (POGIL), classroom flipping, and some blended teaching methods. In this session, participants review: 1) evidence-based teaching practices (EBTPs) selected for the SPARCT program, 2) faculty development strategies that anchored SoTL ...


"Indirect" Routes For Encouragement Of Faculty Engagement In Sotl, Deborah Richardson, Robert Bledsoe, Adam Wyatt, Raymond Whiting Mar 2015

"Indirect" Routes For Encouragement Of Faculty Engagement In Sotl, Deborah Richardson, Robert Bledsoe, Adam Wyatt, Raymond Whiting

SoTL Commons Conference

This session will describe how initiatives that promote institutional effectiveness can lead faculty members to engage in SoTL. We will review two faculty development initiatives at our university that are not officially designed to develop SoTL projects but that nevertheless have provided opportunities for faculty members to develop such projects. One program, which trains program directors to develop and assess student learning outcomes effectively and efficiently, not only produces data to evaluate the program but also provides a database for SoTL projects. The other program, the Curriculum Design Academy, requires participating academic departments to develop assessment plans to evaluate the ...


A Socratic Café For Critical Inquiry, Jody Piro, Gina Anderson Sep 2014

A Socratic Café For Critical Inquiry, Jody Piro, Gina Anderson

Jody Piro

This presentation will explore the completed research inquiry that developed from our overt attempt to promote critical thinking in an online forum. The implications for advancing critical inquiry in online formats for interdisciplinary university content areas will be addressed. The objectives of this session are twofold: 1) to introduce participants to the nine intellectual standards (Elder & Paul, 2007) used to analyze the critical thinking and Socratic questioning in our research, and 2) to discuss the structuring of critical analysis in participants' own classrooms. Participants can expect to participate in a cooperative learning activity to practice the use of Intellectual Standards ...


Building-Up Student Success, Maria Babiuc-Hamilton Jun 2014

Building-Up Student Success, Maria Babiuc-Hamilton

Maria C. Babiuc-Hamilton

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 ...


Two Methods In Teaching Introductory Physics, With Emphasis On The Effect In Gender Performance, Maria Babiuc-Hamilton Jun 2014

Two Methods In Teaching Introductory Physics, With Emphasis On The Effect In Gender Performance, Maria Babiuc-Hamilton

Maria C. Babiuc-Hamilton

Reports show that females are underrepresented in physics, and their average scores are lower than males. This proposal is targeted towards improving the performance of female students studying physics. Two different pedagogical approaches in teaching introductory level physics will be compared: the lecture-based method, enhanced with multimedia, and the active learning laboratories based on the Physics Suite. We analyze which method is more efficient in fostering the success of female students. The expected benefit of this project is that it will improve the understanding on how different pedagogical methods can influence female students to perform better in physics. It will ...


The Fourth Leg: Shifting Faculty Focus To Student Engagement, Stella Smith, Nannette Napier Mar 2013

The Fourth Leg: Shifting Faculty Focus To Student Engagement, Stella Smith, Nannette Napier

SoTL Commons Conference

Georgia Gwinnett College (GGC) has made student engagement and mentoring a hallmark of the institution. Acknowledging the crucial role professors can play as mentors, the college has explicitly redefined the traditional faculty role of scholarship, teaching, and service to include a fourth area: student engagement. This innovative policy is aimed at increasing retention, progression, and graduation (RPG) and has the potential to transform the way that faculty think about their roles and relationship to students. Presenters will share specific strategies learned at GGC in making this shift toward student engagement. They will identify specific programs, events, and activities for faculty ...


Reclaiming Our Teaching And Learning Roots, Dianna Gray, Deborah Romero, Robert Reinsvold Mar 2013

Reclaiming Our Teaching And Learning Roots, Dianna Gray, Deborah Romero, Robert Reinsvold

SoTL Commons Conference

We will discuss successes and challenges of re-establishing a culture of SoTL across campus by sharing what we learned at our university and encouraging our audience to share their own insights. Our approach is driven by bottom-up efforts initially generated by a few faculty but quickly spreading among our colleagues. While consistent with top-down institutional goals, we found relevance of SoTL is still questioned by some faculty and administrators. This is changing as we emphasize the connections between teaching, research, and practice. A series of faculty forums have brought faculty together to explore the theoretical, practical, and scholarly issues around ...


Engaging Students As Partners In Teaching, Learning, And Sotl, Peter Felton, Taylor Binnix Mar 2013

Engaging Students As Partners In Teaching, Learning, And Sotl, Peter Felton, Taylor Binnix

SoTL Commons Conference

Faculty and institutions encourage students to become engaged, independent learners in diverse ways, from disciplinary seminars and undergraduate research projects to writing-intensive courses and community-based learning. What can happen when we go further in prompting students to be reflective learners by inviting them to join us in pedagogical planning and in inquiry into teaching and learning? This interactive session will explore practical and theoretical questions about student-faculty partnerships in teaching, learning, and the Scholarship of Teaching and Learning. The session will be co-facilitated by an undergraduate student and a faculty member, drawing on several years of research and practice at ...


