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Full-Text Articles in Education

Developing An Undergraduate Research Qep: Sotl In Support Of Sotl, Timothy D. Champion, Matthew Deforrest, Yvette Hall, David Luciano, Laurie C. Porter, Frank Parker, Christopher Weise Mar 2017

Developing An Undergraduate Research Qep: Sotl In Support Of Sotl, Timothy D. Champion, Matthew Deforrest, Yvette Hall, David Luciano, Laurie C. Porter, Frank Parker, Christopher Weise

SoTL Commons Conference

The Johnson C. Smith University (JCSU) Quality Enhancement Plan (QEP) for 2017-2022, “Cultivating a Culture and Curriculum for Undergraduate Research”, was developed in a process of inquiry that allowed for considerable input from all JCSU constituencies. One key tool was a survey based on the Characteristics of Excellence in Undergraduate Research (COEUR). This QEP is grounded in JCSU’s heritage of innovative application of cutting-edge instructional approaches and is influenced by our SoTL activities. The QEP values all forms of scholarship by undergraduates, including SoTL. Programs are currently aligning instruction and assessment activities with the Research Skill Development Framework (RSDF).


I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li Mar 2017

I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li

SoTL Commons Conference

Even when faculty clarify evaluation criteria through the use of rubrics, students often interpret and apply the criteria differently from faculty (Li and Lindsey, 2015). This can be particularly true for writing assignments. This presentation explores a new methodology for improving student understanding of quality writing across disciplines and genres. It describes initial findings of a mixed-method research study designed to test the efficacy of key word rubrics – rubrics that consist solely of essential descriptive terms rather than detailed criteria. The presenters will share preliminary data on the effectiveness of this methodology and its potential for application across disciplines.


Investigating Students’ Engagement In Process Writing: A Mixed Method Approach, Xiaomei Song, Chen Chen Dr. Mar 2017

Investigating Students’ Engagement In Process Writing: A Mixed Method Approach, Xiaomei Song, Chen Chen Dr.

SoTL Commons Conference

Since the 1980s, writing pedagogy has expanded from solely teaching students to concentrate on their written products to writing processes. Writing has been perceived as a recursive process during which writers have the opportunity to plan, draft, revise, and edit their work. Using a mixed method triangulation design, this study examined students’ use of various components of process writing and its impact on students’ writing and learning across the academic term. The study provides important implications by identifying students’ strengths and weaknesses in writing process, documenting the changes of their engagement in process writing, and providing directions for future teaching.


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.


“We’Re Not Ideologically Neutral”: Using Open-Access Journals For Community/Advocacy, Christopher R. Friend Mar 2017

“We’Re Not Ideologically Neutral”: Using Open-Access Journals For Community/Advocacy, Christopher R. Friend

SoTL Commons Conference

Last year, Trent Maurer encouraged conference attendees to “give voice to SoTL”—to stand up and speak out for this oft-misunderstood/ignored work. Online, open-access academic journals can help fill that void by promoting SoTL, but pedagogy-centric journals risk becoming repositories of single-use assignment ideas or lesson plans.

By taking an specific ideological stance—in support of Critical Digital Pedagogy in the spirit of Paolo Friere and bell hooks—Hybrid Pedagogy addresses this risk by build community and advocate for students. This presentation addresses how the deliberate perspective helps advocate for students; build a community of learners; and publish focused ...


A Grounded Theory Approach To Introductory Literature Program Assessment, Angela Zito Mar 2017

A Grounded Theory Approach To Introductory Literature Program Assessment, Angela Zito

SoTL Commons Conference

College and university instructors across disciplines are well aware of the pedagogical challenges particular to introductory-level courses. What might be less frequently discussed, though, and yet more complex and increasingly pressing, are the ramifications of these complex pedagogical questions in the design and implementation of program assessment. This research in progress takes a grounded theory approach to assessment of introductory literature courses (ILCs) at a large public university with the view of designing program assessment (to be implemented 2017-18) that accounts for the learning goals and teaching practices of ILCs alongside those more firmly rooted in the English major.


Should Projects Be More Creative By Being On A Team?, Lilia Gomez-Lanier Dr. Mar 2017

Should Projects Be More Creative By Being On A Team?, Lilia Gomez-Lanier Dr.

SoTL Commons Conference

Today's workplace dominance of creative collaborative environments highlights the importance of understanding whether students in project based learning environments are more likely to gain in creative flexibility when working in student teams compared to when working alone. Furthermore, does a specific team size enhance creativity by encouraging students to generate a wider variety of ideas? Other than creativity, are life skills such as communication, time management, and critical analysis, enhanced by working in student teams compared to working alone? This research explores creativity in student teams versus students working alone in interior design, fashion merchandising and environmental tourism.


