Education Commons^™

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

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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.

Engaging Students And Teaching Life Skills Through Community Collaboration, Kim Stein

Language Arts Journal of Michigan

Collaboration with the Youth First Program of Saginaw increased students' engagement in eleventh-grade English. Students bonded with community partners, their teacher, and their peers in new ways which produced an environment of mutual respect and deeper learning. Students engaged in a debate project which garnered recognition from school administrators and community members, who were influenced to enact positive changes for the school community.

Effects Of Synchronous And Asynchronous Online Instructional Approaches On English-Learning Undergraduate College Students: An Exploratory Study, Ivana Markova, Cristina Azocar

Journal of English Learner Education

Although the significance of the use of online classes remains evident due to their growing prevalence at US universities, they still remain an untested experience for countless English learners (ELs). This research explores EL students’ perceptions of the opportunities for interaction in synchronous and asynchronous online university classroom modalities. It also examines how socioacademic relations and Bandura’s social learning theory can explain the interactions between students and instructors that influence EL students’ literacy development. Participants (n=105) were selected from a large sample pool of 261 EL undergraduate student participants aged 18 to 35. A mixed methods design was …

Recovery As A Gift Of Blackness: Epistemic Justice In Community Engagement And Learning, James B. Lin, Isoke N. Femi, Barbara Lin, Lillian Mark

Experiential Learning & Teaching in Higher Education

The submission illuminates the use of Recovery Circles, a community-based practice developed in and by a San Francisco African American community, as a participatory methodology for on-site multicultural student reflection and growth.

Ludic Pedagogy: Taking A Serious Look At Fun In The Covid-19 Classroom And Beyond, Sharon Lauricella, T. Keith Edmunds

Educational Considerations

The COVID-19 pandemic has affected deep reflection in higher education classrooms: how do we attract and retain students to (temporary but nevertheless increasing) online learning experiences, how do we keep them at our universities and colleges, and how do we give students a learning experience from which they will remember meaningful information? In this paper, we introduce a new pedagogical framework that we call Ludic Pedagogy. We address the four elements of this model: fun, positivity, play, and playfulness. Each of the elements is described in turn, together with literature outlining how each contributes to a positive classroom environment that …

Where Is The Target? An Examination Of The Conceptions Of Student Engagement Within A School Community, Gary Andersen, Linda E. Feldstein Ed. D.

Educational Considerations

In 2017, the Kansas State Department of Education (KSDE) launched an ambitious school redesign project. High Plains High School (pseudonym) was among the schools selected for redesign, and as part of their plan, High Plains High School (HPHS) faculty and staff administered a survey to students. Survey results indicated approximately 38% of students felt “disengaged” at school. HPHS administrators found these results worthy of study, in an attempt to understand how students, faculty, and families were conceptualizing school engagement. Results indicate that each constituency tended toward differing concepts of what it means to be engaged in the classroom. Implications include …

Adaptive Courseware Implementation: Investigating Alignment, Course Redesign, And The Student Experience, Patricia O'Sullivan, Janelle Voegele, Tonya Buchan, Raiza Dottin, Kari Goin Kono, Misty Hamideh, Wendy S. Howard, Jennifer Todd, Lee Tyson, Stanley Kruse, Johannes De Gruyter, Kevin Berg

Current Issues in Emerging eLearning

In this paper, four institutions share student and faculty feedback on the implementation of adaptive courseware through a common case study: biology for undergraduate non-majors. Additionally, each institution has provided a second case study of their choice. Together, researchers at Colorado State University in Fort Collins, CO, Portland State University in Portland, OR, University of Central Florida in Orlando, FL, and the University of Mississippi in Oxford, MS consider student perception of the benefits to the implementation of adaptive courseware, and how the deliberate alignment between adaptive courseware and course organization and structure impacts student experience. This paper highlights the …

Dramatic Monologues And The C3 Framework: An Oscar-Winning Pair, Rebecca Macon Bidwell

The Councilor: A National Journal of the Social Studies

Dramatic monologues offer an innovative tool for social studies teachers to integrate exciting teaching practices that align with the C3 Framework published by the National Council for the Social Studies (NCSS, 2013). The author describes a form of dramatic monologues called historical brags and whines. These types of monologues engage students by allowing them to play the roles of historical figures. Students investigate and write in the voices and mannerisms of people from the past. These activities described in this article help students practice skills such as research and analysis as described in the C3 Framework. The necessary steps to …

