Education Commons^™

The Roundtable Of Scientific Communication: From Classroom To Course Creation, Back To Classroom And Beyond, Sean P. Hickey

University of New Orleans Theses and Dissertations

This research encompasses many aspects of chemical education research including curriculum and pedagogical changes to the freshman and sophomore courses. Curriculum changes included the addition of recitations to the general chemistry and organic chemistry lectures and the creation of four new classes, CHEM 1001, 1002, 3091, and 3092. The addition of recitations was not limited to but was focused on improving DFW rates for these courses.

CHEM 3091 and 3092 are chemistry internship and undergraduate teaching assistant classes. These courses were necessary to offer outside internship opportunities and training for undergraduate teaching assistants, respectively. CHEM 1001 and 1002 are chemistry …

Smaller Classes Promote Equitable Student Participation In Stem, Cissy J. Ballen, Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E. Ferry, Emma E. Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne Mcgaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H. Petipas, Paula A.G. Soneral, Shana Watters, Deena Wassenberg, Stacey L. Weiss, Azariah Yonas, Kelly R. Zamudio, Sehoya Cotner

Biological Sciences Faculty Publications

As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: The abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division …

Reframing Writing Instruction In Physical Learning Environments: Making Connections Between Digital And Nondigital Technologies, André C. Buchenot, Tiffany Roman

Faculty and Research Publications

Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within physical learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies to increase opportunities for active learning. We explain the rationale for the design decisions in an introductory …

Developing Kinesthetic Classrooms To Promote Active Learning, Brian Culp

Faculty and Research Publications

The use of kinesthetic movement in the classroom toward improving health and educational outcomes among youth has been a topic of discourse in recent years. School initiatives that have infused movement as part of the curriculum have shown to increase efficiency in learning, while decreasing stress and contributing to a positive classroom climate. One question that is worthy of exploration pertains to how future professionals in the fields of physical education and health can promote kinesthetic movement in schools and communities. This article discusses how a university kinesthetic classroom prepares future professionals to be advocates for school health using active …

Creativity-Integrated Art History: A Pedagogical Framework, Alysha Meloche, Jen Katz-Buonincontro

Art History Pedagogy & Practice

Art history offers a unique opportunity for students to encounter real, historical examples of the creative process in action. By showing examples of the complex process through which artwork is created, art history classes can provide emulative examples for the next generation of innovative designers, artists, historians, educators, and creative thinkers. Art history has a tradition of teaching Big-C creativity principles by highlighting creative products and individuals. Therefore, the art object is emphasized at the expense of unpacking the process and everyday, or mini-c, creativity of the work. At a time when the field of Art History is beginning to …

Communication Concepts In Action: Best Practices In Case Study Pedagogy In The Organizational Communication Course, Andrea L. Meluch, Patricia E. Gettings

Journal of Communication Pedagogy

Analyzing case studies is a useful way to assist students in drawing connections between organizational communication concepts and real-world experiences. As faculty members who teach organizational communication, we regularly use case study pedagogy. Case study pedagogy provides a rich narrative through which complex organizational communication concepts can be identified, analyzed, and reflected upon. This article provides 10 best practices for utilizing and assessing case study pedagogy in the organizational communication course. These practices include: to make clear connections between case studies and course materials, scaffold learning, choose a mix of cases, cultivate a sense of community in the classroom, enable …

Conflict Management In Occupational Therapy Education: Process Drama As A Teaching Strategy, Theresa Delbert, Tyson Schrader

Journal of Occupational Therapy Education

The stressful and demanding environment of a healthcare facility can lead to interpersonal conflict. As a result of working in these environments, occupational therapy students may experience such conflict during Level II fieldwork. Research has shown that effective conflict management is an important component of success on Level II fieldwork; however, occupational therapy students often self-report a lack of confidence, comfort, and competence with managing conflict. Forty Master of Occupational Therapy students took part in a 2-day conflict management workshop. The workshop consisted of didactic training of conflict management concepts; large group process drama activities that introduced relevant role-play concepts; …