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

Education Commons

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

Articles 1 - 30 of 462

Full-Text Articles in Education

Integrating Social, Emotional, And Academic Learning (S.E.A.L.) Into School Culture: It Starts With All Of The Adults, Joelle Hood Mar 2020

Integrating Social, Emotional, And Academic Learning (S.E.A.L.) Into School Culture: It Starts With All Of The Adults, Joelle Hood

National Youth-At-Risk Conference Savannah

In this engaging session, Dr. Joelle Hood will demonstrate how SEL needs to be modeled from all adults and integrated into all areas of the school site and district. She will share how she has brought this deep dive learning into Executive Cabinets and District Management Retreats, into multi-day sessions with teachers and counselors, and into an innovative and interactive online course to empower educators with the opportunity to strengthen their own social-emotional intelligence, well-being and resilience, and deepen their understanding of WHY these skills are so important to students and staff. Participants will engage in discussions and activities that ...


Read, Write, Rhyme: Increasing Reading Performance With Hip-Hop Texts, Crystal Monique Lavoulle Mar 2020

Read, Write, Rhyme: Increasing Reading Performance With Hip-Hop Texts, Crystal Monique Lavoulle

National Youth-At-Risk Conference Savannah

This presentation describes the Harlem Renaissance to Hip Hop Movement, a literacy program that uses best practices in literacy instruction to improve reading comprehension, critical thinking, and writing. Moving beyond educational hip-hop songs and videos, this presentation offers insight into effective ways to increase Georgia Milestone Assessment scores in both English language arts and social studies using a variety of hip-hop texts.


Fumbling Towards Integrative Learning: Blending Sustainability With Computer Programming, Jeffrey A. Stone Feb 2020

Fumbling Towards Integrative Learning: Blending Sustainability With Computer Programming, Jeffrey A. Stone

SoTL Commons Conference

This presentation will discuss a study which investigates how students perceive they integrate knowledge from one discipline (sustainability) with tools from another discipline (Computer and Information Science) to solve problems in introductory computer programming courses. The study uncovers the ways in which students bring knowledge from seemingly disjoint disciplines together, as well as identifying specific elements of information students perceive as important in solving the problem. The results of this study will provide attendees with insight into the methods by which students integrate knowledge from distinct disciplines, as well as potential avenues for both student engagement and integrative learning.


The Impact Of A Hemp Farm Visit On Entrepreneurship Learning, Wayne Freeman, Joe Bunting, Chris Hitch Feb 2020

The Impact Of A Hemp Farm Visit On Entrepreneurship Learning, Wayne Freeman, Joe Bunting, Chris Hitch

SoTL Commons Conference

Entrepreneurship is “complex, chaotic, and lacks any notion of linearity”. Yet, it is central to the U.S. economy and therefore, the responsibility of university educators to prepare students to succeed in these highly uncertain environments. This study focuses on field trips as a pedagogical tool and uses a quasi-experimental design to evaluate the impact of a site visit to a hemp farm on entrepreneurial learning among upper-level undergraduate business students attending a small liberal arts college in the southeastern United States. This study contributes to the literature on specific pedagogies in entrepreneurship education and suggests directions for future action.


Stories Of Learning And The Professional Growth Of A Mathematics Teacher Educator, Sharyn L. Livy Dr, Tracey Muir Associate Professor Feb 2020

Stories Of Learning And The Professional Growth Of A Mathematics Teacher Educator, Sharyn L. Livy Dr, Tracey Muir Associate Professor

SoTL Commons Conference

This presentation aims to report on a mathematics teacher educator, as she begins her career as an academic within an Australian University setting. The results will include the first author’s reflections on her experiences as a teacher educator since completing her doctoral studies. Vignettes and narrative inquiry will be chosen as the research design used to explore written stories and the teacher educator’s lived experiences. Clarke and Hollingsworth’s framework (2002) will be used to analyse and discuss evidence-based factors and critical reflections that assisted to improve her professional growth as an early career teacher educator.


Insights From The Front Lines Of Teaching Developmental Math, Joan H. Smeltzer Feb 2020

Insights From The Front Lines Of Teaching Developmental Math, Joan H. Smeltzer

SoTL Commons Conference

Faculty teaching developmental support courses strive to provide students with the weapons they need to successfully battle inadequate math skills and poor study habits while simultaneously attempting to aid those students coping with feelings of fatigue and despair that result from setbacks on their path to success. After spending 25 years working with developmental math students, I was inspired to create new strategies that would guide them to the achievement of greater success. This session reflects upon my experiences and the methods of intervention I developed to improve both the academic skills and the self-efficacy of these students.