Sotl And University Teaching Education In Communication Disorders Phd Programs, Laura Smith-Olinde Mar 2017

Sotl And University Teaching Education In Communication Disorders Phd Programs, Laura Smith-Olinde

SoTL Commons Conference

Sixty-nine Communication Sciences and Disorders (CSD) research doctoral programs were surveyed about PhD students’ introduction to the scholarship of teaching and learning (SoTL) and instructional pedagogy. Nineteen of the CSD programs responded, a 27.5% response. Nearly one-third of respondents stated that they did not infuse SoTL into their curriculum, while the remaining 69% declared that they integrated SoTL through a ‘course on teaching’. We report program demographic information with descriptive statistics. Our thematic analysis identified ‘courses/seminars’, ‘required’ and ‘experiential’ as major themes pertinent to instructional pedagogy. Implications for undergraduate, masters and clinical doctoral CSD students’ education will be ...


New Adjunct Faculty Outreach, Cristina Cottom, Sara Ombres, Angela Atwell, Lisa Martino Mar 2017

New Adjunct Faculty Outreach, Cristina Cottom, Sara Ombres, Angela Atwell, Lisa Martino

SoTL Commons Conference

This study looked to determine if an increase in communication from the Rothwell Center for Teaching and Learning Excellence (CTLE-W) at Embry-Riddle Aeronautical University’s Worldwide (ERAU-W) campus to adjunct faculty during their first term teaching would increase utilization of CTLE-W resources compared to first time ERAU-Worldwide adjunct faculty who did not receive increased communication from CTLE-W. Results showed new adjunct faculty members will continue seeking assistance from the CTLE-W team if they are contacted during their first term teaching.


Comparison Of Theory-Practice Link In Us And Uk Student Nurses, Thayer W. Mcgahee, Betty Abraham-Settles Mar 2017

Comparison Of Theory-Practice Link In Us And Uk Student Nurses, Thayer W. Mcgahee, Betty Abraham-Settles

SoTL Commons Conference

Nurse education in Higher Education aims to prepare student nurses to develop their abilities to integrate theory taught within the classroom into their clinical or practice placement. A collaborative, qualitative research project was undertaken between the University of South Carolina Aiken, USA and University of Hertfordshire, UK to explore, compare and evaluate the influence of Academic Professors/ Link Lecturers* in enabling 1st year student nurses to make the connection between theory and practice. The study was informed by current literature on theory-practice, Academic Professors/ Link Lecturers and student nurses’ experiences and perspectives.

(*faculty in the US are called academic ...


Flipping A Distance Learning Calculus Class, Amy Riordan Mar 2017

Flipping A Distance Learning Calculus Class, Amy Riordan

SoTL Commons Conference

Numerous instructors have moved part of the instruction outside class meetings in order to provide more classtime for collaborative or supervised problem-solving and skill-building, often reporting dramatic improvement in the areas of retention, engagement, and achievement. The additional challenge faced by ERAU-Worldwide is the video-conferencing platform that connects groups of students in diverse locations to an instructor in one of the classrooms or teaching from home. This study focuses on the issues inherent in the distance between students and instructor while attempting to replicate other published experiences. Exam scores in flipped, non-flipped, and online courses without the videos are compared.


The First Amendment And Provocative Teaching: Lessons From The Evidence, Kent D. Kauffman Mar 2017

The First Amendment And Provocative Teaching: Lessons From The Evidence, Kent D. Kauffman

SoTL Commons Conference

Risk-taking teaching is memorable and the research shows students retain content deeply when their learning connects to emotional intensity. But how far do academic freedom and the First Amendment extend to faculty teaching techniques? In this session, the presenter will synopsize the body of law on the prerogative of faculty over their pedagogical devices – called the germaneness standard. Attendees will analyze actual examples and evaluate if the controversial teaching techniques are protected by the confluence of academic freedom and the First Amendment. Consequently, attendees will be able, with confidence, to continue engaging their students to achieve the best learning outcomes.


Student Attitudes Toward Using Social Media For Class Assignments, Kathryn Woods, Melissa Gomez, Michelle Arnold Mar 2017

Student Attitudes Toward Using Social Media For Class Assignments, Kathryn Woods, Melissa Gomez, Michelle Arnold

SoTL Commons Conference

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Impacts Of Intentional Planning For Active Learning Environments, Michelle Carpenter, Susan J. Hillman, Karl P. Carrigan Mar 2017

Impacts Of Intentional Planning For Active Learning Environments, Michelle Carpenter, Susan J. Hillman, Karl P. Carrigan

SoTL Commons Conference

High levels of student engagement are associated with a wide range of educational practices and conditions including purposeful student-faculty contact, active learning, and environments that are perceived as inclusive and affirming.