An Argument For Delayed, Indirect, Embedded Praise, Cindy Campbell

Journal of Applied Social Science Research and Practice

This case study examines the implementation of an early alert intervention system designed to enhance retention and student course engagement at a large suburban, public two-year degree-granting college. The focus of the study was to investigate the work-flow process and labor requirements for operationalizing the in-house intervention protocol, utilizing a Success Coach model. This paper documents the intervention procedures and reports findings pertaining to faculty time commitment and participation, frequency and prevalence of raised alert flags, and labor requirements for conducting student outreach. Cost efficiency and effectiveness are discussed, as are alternative approaches for implementation, including the use of automation …

Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict

Journal of Inquiry and Action in Education

This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …

Student Engagement In A Team-Based Capstone Course: A Comparison Of What Students Do And What Instructors Value, Op Mccubbins, Thomas H. Paulsen, Ryan Anderson

Journal of Research in Technical Careers

Student engagement is an important consideration across all levels of education. The adoption of student-centered teaching methods is an effective way to increase student engagement. Student engagement is at risk when instructor expectations and student participation in purposeful engagement activities are not aligned. Traditionally, student engagement is measured at the institutional level, which proves less than useful to instructors who wish to gauge engagement in specific courses in higher education. In this study, we sought to determine classroom level engagement in a capstone farm management course recently converted to the team-based learning format by comparing student perceptions regarding participation in …

Visual Thinking Routines: A Mixed Methods Approach Applied To Student Teachers At The American University In Dubai, Alain Petro Gholam Dr.

Journal of Inquiry and Action in Education

Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The following study used mixed methods. It was guided by two research questions: 1). To what extent did visual thinking routines implemented in the Math/Science methodology course offered at the Graduate School of Education at the American University in Dubai inspire learning in the classroom and made time for students’ questions, …

Inquiry Based Learning From The Learner’S Point Of View: A Teacher Candidate’S Success Story, Caroline Johnson Caswell, Derek J. Labrie

Journal of Humanistic Mathematics

The goal of this paper is to review current research on Inquiry Based Learning (IBL) and shed some light, from a student's perspective, on the challenges and rewards of this pedagogy. The first part of the article provides an extensive review of the literature on IBL. The second part focuses on one student's experiences in an IBL classroom.

In particular, a graduate secondary mathematics student reflects upon his experiences in a college mathematics class where the instructor implemented an Inquiry Based Learning model. His experience is validated by current research on IBL educational methodology which structures the classroom environment for …

Engaging Students In A Synchronous Distance Setting: Asking Online Questions, Christopher J. Hartwell

Journal on Empowering Teaching Excellence

One major challenge in higher education is engaging student in the learning process, and this challenge is of particular concern in synchronous broadcast classes, where students are geographically dispersed. This paper argues that the use of online questions, that students can respond to using their electronic devices, is an effective way to increase student participation and engagement in such settings. Personal experience with one particular online question platform – Poll Everywhere (www.polleverywhere.com) – is used to illustrate potential capabilities, question types. Both advantages and challenges of using online questions are discussed.

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 …

Engaging Student Disengagement, Emily E. Calvert

Exigence

Student disengagement is pervasive in community colleges. The Virginia Community College System serves a varied demographic that includes single parents, the disabled, minorities, and the impoverished. These unique qualities present unique challenges to keeping these students involved. Students at community college may have low self-esteem, lack purpose and encouragement, or have negative peer influences. While many students may not acknowledge this problem, VCCS takes many steps to combat it. This papers delves into the core of disengagement and examines the personal aspects of student disengagement.

Facilitating Student Documentary Projects Toward 21-Century Literacy And Civic Engagement, Steven Goodman

Occasional Paper Series

The author describes how he uses video making as a way to engage students in high-needs schools. Goodman believes video making projects can help counter the ways minority students are made invisible by school curriculum and the culture of testing. More importantly, creating video documentaries allows students to use multiple literacies and does not exclude those who struggle with the written word.