Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

PDF

Educational Methods

SoTL

Conference

Articles 1 - 30 of 254

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.


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.


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 ...


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 ...


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 ...


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 ...


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 ...


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 ...


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 ...


Grading By Experience Points: An Example From Computer Ethics, Edward Gehringer Mar 2013

Grading By Experience Points: An Example From Computer Ethics, Edward Gehringer

SoTL Commons Conference

Courses are usually graded on percentages�a certain percentage is required for each letter grade. Students often see this as a negative, in which they can only lose points, not gain points, and put their average at risk with each new assignment. This contrasts with the world of online gaming, where they gain �experience points� from each new activity, and their score monotonically increases toward a desired goal. Courses, too, can be graded by experience points. Last fall, the author graded his Ethics in Computing class this way. Students earned points for a variety of activities, mainly performing ethical analyses ...


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.


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 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 ...


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 ...


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 ...


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 ...


Math As A Second Language, Connie Rickenbaker, Branon Witta, Peggy Kimmons Mar 2013

Math As A Second Language, Connie Rickenbaker, Branon Witta, Peggy Kimmons

SoTL Commons Conference

Any content area has its own language that students need to understand and use. Jamison (2000) wrote specifically about math when he said � Once students understand HOW things are said, they can better understand WHAT is being said, and only then do they have a chance to know WHY it is said.� Our session is an example of using math as a second language in high school classes. However, conceptually the HOW, WHAT and WHY components are readily transferred into other content areas. A GCSU Early College high school teacher uses the language of math as a major pedagogical tool ...


Investing Instructional Strategies In A Human Anatomy And Physiology Laboratory, Ranjan Kumar Behera, Deloris Wenzel-Hesse Mar 2013

Investing Instructional Strategies In A Human Anatomy And Physiology Laboratory, Ranjan Kumar Behera, Deloris Wenzel-Hesse

SoTL Commons Conference

Laboratory teaching is an essential component of Human Anatomy and Physiology (A&P) courses. The application of active learning strategies in teaching has been documented. However, studies on the effectiveness of active learning-based instructional strategies in A&P laboratories are inadequate. The current study investigates both effectiveness and student acceptance in the context of adoption of a team-based teaching method for the A&P laboratory. We offered team-based projects in two out of six laboratory-sections. The group that engaged in team-based projects did so during half of the laboratory sessions; these active learning projects consisted of near-peer teaching, group discussions, and other activities. Other sections (control group) were taught only in the traditional method. Quantitative methods were used to assess student performance. Qualitative analyses were performed on the anonymous feedback that was provided by the students. The data indicate that students in the experimental group (team-based projects) outperform those taught using traditional methods.


A Sotl Approach To Learning-Centered Peer Review Of Teaching For Tenure And Promotion, Richard Swan, Trav Johnson Mar 2013

A Sotl Approach To Learning-Centered Peer Review Of Teaching For Tenure And Promotion, Richard Swan, Trav Johnson

SoTL Commons Conference

In 2011, Hutchings, Huber, and Ciccone asked, �What would academic life look like in ten years if the principles and practices of the scholarship of teaching and learning were to take hold at the deep level? What would it take to get there?� One powerful way to get there would be to integrate SoTL into the institution's faculty evaluation process for tenure and promotion as suggested by McKinney (2007). This presentation will report how one large research university is doing just that�transitioning away from traditional peer review of teaching to a SoTL approach in which faculty candidates collect ...


Peer Review And Wiki Textbooks: The Good, The Bad, And The Unmeasurable, Edward Gehringer Mar 2013

Peer Review And Wiki Textbooks: The Good, The Bad, And The Unmeasurable, Edward Gehringer

SoTL Commons Conference

Over the past several years, we have had our students develop educational materials that can be used in future classes, such as student-authored wiki textbooks. Since the volume of writing is large, we don't have enough time to review it ourselves, so we engage students in the process via peer review. Our results have been quite positive. In 2010-2011, by a margin of 78% to 6%, students were proud of their contributions to the wiki textbook. By 67% to 7%, they considered them credible entries for a college-level text. By 72% to 11%, students agreed that the reviews they ...


