Education Commons^™

Www (When Websites Work): Students’ Perceptions Of Their Engagement When Using A Website Creation Tool, Jamie J. Els

Perspectives In Learning

When students find value in technology and can apply that technology in their learning and beyond, they become more actively engaged in the classroom. After having first-year seminar students use Web 2.0 technology, specifically a website creation tool as part of an assignment, they participated in a survey to provide feedback over their engagement in creating a Google Sites® website. Quantitative and qualitative data was collected and analyzed to determine students’ perceptions of their engagement when using website creation tools to complete a modified discussion assignment. Results indicated students were significantly more engaged than the normal population when they used …

Evaluating Active Lecture And Traditional Lecture In Higher Education, Kathleen Klein, Jennifer Calabrese, Adam Aguiar, Sunny Mathew, Kimoni Ajani, Rania Almajid, Jennifer Aarons

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

The purpose of this study was to evaluate the effectiveness of traditional and active lecture methods in higher-education courses. A multiple group convergent parallel mixed method design was used, with measurement of learning, attention, and student preference for active or traditional lecture methods. Six faculty at a public university in the northeast region of the United States engaged 178 undergraduate and graduate students in a traditional lecture session and an active lecture session during the Spring 2022 semester. Results indicated effectiveness of active and traditional lecture approaches (p < .05). Analysis of qualitative and quantitative data in the study provides additional information regarding student preference for active lecture based on perceptions of increased learning benefits, interaction/engagement, attention, activities, discussion, and the use of multimedia. In implementing both traditional and active lecture sessions this study employed pre-lecture and post-lecture quizzes that students found to be very beneficial to learning.

Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 2, Fall 2023

Journal on Empowering Teaching Excellence

The full-length Fall 2023 issue (Volume 7, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2023 issue presents research and guidance on topics related to educational adaptation. The first article by C. Farrell describes an adaptation of the interteaching method to the hybrid delivery method. The second article by C. C. Loose and R. Jagielo-Manion describes a study of modules on personalized learning to preservice teachers and its impact on their comfort level and preparation to implement personalized learning in their classrooms. The third article by B. …

Reevaluating Student Engagement: Exploring And Applying Alternative Assignments In Higher Education Undergraduate Applied Saxophone, Anthony S. Cincotta Ii

Dissertations, 2020-current

Undergraduate applied saxophone study revolves around the conservatory model. This inflexible model, often referred to as a master-apprentice relationship, can create an instructor-centric power dynamic which does not address the needs of the modern student. A classroom where the power lies so heavily with the instructor can stifle student engagement and can create a sense of disenfranchisement. In this setting, students have limited input on their assignment selections. While curricula have evolved with regards to being more culturally diverse, relevant, and inclusive, the approach that educators use to deliver the material has remained largely unchanged. There is limited research on …

Students’ Uptake Of Written Feedback In An Egyptian University Language Program, Isabel Rodriguez

Theses and Dissertations

Feedback is by no means a straightforward path; rather, the feedback on the writing process involves several factors on the part of both educators and students at a university level. It is important to note that feedback can be given in different ways to each student, while uptake may vary across educational institutions. This study explored students’ perceptions on engagement strategies, uptake, and emotional responses to the feedback phenomenon. Past studies on feedback and uptake prompted the investigation of this area.

The study includes tentative answers to the wealth of questions that have contributed to the field of feedback. This …

A Book Club With No Books: Using Podcasts Movies, And Documentaries To Increase Transfer Of Learning, Incorporate Social Justice Themes, Create Community, And Bolster Traditional And Character-Based Legal Skills During A Pandemic, Marni Goldstein Caputo, Kathleen Luz

Faculty Scholarship

In the fall of 2020, students entered law school under extreme circumstances. The COVID-19 pandemic led to isolation, depression, and restrictions on activities. A new hybrid learning environment was created. Social upheaval also caused unease. The 2020 national elections loomed, bringing divisive political discourse. The murder of George Floyd and other BIPOC, at the hands of police, led to a reckoning around the country. Additionally, with the COVID-19 pandemic came a rash of anti-Asian violence.

