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Full-Text Articles in Education
One Size Does Not Fit All: Supporting Diverse Needs With High-Impact Teaching Practices, Sarah Grison
One Size Does Not Fit All: Supporting Diverse Needs With High-Impact Teaching Practices, Sarah Grison
Psychology Faculty
This slide presentation outlines high impact practices that will meet the diverse needs of students and help them all succeed.
Your Teaching Toolbox: Putting High-Impact Practices To Work For You And Your Students, Sarah Grison
Your Teaching Toolbox: Putting High-Impact Practices To Work For You And Your Students, Sarah Grison
Psychology Faculty
This slide presentation outlines several high impact teaching practices including fostering a growth mindset, building rapport, supporting non-academic needs, and enhancing study skills.
Working Together To Cultivate Learning: Transcending Individual Differences And Inspiring Change, Regan A.R. Gurung
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.
Diversifying Your Toolkit For Learners: Evidence-Based Strategies For Supporting Success In Diverse Learners, Regan A.R. Gurung
Diversifying Your Toolkit For Learners: Evidence-Based Strategies For Supporting Success In Diverse Learners, Regan A.R. Gurung
Center for Excellence in Teaching and Learning Workshops
This slide presentation accompanied a workshop delivered to Parkland College faculty. Using research findings from psychology, education, and related field, Dr. Garung summarized evidence-based approaches that support learning, improves instructional design (including increasing rapport and pedagogy changes), and facilitates assessment to support diverse learners.
How To Have Your Cake And Eat It Too: Embedding Experimental Research In Your Courses To Improve Student Learning And Performance, Sarah Grison
Psychology Faculty
Are you interested both in psychology research and in using findings to improve student learning? In fact, many psychology teachers view themselves as teacher-scholars. However, many of us also wonder how we can translate research into classroom practices and determine whether they impact student performance and learning. The goal of this interactive workshop is to provide a practical and effective way to support the needs of teacher-scholars. We aim to achieve this goal by using an approach called evidence-based teaching and learning, where teachers explore new research in the field, develop experimental classroom studies, and use the findings to improve …
"But I Already Know All About Sex!" Distinguishing Beliefs From Empirical Facts When Teaching Sex, Gender, And Sexuality, Sarah Grison
"But I Already Know All About Sex!" Distinguishing Beliefs From Empirical Facts When Teaching Sex, Gender, And Sexuality, Sarah Grison
Psychology Faculty
This slide presentation addresses teaching the biological aspects of human sexuality in psychology courses, and encourages instructors to create a safe environment to help student differentiate between beliefs and empirical facts about sexuality, sexual orientation, and gender identity. Encourages using visuals that help organize information and using real-world examples, providing examples of both.
Evidence-Based Teaching And Learning: Putting The Results Of Psychological Research To Work In Our Classrooms, Sarah Grison
Evidence-Based Teaching And Learning: Putting The Results Of Psychological Research To Work In Our Classrooms, Sarah Grison
Center for Excellence in Teaching and Learning Workshops
If our pedagogical solutions are based on research they will have a high impact on student learning! Using evidence-based teaching methods will help student read and comprehend text, engage students in the classroom and with course materials, and improve student performance on tests. Methods addressed include assigning reading activities, repeated testing, and student response systems.
Evidence-Based Teaching And Learning: Putting The Results Of Psychological Research To Work In Our Classrooms, Sarah Grison
Evidence-Based Teaching And Learning: Putting The Results Of Psychological Research To Work In Our Classrooms, Sarah Grison
Psychology Faculty
If our pedagogical solutions are based on research they will have a high impact on student learning! Using evidence-based teaching methods will help student read and comprehend text, engage students in the classroom and with course materials, and improve student performance on tests. Methods addressed include assigning reading activities, repeated testing, and student response systems.
Evidence-Based Teaching And Learning: From Theory To Practice, Sarah Grison
Evidence-Based Teaching And Learning: From Theory To Practice, Sarah Grison
Psychology Faculty
Teachers and educational institutions are currently experiencing a perfect storm: We must teach more students in a wider variety of course formats, appropriately support student learning, and also document student progress towards reaching learning objectives. But often, we must achieve these goals with fewer resources, less support and little training. Importantly, a practical approach called Evidence-Based Teaching and Learning can help us address these new challenges. First, this session will provide information about several evidence-based pedagogical techniques shown to improve student learning, including low-stakes repeated testing. Then we will move beyond theoretical ideas to provide examples of how an Introductory …
Evidence-Based Teaching And Learning: From Theory To Practice, Sarah Grison
Evidence-Based Teaching And Learning: From Theory To Practice, Sarah Grison
Psychology Faculty
Evidence-based teaching and learning provides theoretical and practical ways for teachers to use research-supported pedagogies to augment student educational experiences. This presentation provides guidelines and suggestions about how to implement evidence-based teaching techniques, conduct classroom research, and help improve teaching skills and student educational experience. Methods to support text reading, and multiple ways to learn material (student response systems, online homework tools and quizzes, etc.) are suggested.