Classroom Management-An Exploration Of Effective Conflict Strategies, Diann C. Moorman Dr., Ebunoluwa Folasade Odeyemi Feb 2020

Classroom Management-An Exploration Of Effective Conflict Strategies, Diann C. Moorman Dr., Ebunoluwa Folasade Odeyemi

SoTL Commons Conference

We present research regarding the challenging process of becoming a SoTL scholar while experiencing conflict within the student-faculty relationship. Interpersonal conflict is fairly common in the student-faculty relationship and can have a significant impact on both new and seasoned instructors’ perceptions of their ability to teach. This study was completed as part of a SoTL mentoring project between the first and second authors. Different instructor demographics as well as various classroom management techniques were explored. Results showed that levels of conflict and techniques utilized varied across gender, age and years of teaching experience.


Gameful Learning Theory And Pedagogy: Benefits For Student And Faculty Development, Lisa Yount, Kimberly Frame Feb 2020

Gameful Learning Theory And Pedagogy: Benefits For Student And Faculty Development, Lisa Yount, Kimberly Frame

SoTL Commons Conference

Attendees of this presentation will learn about two in-progress research designs on gameful learning theory and pedagogy at Savannah State University, applied to students in a Behavior Analysis classroom and faculty members engaged in faculty development regarding course re-design for a multi-section course required for graduation. Both studies explore how control as a gameful category in an educational setting impacts the participant’s behavior and directly affects future outcomes and engagement. Presentation participants will themselves provide real-time choices to determine the path of the information presented during the talk, utilizing online software supportive of gameful pedagogy like Socrative, Kahoot, and ...


Eliciting Engagement & Retention In Required College Courses With Motivational Interviewing, Lars R. Jones Ph.D. Feb 2020

Eliciting Engagement & Retention In Required College Courses With Motivational Interviewing, Lars R. Jones Ph.D.

SoTL Commons Conference

Reducing resistance and improving engagement in mandatory college courses is challenging because greater engagement typically means better academic performance. Pedagogies attempting to compel better performance, especially in mandatory courses, only reinforce student resistance. The harder teachers push, the more students resist. The result is non-engaged ambivalence amplified by peer rejection fears. Preliminary results from ongoing student engagement research indicate 1) non-coercive pedagogies reduce resistance (hence ambivalence) thereby unlocking latent engagement, and 2) pedagogies informed by “Motivational Interviewing” (Miller & Rollnick) further elicit improved engagement, academic performance, satisfaction, and retention. Efficacy of this approach is measured by quantitative and qualitative methods.


Blending Lightboard Videos With Inverted Classrooms: Is This A Formula For Student Success?, Peter D. Rogers Feb 2020

Blending Lightboard Videos With Inverted Classrooms: Is This A Formula For Student Success?, Peter D. Rogers

SoTL Commons Conference

This presentation examines show the online content of a flipped (inverted) course within the Civil Engineering program was enhanced with Lightboard videos. Quantitative data was collected by comparing student performance on in-class assignments in which the pre-class component included Lightboard videos with student achievement on identical assignments in which Lightboard videos were not available. Additional quantitative and qualitative data was collected through an end-of-semester questionnaire containing short answer and Likert-scale questions addressing the impact of the Lightboard videos on student learning, critical thinking, and problem-solving skills.


Formative Feedback: Technologies To Maximize Impact With Minimal Effort, Michelle L. Amos, Dawna Lisa B. Butterfield Feb 2020

Formative Feedback: Technologies To Maximize Impact With Minimal Effort, Michelle L. Amos, Dawna Lisa B. Butterfield

SoTL Commons Conference

There are three goals for this interactive session: present, implement, and play.

The session includes our SoTL research on students’ perception of the academic and affective impact of a new feedback tool, using a survey of student feedback preference in varied categories. We also demonstrate other applications used in our courses to increase engagement with and among students. Finally, attendees have the opportunity to play with the technologies, experimenting with possible uses in their own coursework, sharing in small groups, and discovering new possibilities. Attendees may bring a tablet or laptop, though demonstrations can be accessed with any internet-enabled device.


The Stories We Tell Ourselves In Sotl Research, Rebekah J. Bennetch Feb 2020

The Stories We Tell Ourselves In Sotl Research, Rebekah J. Bennetch

SoTL Commons Conference

As reflective practitioners, how often do we take the time to examine the motivations behind our chosen areas of research? This interactive discussion will use a narrative inquiry approach to examine the sacred, cover, and secret stories that shape research in the field of the scholarship of teaching and learning. Using these sets of stories as a conceptual framework, my session will work with participants to have a better understanding of how we view our work within the SoTL field and the hierarchy of evidence that we accept as legitimate.