Faced with these unprecedented realities, we, as legal educators, struggled with how to adapt our curriculum to this new normal. These realities forced us to …

Survey Says--How To Engage Law Students In The Online Learning Environment, Andrele Brutus St. Val

Articles

The pandemic experience has made it clear that not everyone loves teaching or learning remotely. Many professors and students alike are eager to return to the classroom. However, our experiences over the last year and a half have also demonstrated the potentials and possibilities of learning online and have caused many professors to recalibrate their approaches to digital learning. While the tools for online learning were available well before March of 2020, many instructors are only now beginning to capitalize on their potential. The author of this article worked in online legal education before the pandemic, utilizing these tools and …

Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021

Journal on Empowering Teaching Excellence

The full Spring 2021 issue (Volume 5, Issue 1) of the Journal on Empowering Teaching Excellence

Enacting Rhetorical Listening: A Process To Support Students’ Engagement With Challenging Course Readings, Jessica Rivera-Mueller

Journal on Empowering Teaching Excellence

Many educators assign course readings to purposefully enlarge students’ perspectives. In doing so, though, educators may face a range of behaviors—reluctance, resistance, avoidance, disengagement—from students who feel that such readings negatively press upon their prior knowledge, belief systems, or educational goals. This teaching challenge is often present for social justice educators. However, “rhetorical listening,” a rhetorical theory developed by Ratcliffe (2005), is a pedagogical tool that can help shift students’ understandings of and expectations for the activity of reading, thereby creating a learning environment that supports meaningful engagement with challenging course readings. In this article, the author outlines a process …

Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2

Journal on Empowering Teaching Excellence

The full Fall 2020 issue (Volume 4, Issue 2) of the Journal on Empowering Teaching Excellence.

An Exploration Of Student Engagement And Learning Within A Newly Online Version Of Teac 861: Teaching In A Pluralistic Society - A Peer Review Of Teaching Benchmark Portfolio, Amanda R. Morales

UNL Faculty Course Portfolios

Given the current racial, economic, and socio-political tensions in K-12 education, the work of teacher preparation arguably has never been more important or difficult. This benchmark portfolio targets a core required course aimed at increased teachers’ cultural competence and equity literacy, 861: Teaching in a Pluralistic Society. In this portfolio, I focus primarily on methods and mechanisms I used to increase student engagement in and critical reflection on a social justice-oriented curriculum in a new online format. I describe the context for the course, my initial anxieties around teaching the course online for the first time, student demographics, my redesigned …

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 1) of the Journal on Empowering Teaching Excellence, Spring 2019

Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

Teaching Stem For The Public Good, Rita Basuray

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

On Rapport: Connecting With Students, Brandi Frisby

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

Digging Economics--Econ 200: Economics Essentials And Issues, Tammie Fischer

UNL Faculty Course Portfolios

This portfolio examines student engagement in Econ 200: Essentials of Economics course. Econ 200, a large lecture format, serves as a requirement for completing a minor in Business and fulfills the ACE 6 or 8 categories. Much discussion and research exist around the importance of student engagement in large lecture sections which can often be a challenge. Engagement is important in the process of increasing knowledge with added peer effects. At the same time, activities designed to increase engagement often come at a cost, both in terms of precious class time and to faculty in the form of additional grading. …

Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland

UNL Faculty Course Portfolios

This benchmark portfolio describes the process of developing and assessing student learning in Psychology of Gender (PSYC/WMNS 421/821)—a course I taught in Spring 2019 while participating in the Peer Review of Teaching Project at the University of Nebraska Lincoln. This course is housed in the Psychology Department and cross-listed in Women’s and Gender Studies. The students in this course are mostly advanced undergraduate psychology majors. The course is capped at 40 and is primarily discussion-based. In my portfolio, I outline the course structure and context, my course objectives, and the students enrolled. I also document the teaching materials, methods, and …

Inquiry, Discovery, And The Complexities Of Teaching: Learning From The Research Of Practitioners, Angela Hooser, Laura Sabella

Journal of Practitioner Research

In this opening article, Guest Editors Angela Hooser and Laura Sabella define the purpose of this special themed issue of Journal of Practitioner Research: Inquiry, Discovery, and the Complexities of Teaching: Learning from the Research of Practitioners and introduce the seven pieces of teacher research published in this volume that encapsulate this theme.

Add Interactive Elements To Videos Using H5p, Benjamin Root

UNLV Best Teaching Practices Expo

To increase student engagement, video materials can include interactive components.

Creative Student Engagement, Robyn Raschke

UNLV Best Teaching Practices Expo

Many students do not feel comfortable asking questions in front of the whole class and stay quiet during class.

