Education Commons^™

Deep Change Theory: Implications For Educational Development Leaders, Caitlin Martin, Elizabeth Wardle

Publications

While chapters 1 and 2 explore the promise of theoretical frameworks for making conceptual change that leads to innovative action around teaching and learning in higher education, they also point out the challenges to this kind of work as teams of faculty strive to lead change in their programs and departments after completing the program. To summarize our claims thus far: one of the goals for the HCWE Faculty Writing Fellows Program is to empower faculty who participate to return to their departments to make programmatic changes—changes they identify as central to their work and values and program culture. The …

Does Instructor Quality Affect Student Grades?, Emily Faulconer, John C. Griffith, Bobby Mcmasters

Publications

High quality instructors positively influence student outcomes.

• Course design with strong organization
• Feedback
• Community of inquiry presences
• Cultural responsiveness

Assessment As A Learning Opportunity: Feedforward With Multiple Attempts, Emily Faulconer

Publications

High quality feedback is well-known to provide multiple student benefits, especially if students are provided the opportunity to apply the feedback. It reasons, then, that we can support student success on summative assessments by combining multiple attempts with high-quality immediate feedback. This study explores student behaviors, performance, and perspectives regarding this strategy.

Improving Assessments And Evaluations Of Pilots In Collegiate Aviation Programs, Peter Matthew Dittmer Ed.D.

National Training Aircraft Symposium (NTAS)

The purpose of the proposed study is to improve assessments and evaluation techniques of student pilots in collegiate aviation programs. Proper evaluation and assessment of student pilot performance in collegiate aviation programs is important to the success and credibility of the training program. Students in pilot training programs are scrutinized unlike other students in other academic programs. There exists well-defined program evaluation cycles, specific skills and knowledge to be tested, objective criteria on which to judge performance, tight restrictions on evaluator qualifications, and a well-defined curriculum for creating an evaluation context.

This researcher would look at three reasons student pilots …

Assessing The Effectiveness Of Instructional Technology Tools In Online Business Programs, Denise Bollenback, Wendi M. Kappers

Publications

An evaluation rubric was developed to assess instructional technology tools used within online business programs to enhance learner engagement and content presentation skills. The evaluation was designed to determine if the instructional technology within the lesson helped to engage the learner, impact the assessment of outcomes, and improve the ability to present the content of the learning material. In this case study example, an instructional lesson was developed to instruct learners in creating a Work Breakdown Structure (WBS) using a project management software tool. This lesson was designed to be completed in 30 minutes or less. Step-by-step guides for obtaining …

Multi-Choice Questions And Their Problems When Used For Assessment Of Aircraft Engineers Education, Ian R. Mcandrew, Ken L. Witcher, Elena Navarro, Peter Foreman

Publications

Licensed aircraft engineers under the European Aviation Safety Agency, EASA, undertake academic training to complement their practical and type specific studies. These exams are mainly Multi-Choice Questions, MCQ, and four 20-minute essays. The MCQ exams are as few as 16 questions to a maximum of 140 questions. A score of 75% is needed to pass each exam, and each question has three possible answers. This authors of this paper reviews the theory and design of the MCQ and asks if the assumptions are valid and that it achieves the academic level assumed for engineers who will be maintaining some of …

Real Data Is Messy... And Manageable, Beverly Wood, Carl Clark

Publications

Using real data in an introductory statistics course is a delicate balance between reality and manageability. The internet is awash with data that is useful for students to answer questions of interest to them but it is not always formatted as neatly as textbook data. The ASA's recently endorsed GAISE College Report 2016 points to the plausibility of considering multivariable thinking even if only at a rudimentary level. With both messy and multivariable data in mind, we present some activities/projects and sources for data to give introductory students the opportunity to engage with real data.

Evaluating The State Of The Adjunct Faculty Relationship To The College Of Aeronautics, Embry-Riddle Aeronautical University – Worldwide, Narcrisha Norman, Federica Robinson-Bryant

Publications

The research outlined in this report evaluated the current state of adjunct faculty within the College of Aeronautics, Embry-Riddle Aeronautical University – Worldwide as 0f 10/22/2015. The approach was to streamline complex challenges as they relate to adjunct faculty population through three strategic goals:

• Goal 1 – Clearly state and understand COA challenges
• Goal 2 – Consider current practices, universal challenges, and best practices
• Goal 3 – Create tailored strategies for those challenges unique to Worldwide

This research will demonstrate five specific steps outlined in Goal 3 to ensure that the college hires and retains quality adjunct faculty as part …