This study seeks to understand how undergraduate and graduate student levels of engagement differ between typical learning spaces and intentionally designed active learning spaces, with a specific focus on two learning spaces at the University of New England. Herman Miller Education’s Learning Spaces Research Program (LSRP) offers a platform for reaching common objectives that support the advancement of learning environments for educational institutions within North America.


Simulation In A Graduate Online Learning Environment, Mickey Gillmor-Kahn, Tanya Tanner, Tia Andrighetti Mar 2017

Simulation In A Graduate Online Learning Environment, Mickey Gillmor-Kahn, Tanya Tanner, Tia Andrighetti

SoTL Commons Conference

This research explores the effect of simulation on graduate nursing student learning in an online distance education program. Simulation research has shown increased student confidence and knowledge after participation in activities that promote critical reasoning skills and approximate real-life situations. Most online courses accomplish this through asynchronous case study forum discussions. Faculty noted decreasing forum participation, and instituted online simulations to apply course concepts and improve critical thinking skills. This panel session showcases various online simulation formats, technical platforms, and presents student reactions and outcome data. Participants will also generate ideas for implementation of simulation activities in their courses.


Ethical Reasoning Development Through Disaster Simulation: Sotl In A Simulation Laboratory., Erika Metzler Sawin Phd, Rn Mar 2017

Ethical Reasoning Development Through Disaster Simulation: Sotl In A Simulation Laboratory., Erika Metzler Sawin Phd, Rn

SoTL Commons Conference

This SoTL study measured the effect of a disaster nursing simulation and debriefing session on nursing students’ perceived ethical reasoning confidence and beliefs in the importance of ethical reasoning. The simulation was placed within a community health undergraduate nursing course to teach disaster education, including triage/ prioritization, and ethical reasoning concepts. Using a quasi-experimental design, this study compared participants’ responses before and after the simulation using the Survey of Ethical Reasoning. Post-test results demonstrated an increase in students’ perceived ethical reasoning confidence, perceived importance of ethical reasoning, and utilization of our University’s Eight Key Questions Ethical Reasoning Framework.


Impact Of Training On Instructor Attitudes Towards Clicker Technology, Lisa Liseno, Zhaihuan Dai Mar 2017

Impact Of Training On Instructor Attitudes Towards Clicker Technology, Lisa Liseno, Zhaihuan Dai

SoTL Commons Conference

Extensive literature exists on why clickers are effective teaching tools, yet many instructors do not use them. The goal of this research study, which was supported by a 2015 POD Early Researcher Award, is to determine if receiving training on how to effectively use this technology will have an influence on instructors’ attitudes towards using it in their classrooms. We presented clicker training workshops, surveyed participants pre- and post-training, and analyzed the data. During this session we will share our findings, and lead discussion on what impact they may have on future training and use of this teaching technology.


Pedagogical Considerations In Teaching Implicit Bias, Lisa Bloom, Sur Ah Hahn, Charmion Rush, Candy Noltensmeyer, Pam Buskey, Tonya Westbrook Mar 2017

Pedagogical Considerations In Teaching Implicit Bias, Lisa Bloom, Sur Ah Hahn, Charmion Rush, Candy Noltensmeyer, Pam Buskey, Tonya Westbrook

SoTL Commons Conference

This SOTL Project examined the effects of an interactive lesson on implicit bias on the knowledge and attitudes regarding implicit bias of undergraduate students across 3 disciplines at a university in the South Eastern United States. A quasi-experimental design involving a pre and post-test given to participating students and a control group was used to determine the effect of the lesson. Pre and post test measures included open-ended questions that were analyzed for themes.


Implementing A Sotl Program At A Community College, Kimberly A. Delauro, Ann Tate, Dawn Eaton Mar 2017

Implementing A Sotl Program At A Community College, Kimberly A. Delauro, Ann Tate, Dawn Eaton

SoTL Commons Conference

San Jacinto College implemented a SoTL Group on its South campus and by doing so, the college has been able to bring research into the college culture in a systematic way, encouraging faculty to make research-driven decisions with regard to the discipline-specific approaches they take in the classroom. Also, because research is not typically a requirement at the community college level, SoTL gives faculty an opportunity to hone their research skills and share scholarly inquiry with their colleagues on the campus, district, and national level. SoTL can positively affect the culture and can revive creativity in the classroom.


Sotl Commons Conference Program [2017], Sotl Commons Conference Jan 2017

Sotl Commons Conference Program [2017], Sotl Commons Conference

SoTL Commons Conference

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