Working Together To Cultivate Learning: Transcending Individual Differences And Inspiring Change, Regan A.R. Gurung

Center for Excellence in Teaching and Learning Workshops

In his keynote address to the faculty of Parkland College, Dr. Gurung provides a new way to think about learning, as a lifelong change that takes into account all types of students who are in the process of learning, and explicitly focuses on the diverse characteristics of the students, outlines the main factors influencing traditional and lifelong learning, and offers pragmatic methods to motivate learners. This document is the slide presentation of his address.

Engagement Across The Miles: Using Videoconferencing With Small Groups In Synchronous Distance Courses, Amy Piotrowski, Marla Robertson

Journal on Empowering Teaching Excellence

This article presents suggestions for conducting small group work in synchronous distance courses taught using Interactive Videoconferencing (IVC) systems. One challenge of teaching over an IVC system is getting students involved in class activities. The authors share how they have used a videoconferencing tool to break up IVC classes into small groups for discussion activities and get peer feedback on written work. These activities engage students in applying what they are learning and constructing knowledge through discussion with their peers.

The Apparition Of These Screens In The Crowd, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

To unpack some of our assumptions about attention, learning, and technology in the classroom, CELT's Trey Conatser spoke with Dr. Yuha Jung and Dr. Rachel Shane of the Department of Arts Administration. Jung and Shane have worked with colleagues to integrate technologies into their teaching so that students are more likely to be on task. What follows is an informal exploration of what it means to pay attention and to learn in the context of the contested value of digital technologies.

Entitled Or Engaged?, Kate Collins

Greater Faculties: A Review of Teaching and Learning

Recent student activism on campus, particularly around safe spaces, trigger warnings, and microaggressions, has led to rising criticism lobbied against millennials as a generation unwilling to engage opposing beliefs or challenging discourse. Yet, taking into consideration all that young adults navigate to pursue higher education, their dissident presence on campus does more to reveal how they actively participate in the world, including their education.

Building Positive Student-Instructor Interactions: Engaging Students Through Caring Leadership In The Classroom, Oscar J. Solis, Windi D. Turner

Journal on Empowering Teaching Excellence

When instructing and managing classrooms in university settings, instructors face numerous challenges such as student disengagement and managing course expectations. In this article, we offer new and revised techniques and strategies to engage students through the art of caring leadership. We accomplish this through three defining characteristics: knowing students’ names, managing course expectations, and the use of technology. These intentional strategies create positive student-instructor interactions in both small and large classrooms which in turn enhances student learning and engagement.

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1

Journal on Empowering Teaching Excellence

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …

Vietnamese American College Students’ Experiences And Strategies Of Engagement On College Campus In The United States, Nhu Nguyen

Winthrop Conference on Teaching and Learning

Several previous studies explored the destructive effect of social exclusion on Asian American college students in U.S. colleges. Previous studies reported that Vietnamese American students, as one of largest Asian American minority groups in the United States, faced numerous challenges in reaching their academic s in higher education partly due to the experience of cultural and social alienation and exclusion. The purpose of this study is to examine how Vietnamese American college students perceive the concept of “engagement” on college campus and beyond and how they develop different engagement strategies to promote their academic and social integration. Structured as phenomenological …

In “Kahoots” With Student Engagement In The Classroom, Kim Nehls

UNLV Best Teaching Practices Expo

In a recent classroom survey, 95 percent of my students recommended additional use of Kahoot. One student remarked that he was more likely to complete the reading in advance and participate in class if he was going to be part of a friendly competition. Kahoot is an exciting and fun way to utilize the cell phones and tablets already in play in the classroom.

Faculty Perceptions Of Instructional Strategies That Foster Student Engagement In Online Courses, Sharon M. Hope

Walden Dissertations and Doctoral Studies

Developing online instructional strategies for increasing student engagement and success is significant locally and nationally due to growth in the online field, advances in technology, and the need for colleges to maximize student success. This study stemmed from the desire of administrators at an upstate New York private college to discover additional ways to design and deliver effective online instruction. The purpose of this qualitative instrumental case study was to discover faculty perceptions of and experiences with instructional strategies that they used to foster student engagement in online learning. Kearsley and Shneiderman's engagement theory formed the study's conceptual framework. Ten …