Beyond “Remember” And “Understand”: Can Online Homework Tools Augment Students’ Higher Order Thinking Skills?, Crystal Carlson, Genevieve M. Henricks-Lepp, Sarah Grison
Beyond “Remember” And “Understand”: Can Online Homework Tools Augment Students’ Higher Order Thinking Skills?, Crystal Carlson, Genevieve M. Henricks-Lepp, Sarah Grison
Psychology Faculty
We studied the effectiveness of an Introductory Psychology online homework tool with questions that required lower or higher level thinking skills (Remember, Understand, Apply, Analyze, Evaluate). Interestingly, results suggested that both student performance and attitudes are influenced by question level and question type (Matching, Multiple Choice, Drag and Drop, etc.).
Walking The Walk: Using Evidence-Based Teaching And Learning To Improve Teaching Training, Sarah Grison, Stephanie Seiler, Crystal Carlson
Walking The Walk: Using Evidence-Based Teaching And Learning To Improve Teaching Training, Sarah Grison, Stephanie Seiler, Crystal Carlson
Psychology Faculty
Over two years, we explored whether a novel graduate teaching course could weave together three programs that would simultaneously: (1) Enhance graduate TAs’ teaching skills; (2) Investigate undergraduates’ learning and educational experiences; and (3) Develop research in teaching and learning sciences.
Using Low-Stakes Repeated Testing Can Improve Student Learning: How (Some) Practice Makes Perfect, Sarah Grison, Steven G. Luke, Aya Shigeto, Patrick D.K. Watson
Using Low-Stakes Repeated Testing Can Improve Student Learning: How (Some) Practice Makes Perfect, Sarah Grison, Steven G. Luke, Aya Shigeto, Patrick D.K. Watson
Psychology Faculty
Two studies in Introductory Psychology classes explored whether repeated low-stakes testing can augment learning. In Experiment 1, answering more in-class questions with student response systems (SRSs) predicted better learning when students had not read the text. In Experiment 2, taking online practice quizzes predicted better learning, especially when questions on a concept were grouped. Repeated low-stakes testing can aid learning, but we must develop evidence-based pedagogical tools to maximize effects.
Because You Can't Teach It All And They Won't Read It All: Student Response Systems Do Improve Learning, Steven G. Luke, Sarah Grison, Aya Shigeto, Patrick D.K. Watson
Because You Can't Teach It All And They Won't Read It All: Student Response Systems Do Improve Learning, Steven G. Luke, Sarah Grison, Aya Shigeto, Patrick D.K. Watson
Psychology Faculty
In Introductory Psychology, 30 graduate TAs/faculty teach 2700 students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). Part of the program studied the pedagogical value of using student response systems to answer in-class multiple choice questions. Prior research lacks scientific rigor and provides equivocal evidence that SRSs improve learning (Caldwell, 2007).
Practice Makes Perfect: Improving Learning Of At-Risk Students, Patrick D.K. Watson, Sarah Grison, Steven G. Luke, Aya Shigeto
Practice Makes Perfect: Improving Learning Of At-Risk Students, Patrick D.K. Watson, Sarah Grison, Steven G. Luke, Aya Shigeto
Psychology Faculty
29 graduate TAs and 1 faculty member teach 2700 Introductory Psychology students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). We studied the value of pedagogical tools developed for students in the Educational Opportunities Program (EOP). EOP selects students based on demographics and academic vulnerabilities for a special intro psych section. This section has an extra day per week for content presentation and additional student development support. These interventions have been demonstrated to enhance learning in minority students (Treisman, 1992).
Left Behind: Despite Positive Attitudes, Learning Is Modulated By Prior Academic Achievement, Aya Shigeto, Sarah Grison, Steven G. Luke, Patrick D.K. Watson
Left Behind: Despite Positive Attitudes, Learning Is Modulated By Prior Academic Achievement, Aya Shigeto, Sarah Grison, Steven G. Luke, Patrick D.K. Watson
Psychology Faculty
In our Introductory Psychology (Psych 100) program, 30 graduate TAs/faculty teach 2,700 undergraduates annually. While the program has received many accolades and TAs are often recognized for their teaching skills, we have not systematically investigated the program’s strengths and weaknesses. Accordingly, in Fall 2009, we studied 3 questions: 1. What are students’ attitudes toward the course? 2. Do students in Psych 100 learn the core psychological concepts? 3. Are there differences in learning based on students’ characteristics?
Best Practices In Using Student Response Systems (Srs), Sarah Grison, Robert Bartsch
Best Practices In Using Student Response Systems (Srs), Sarah Grison, Robert Bartsch
Psychology Faculty
These slides are from a workshop describing the various types of student response systems, the benefits of using SRS over other response methods, and the best practices for SRS to improve student learning. Guidance on implementing SRS and supporting resources for improving pedagogy are also included.
Sabbatical Leave Report, Kent Redmon