Sotl Implications From A Longitudinal Study Of A Site-Based Teacher Certification Program, Susan Spezzini, Julia Austin Mar 2013

Sotl Implications From A Longitudinal Study Of A Site-Based Teacher Certification Program, Susan Spezzini, Julia Austin

SoTL Commons Conference

From a SOTL perspective, the presenters describe a mixed-methods study that explored longitudinal effects and overall teaching and learning impacts ten years after a major research university in the southeastern United States introduced a professional development program in a school system located 250 miles away. The program's overall goal was to enhance the effective instruction of English language learners, who comprised 2.3% of the district's 28,000+ students. By taking 7 graduate courses through various delivery formats, 17 teachers obtained ESL teacher certification. Content analysis suggests that this distance-delivery program produced a positive overall impact and ongoing ...


What Does Your Teaching Lack?, Sharon Gilbert Mar 2013

What Does Your Teaching Lack?, Sharon Gilbert

SoTL Commons Conference

What do you LACK in your teaching? LACK stands for creating learning environments that are Learning-centered, Assessment-centered, Community-centered, and Knowledge-centered. This poster will provide information to help participants self-reflect and expand on their teaching practices in these four areas. The information is based on Bransford's (2000) work in the book How People Learn: Brain, Mind, Experience, and School.


Graduate Student Teaching Assistant Perceptions Of Student Incivility, Jennifer Blue, Julie Semlak Mar 2013

Graduate Student Teaching Assistant Perceptions Of Student Incivility, Jennifer Blue, Julie Semlak

SoTL Commons Conference

Graduate student teaching assistants (GTAs), both students and instructors simultaneously, have a unique perspective on undergraduate incivility in the classroom. Rehling and Bjorklund (2010) investigated student and faculty perceptions of uncivil behaviors in the classroom. However, GTA perceptions are unknown, and are needed for a complete description. Furthermore, many GTAs will continue teaching in faculty positions. Knowing about their experiences in the classroom will help faculty support them in their development as teachers, benefiting their current and future students. Participants in the session will consider their ideas about incivility and predict how faculty, GTAs, and undergraduate perceptions differ. We will ...


Living And Loving Biology: A Learning Community With Research For College First-Years, Katrina Gobetz Mar 2013

Living And Loving Biology: A Learning Community With Research For College First-Years, Katrina Gobetz

SoTL Commons Conference

The research-based Trelawny Learning Community (TLC) at James Madison University has three objectives: 1) provide research experience for first-year Biology majors; 2) increase student/department connection; 3) build teamwork skills. The program aims to inspire first-years to investigate and embark on science careers. TLCs take courses together and live in one dorm, but each joins a research laboratory corresponding to individual interests. TLCs attend research-themed seminars, co-run an ecology project, and help organize the department's research symposium, guided by upperclassman mentors who demonstrate resources, co-lead trips, and drive discussions. Student journals are NVIVO-coded for research/interaction/emotion themes to ...


Ready Or Not, Here It Comes!: Distance Learning And Online Teaching, Laura Russ, Dave Hung, Kim Davies, Maureen Akins, Gina Hammock Mar 2013

Ready Or Not, Here It Comes!: Distance Learning And Online Teaching, Laura Russ, Dave Hung, Kim Davies, Maureen Akins, Gina Hammock

SoTL Commons Conference

With increasing interest and pressure on university faculty to augment course offerings to meet student learning needs with online sections, a faculty learning community at Georgia Regents University set out to examine faculty concerns and readiness for teaching online. In this poster, we present data gathered from a survey of a broad range of faculty at our university including adjunct faculty, lecturers, and untenured and tenured faculty. We examine the relationship between faculty experiences, concerns, attitudes and self-perceived preparedness and willingness to teach online. Results indicate teachers are concerned with how online instruction affects student interaction with faculty and other ...


Using Data From A Learning Management System To Monitor Student Performance, Beth Dietz-Uhler Mar 2013

Using Data From A Learning Management System To Monitor Student Performance, Beth Dietz-Uhler

SoTL Commons Conference

Recently, there have been governmental demands to increase student success in higher education (e.g., Obama, B. 2009). One way to increase student success is to increase retention in courses. Among the strategies for doing so, �learning analytics� offers much promise. Briefly, learning analytics is � the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the and the environments in which it occurs� (Long & Siemens, 2011, p. 32). The objective of this presentation is to show how faculty can make use of statistics available in their Learning Management System ...


Using Podcasts As An Educational Tool In Research Methods And Intro To Psychology, Matt Bruster, Danielle Balsalmo, Bryan Dawson, Daniel Hatch, Krista Lentini, Erin Moore, Sarah Johnson Mar 2013

Using Podcasts As An Educational Tool In Research Methods And Intro To Psychology, Matt Bruster, Danielle Balsalmo, Bryan Dawson, Daniel Hatch, Krista Lentini, Erin Moore, Sarah Johnson

SoTL Commons Conference

We assessed the effectiveness of a student led instruction podcast in psychology using episodes created for an Introduction to Psychology course and a research methods course. These episodes revolved around the topics of social, cognitive, abnormal psychology, the possible threats to validity, how to use SONA system, and how to use online databases properly. Quantitative data was gathered from post-test given to students after listening or watching podcast episodes. Qualitative data was gathered from a 10 question self-report survey which examined how the students felt the podcasts affected their engagement and learning in their research methods class. The objective of ...