Transforming Teaching Culture Through Faculty Driven, Equity-Based Sotl Professional Development, Elizabeth V. Imhof Feb 2020

Transforming Teaching Culture Through Faculty Driven, Equity-Based Sotl Professional Development, Elizabeth V. Imhof

SoTL Commons Conference

We are three years into an ongoing mixed method longitudinal study in which we employed focus groups, surveys, and student success data to assess the effectiveness of affective faculty professional development. Affective learning emphasizes the foundational skills and relationships necessary for effective learning. The results of the study provide insight into the effectiveness of affective pedagogical faculty training and best practices to ensure implementation of new teaching methods and tools in pedagogical applications. In addition to reviewing the current results of the study, workshop participants will experience examples of affective teaching from the perspective of the student and teaching practitioner.


From Laboratory To Classroom: Using Evidence To Support Classroom Instruction, Adam Persky Feb 2020

From Laboratory To Classroom: Using Evidence To Support Classroom Instruction, Adam Persky

SoTL Commons Conference

In health science, we transition between bench-top research and clinical research and practice and vice-versa; we ask ourselves and our students to practice evidence-based medicine. We are asking ourselves to do the same for education – to translate what we know from cognitive psychology, education, and physiology into our classrooms. There is a great deal of research pertaining to what works and what does not work with respect to student learning. In this session, the facilitator will translate research from a variety of areas into practical application. At the conclusion of this session, you will have a better understanding of why ...


Textbook Transformation Journey: From Traditional To No-Cost Materials, Beulah S. Narendrapurapu, Debanjana Ghosh, Arpita Saha, Dawn Cannon-Rech, Leah Williams Feb 2020

Textbook Transformation Journey: From Traditional To No-Cost Materials, Beulah S. Narendrapurapu, Debanjana Ghosh, Arpita Saha, Dawn Cannon-Rech, Leah Williams

SoTL Commons Conference

For Affordable Learning Georgia Textbook Transformation grant, our team has created no-cost textbook materials for a Comprehensive General Chemistry course for engineering majors. Our open-access materials are supplemented with video tutorials and problems with engineering applications to encourage students to engage with the course material without financial constraints. We will conduct a control-treatment study to measure the impacts of this transformation. We are collecting grade data, survey data, and web analytics to explore student textbook usage, change in learning outcomes, and change in student perception of course materials. We will present our textbook transformation journey, information on open-access resources, and ...


Student Generated Authentic Problems, Lisa Bloom, Kristy Doss Feb 2020

Student Generated Authentic Problems, Lisa Bloom, Kristy Doss

SoTL Commons Conference

Authentic problems have the potential to engage students and promote deep learning of course content. Perhaps the most authentic problems are ones that come from real-life experiences. Graduate students in online education courses were engaged in critical reflection and a process to identify problems from their own practice. They used those problems as a basis for applying course content.To determine whether this format of problem identification and solution contributed to student learning, a discourse analysis of student posts was conducted and student responses to a survey were and analyzed to document evidence of learning and application of course concepts.


The Developmental Impact Of Reflective Practice In Educator Preparation, Mary L. Slade, Tammy Burnham, Sarah Marie Catalana Feb 2020

The Developmental Impact Of Reflective Practice In Educator Preparation, Mary L. Slade, Tammy Burnham, Sarah Marie Catalana

SoTL Commons Conference

Reflection is a high-impact practice that develops teacher candidates’ competence in making pedagogical changes that support students’ social and academic development. Critical reflection requires preservice educators to continually examine their own potential assumptions and bias in order to make the type of changes necessary to transition into the role of classroom teacher. A study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in three sequential field-based courses. Results demonstrate the developmental impact of reflective practice on teacher candidates to make pedagogical changes and to become self-aware.


To Engage Or Not To Engage? Is The Instructor The Answer?, Tracey Muir, Sharyn Livy Feb 2020

To Engage Or Not To Engage? Is The Instructor The Answer?, Tracey Muir, Sharyn Livy

SoTL Commons Conference

Online learning has made higher education accessible for more students, yet there are ongoing concerns about low student engagement, retention and progression rates in this sector. Online students often experience a sense of isolation and disconnection with their studies and institution, with instructor presence identified as an influential factor in terms of student motivation to engage. This presentation will share the results of a study that investigated the factors which impacted upon students’ engagement with a fully online course. Findings indicated that the presence of the instructor was particularly influential in motivating students to engage with the course.