Guidelines For Assessment And Instruction In Statistics Education (Gaise) College Report 2016, Robert Carver, Michelle Everson, John Gabrosek, Nicholas Horton, Robin Lock, Megan Mocko, Allan Rossman, Ginger Holmes Roswell, Paul Velleman, Jeffrey Witmer, Beverly Wood

Publications

In 2005 the American Statistical Association (ASA) endorsed the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. This report has had a profound impact on the teaching of introductory statistics in two- and four-year institutions, and the six recommendations put forward in the report have stood the test of time. Much has happened within the statistics education community and beyond in the intervening 10 years, making it critical to re-evaluate and update this important report. For readers who are unfamiliar with the original GAISE College Report or who are new to the statistics education community, the full …

Gaiseing Into The New Guidelines, Robert Carver, Megan Mocko, Jeffrey Witmer, Beverly Wood

Publications

The first GAISE College Report came out in 2005. Over the past ten years our discipline has changed in many ways, including but not limited to what type of data is easily available, the technology that we use, as well as how we teach students. In this presentation we will briefly start with how the new GAISE 2016 guidelines and goals have changed, including the two new emphases of statistical thinking: giving students experience with multivariable thinking and with the investigative process. So how do you start to implement these new ideas? In this presentation, we will demonstrate an activity …

Multivariate Thinking In An Intro Stats Course – Is It Possible?, Beverly Wood

Publications

Many of our students have an intuitive sense that there is more to the story than univariate or bivariate data can tell us. We can acknowledge and encourage that habit of digging deeper by demonstrating some ways to look at additional variables. Simpson’s paradox and side-by-side scatter plots are ways to provide a glimpse of more complex analysis that are accessible to students in an introductory course with or without strong quantitative skills.

Judging Airline Pilots’ Performance With And Without An Assessment Model: A Comparison Study Of The Scoring Of Raters From Two Different Airlines, David Weber

Journal of Aviation/Aerospace Education & Research

Various models have been suggested to assess the performance of airline pilots. However, the influence of a model on assessors’ scoring remains largely unexplored. The aim of the present study was to contrast the assessments of raters from two airlines, who assessed performance in pairs of the same airline and rank by using or not using an assessment model. The results showed differences between the assessors of the two airlines in terms of their scoring. Implications were drawn in regards to the usage of a model and its influence on pilot performance assessment.

Gaise Into The Future: Updating A Landmark Report For An Increasingly Data-Centric World, Michelle Everson, Paul Velleman, Beverly Wood, John Gabrosek, Megan Mocko, Robert Carver

Publications

Ever since its official endorsement by the American Statistical Association in 2005, the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report has had a profound impact on the teaching of statistics. Now, a decade later, it is important to recognize the changing nature in what and how we teach our introductory statistics students. Changes in technology and assessment practices, just over the past 10 years, have made it possible to do new and exciting things in our courses, in very different ways than were envisioned by the authors of the original GAISE College Report. Further, our world …

Gaise In Discipline-Specific Courses, Beverly Wood

Publications

While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses designed for students in a specific major, providing explicit evidence for this assumption.

The American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) are meant to apply to all introductory courses. The College Report’s Goals for Students and Recommendations for Teaching are used as a framework for a qualitative study …

The Gaise College Report: The American Statistical Association Meets Sound Pedagogy In Central Virginia, Beverly Wood

Publications

Research in undergraduate statistics education often centers on the introductory course required for a large percentage of college students. While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses in various academic departments to provide explicit evidence for this assumption. The American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) are meant to apply to all introductory courses. The College …

Assessing Service-Learning To Improve Instruction, Sally Blomstrom, Hak Tam

Publications

Experiential learning has been an area of interest for over 30 years within the field of communication. Service-learning has gained popularity (Oster-Aaland, Sellnow, Nelson, & Pearson, 2004) particularly in public relations (Panici & Lasky, 2002). This paper presents a discipline-defined framework for service-learning in public relations, suggestions for implementing the assessment measure, and reflection on its use.

Research Readiness Self-Assessment: Assessing Students' Research Skills And Attitudes, Lana Ivanitskaya, Ryan Laus, Anne Marie Casey

Publications

Librarians and learning researchers at Central Michigan University collaboratively developed an online tool that assesses how student research attitudes and perceptions correlate to their actual research skills in order to educate them about state-of-the-art library resources and prepare them to write high-quality research papers. This article describes the reasons for developing the assessment as well as the design process and technical characteristics.

A Bias Of Intelligence Testing, Ibpp Editor

International Bulletin of Political Psychology

This article describes a bias of intelligence testing that is explicated less often, yet is more profound than the biases commonly presented in psychology textbooks.