Improving Student Learning Outcomes: Lesson Study, Rita Kumar, Brenda Refaei Mar 2013

Improving Student Learning Outcomes: Lesson Study, Rita Kumar, Brenda Refaei

SoTL Commons Conference

Lesson study, an intensive professional development activity used in Japan to improve instruction in K-12 schools, is now being implemented at the university level in places like the University of Wisconsin. It requires teachers to move beyond their unconscious expectations for teaching to examining in-depth each stage of the process. The lesson study team cooperatively develops a lesson called the research lesson by exploring their own experiences, ideas they have heard, and researching the literature relevant to the lesson. In this presentation, attendees will learn how to initiate and facilitate SoTL projects through lesson study at their institution. We will ...


Developing, Implementing, And Assessing Campus-Wide General Education Service-Learning, Jennifer Anderson-Meger, Scott Gabriel, Denise Lorenz, Michael Smuksta Mar 2013

Developing, Implementing, And Assessing Campus-Wide General Education Service-Learning, Jennifer Anderson-Meger, Scott Gabriel, Denise Lorenz, Michael Smuksta

SoTL Commons Conference

Viterbo University's mission statement emphasizes faithful service. This session will share in-progress research on developing, implementing, and assessing student learning outcomes in service-learning. The session will: 1) explain the development of campus-wide service-learning courses and outcomes; 2) provide examples of student growth in service-learning; and 3) introduce the challenges of creating common learning objectives across disciplines. This session includes: 1) audience members sharing examples of how their institutions incorporate service-learning; 2) panelist discussion of Viterbo's shift from a department level to a university-wide service-learning model based on courses with the theme of the common good and a service-learning ...


Compelling Student Support In Calculus, Keith Howard, David Nelson, Jeff Denny Mar 2013

Compelling Student Support In Calculus, Keith Howard, David Nelson, Jeff Denny

SoTL Commons Conference

Confronted with high failure and withdrawal rates in calculus and precalculus courses, we conducted a case study comparing a voluntary model of student support with a compulsory model imbedded within course requirements. This study design was in large part reflective of the highly acclaimed study by Uri Treisman at Berkley University. The case study, which included experimental and control groups, will be presented along with an active demonstration illustrating the added value of compulsory groups and direct assistance in the learning process. We will discuss the findings of our study both in terms of differences in student performance and perception ...


The Effects Of Collaborative Classroom Activities On Student Engagement And Learning, Paula Witkowski, Thomas Cornell Mar 2013

The Effects Of Collaborative Classroom Activities On Student Engagement And Learning, Paula Witkowski, Thomas Cornell

SoTL Commons Conference

Using the methodologies of peer coaching and collaboration over the past two academic years, two professors of reading methods courses have collected data on the effects of collaborative learning activities on engagement and academic achievement. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes being taught. Participants in this presentation will be able to view video clips of students engaged in ...


Mentorship: Competitive Advantage In A Global Marketplace, Doreen Sams, Robin Lewis, Rosalie Richards, Rebecca Mcmullen, Larry Bacnik, Jennifer Hammack, Catlin Powell Mar 2013

Mentorship: Competitive Advantage In A Global Marketplace, Doreen Sams, Robin Lewis, Rosalie Richards, Rebecca Mcmullen, Larry Bacnik, Jennifer Hammack, Catlin Powell

SoTL Commons Conference

Greater access to college education, owed in part to technology and globalization, has the potential to prepare students to thrive in the competitive job market. Competition for careers in the U.S. requiring highly educated, innovative employees is increasing. Hence, undergraduate education offerings must change to prepare U.S. students for both a competitive workforce requiring advanced research and analytical skills and as a stepping-stone towards successfully completing post-baccalaureate degrees. Several universities recognize the critical need for undergraduates to engage in research where they participate in real world experiences that cultivate the academic and professional aptitudes required for the global ...