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Full-Text Articles in Education

Faculty Development Considerations In Video-Based Lectures, Joyce Nutta, Melanie Gonzalez, Timothy Brown Oct 2019

Faculty Development Considerations In Video-Based Lectures, Joyce Nutta, Melanie Gonzalez, Timothy Brown

Melanie González

With the current trend of moving courses online, universities and colleges are seeking ways in which to provide authentic lectures online. One delivery method that has become popular is to use lecture capture systems (LCS). This presentation reports on an ongoing faculty development project at the University of Central Florida aimed to help faculty in all disciplines develop better video presence using LCS to inject a sense of connectivity between students and their instructor. An expert in broadcasting and an expert in instructional technology pedagogy collaborated to lead the faculty development sessions. As a follow-up, the facilitators also conducted several ...


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.


Faculty And Student Perceptions Of Post-Exam Attendance, Trent W. Maurer, Laura Frost, Diana Sturges, Simone Charles, Debbie Allen, Michelle Cawthorn, Cherry C. Brewton Mar 2018

Faculty And Student Perceptions Of Post-Exam Attendance, Trent W. Maurer, Laura Frost, Diana Sturges, Simone Charles, Debbie Allen, Michelle Cawthorn, Cherry C. Brewton

J. Michelle Cawthorn

This session will describe a recently completed mixed-methods research project that investigated differences between faculty and student perceptions of student attendance in courses for the class period after an exam, including factors thought to influence student attendance. Session objectives include discussing similarities and differences that emerged from the data and classroom techniques and policy implications that flow from them. The audience will be invited to build upon these findings and brainstorm additional ideas for increasing attendance couched within what we have learned about the factors that influence student attendance. Attendees will learn: 1. The prevalence of declines in post-exam attendance ...


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 ...


Perceptions Of Disruptive Classroom Behaviors, Trent W. Maurer, Diana Sturges, Danny Averette, Sun-A Lee, Deborah Allen Jun 2016

Perceptions Of Disruptive Classroom Behaviors, Trent W. Maurer, Diana Sturges, Danny Averette, Sun-A Lee, Deborah Allen

Diana Sturges

This session will describe a mixed-methods project currently underway to explore faculty and students' perceptions of disruptive classroom behaviors and effective strategies for dealing with them. Session objectives include discussing the results of this project and its implications for classroom management and institutional policies. The audience will be invited to build upon the findings reported and brainstorm additional ideas for reducing disruptive behaviors couched within what we have learned about the factors that influence them. Attendees will learn about differences and similarities between faculty and student perceptions of: 1. What constitutes disruptive behaviors, 2. The effectiveness of specific strategies in ...


Faculty-Student Differences In Perceptions Of Group Work, Trent W. Maurer, Diana Sturges, Padmini Shankar, Deborah Allen, Saida Akbarova Jun 2016

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

Diana Sturges

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 ...


Enhancing The Scholarship Of Teaching And Learning At Georgia Southern University: The Impact Of The Faculty Learning Community Program On Participating Faculty, Diana Sturges, Susan Trimble, Raleigh Way Jun 2016

Enhancing The Scholarship Of Teaching And Learning At Georgia Southern University: The Impact Of The Faculty Learning Community Program On Participating Faculty, Diana Sturges, Susan Trimble, Raleigh Way

Diana Sturges

Quantitative and qualitative data are analyzed at the individual level - using 80 participant registration forms and 32 end-of year reports and 10 facilitator interviews; the group level- using 10 mid year and 3 end-of year case reports and the community level based on the overall results of the FLC program. Quantitative data from the individual reports indicate that 97% of participants found the FLC experience valuable and would recommend participation to a friend or colleague. The vast majority of participants (98%) would like to continue their participation, either in the same FLC (72%) or a different one (16%).The impact ...


Faculty And Student Perceptions Of Post-Exam Attendance, Trent W. Maurer, Laura Frost, Diana Sturges, Simone Charles, Debbie Allen, Michelle Cawthorn, Cherry C. Brewton Jun 2016

Faculty And Student Perceptions Of Post-Exam Attendance, Trent W. Maurer, Laura Frost, Diana Sturges, Simone Charles, Debbie Allen, Michelle Cawthorn, Cherry C. Brewton

Diana Sturges

This session will describe a recently completed mixed-methods research project that investigated differences between faculty and student perceptions of student attendance in courses for the class period after an exam, including factors thought to influence student attendance. Session objectives include discussing similarities and differences that emerged from the data and classroom techniques and policy implications that flow from them. The audience will be invited to build upon these findings and brainstorm additional ideas for increasing attendance couched within what we have learned about the factors that influence student attendance. Attendees will learn: 1. The prevalence of declines in post-exam attendance ...


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 ...


Designing Graduate Teaching Assistants Training Programs, Bridget Melton, Yasar Bodur Aug 2015

Designing Graduate Teaching Assistants Training Programs, Bridget Melton, Yasar Bodur

Bridget F. Melton

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 ...


The Others: Cultural Competency In Nursing Education, Debbie Allen, Maggie Davis, Brenda Matzke Aug 2015

The Others: Cultural Competency In Nursing Education, Debbie Allen, Maggie Davis, Brenda Matzke

C. Michele Davis McGibony

Like the actors in the TV show “Lost,” our students must develop an understanding of ‘the others' in order to provide culturally competent care to diverse patients in rural and urban healthcare settings. However, we noticed a trend in our nursing students on standardized testing that indicated that they demonstrated significant deficits in cultural competency. In this presentation, we will discuss the qualitative and quantitative measures we will use to determine progress in cultural competency among nursing students. We will also discuss how you can incorporate key concepts of cultural competency in any course. By the end of this session ...


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 ...


Learning Independence Through Guided-Inquiry In A Bioanalytical Laboratory Course, Laura D. Frost, C. Michele Davis-Mcgibony Jun 2014

Learning Independence Through Guided-Inquiry In A Bioanalytical Laboratory Course, Laura D. Frost, C. Michele Davis-Mcgibony

C. Michele Davis McGibony

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 ...


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 ...


Development And Validation Of An Open Ended Assessment - Creative Excercises, Jessica Orvis, Deborah Sauder Jun 2014

Development And Validation Of An Open Ended Assessment - Creative Excercises, Jessica Orvis, Deborah Sauder

Jessica N. Orvis

Nationally standardized multiple choice exams are used heavily in assessment of many fields. While these exams can provide valuable information about student learning, many educators believe that multiple choice exams are too limiting. The presenters advocate for the addition of a more open ended assessment that would measure student learning of a different type, while still being incorporated within a conventional exam. This session focuses on a new open ended assessment called the Creative Exercise (CE) which consists of a prompt, leading students to write down a limited number of distinct, correct and relevant facts about the prompt. Participants 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 ...