Facilitating Critical Thinking In Graduate Coursework In Communication Sciences And Disorders: Process Review, Dana Battaglia Feb 2020

Facilitating Critical Thinking In Graduate Coursework In Communication Sciences And Disorders: Process Review, Dana Battaglia

SoTL Commons Conference

This project explores how faculty explicitly facilitate the development of critical thinking skills in a graduate level speech-language pathology program. Explicit instruction on critical thinking in Communication Sciences and Disorders (CSD) curricula have been identified as necessary (Finn, Brundage, & DiLollo, 2016). Between pre- and post-tests, the author engaged students in critical thinking activities, explicitly describing them, following up with reflection using Bloom’s Taxonomy (Anderson & Krathwohl, 2001). Outcomes data are currently under review. Group comparisons will be conducted via paired sample t-tests. Four themes emerged related to evidence-based practice.


How Does A Campus Engagement Series Impact Participants’ Inquiry Mindsets?, Jennifer Jarson, Kate Morgan Feb 2020

How Does A Campus Engagement Series Impact Participants’ Inquiry Mindsets?, Jennifer Jarson, Kate Morgan

SoTL Commons Conference

How can we cultivate students’ awareness of behaviors and attitudes involved in research and creative work? How can we reduce barriers between faculty and students and promote a culture of shared inquiry? This poster describes our development of a co-curricular panel discussion series that engaged a campus around the sparks, processes, and attitudes that ultimately result in creative and academic accomplishments. Our analysis of the reflections collected from approximately 200 attendees offers insights into how students conceptualize inquiry, and how transparent discussion impacts their thinking about their steps, skills, and attitudes.


Can Mindfulness Practice Improve Short-Term Retention In A Science Course?, Valerie Weiss, Rob Sillevis, Peter Reuter Feb 2020

Can Mindfulness Practice Improve Short-Term Retention In A Science Course?, Valerie Weiss, Rob Sillevis, Peter Reuter

SoTL Commons Conference

Integrating mindfulness into learning has shown to improve short-term retention of factual knowledge. Our research project integrated mindful breathing exercises into teaching sessions in Anatomy & Physiology classes. Half of our labs session stopped for 5-minute guided breathing exercises every 30-35 minutes during frontal teaching, the other half did not incorporate these sessions into the class. Students in all classes completed short quizzes that related to the material taught at the end of the lab session. Our hypothesis was that integrating mindfulness exercises would increase retention of the learned material.


Unblock Metacognitive & Technical Bottlenecks Of Usafa Intermediate Chinese Learners, Jue Wang Dr. Feb 2020

Unblock Metacognitive & Technical Bottlenecks Of Usafa Intermediate Chinese Learners, Jue Wang Dr.

SoTL Commons Conference

The intermediate level Chinese plays a critical role to bridge the beginning and the advanced level of Chinese language program at the U.S. Air Force Academy where foreign language study is required. This study discusses challenges experienced by novice learners beyond inherent difficulties of acquiring a second language itself from the learners’ individual learning hindrances and impediments to academic success that they have carried from other educational and social contexts. The study discusses recognition of the problem, causes and supportive responses.


Effectiveness Of Learning Through Online Homework In College Physics & Chemistry Courses, Debanjana Ghosh, Jorge Villa-Vargas Feb 2020

Effectiveness Of Learning Through Online Homework In College Physics & Chemistry Courses, Debanjana Ghosh, Jorge Villa-Vargas

SoTL Commons Conference

Recently, use of web-based assignments became a common practice, partly due to the increasing availability of resources that facilitate their completion without reflective work from the students. As part of our SoTL-FLC project, we are exploring the effectiveness in student learning through online assignments for Introductory Physics and Chemistry courses. We plan to collect data that allow us to investigate the correlation between student’s engagement in completing online assignments, measured by the time devoted to complete them, and students’ learning as measured by test scores.


Butterfly Lifecycle Research With Pre-Service Elementary School Teachers, Gillian E. Mccall, David Owens Feb 2020

Butterfly Lifecycle Research With Pre-Service Elementary School Teachers, Gillian E. Mccall, David Owens

SoTL Commons Conference

The purpose of this research was to consider the effect that introducing science content through children's literature alone has on the accuracy of students' conceptions of those phenomena (in this case, the butterfly's life cycle). This research was guided by the following question: What are the affordances and limitations of children’s literature (i.e., The Very Hungry Caterpillar) toward engendering an understanding of the nature of science generally, and the butterfly lifecycle more specifically, for pre-service elementary teachers?


Comparing The Effectiveness Of A Traditional Instruction Model Versus Flipped Instruction In An Educator Prep Assessment Course, Cynthia C. Massey, Jackie H. Kim Feb 2020

Comparing The Effectiveness Of A Traditional Instruction Model Versus Flipped Instruction In An Educator Prep Assessment Course, Cynthia C. Massey, Jackie H. Kim

SoTL Commons Conference

In this study, the researcher will analyze the effectiveness of a flipped instruction model by comparing two groups of students’ exam performance, motivation, study efforts (self-regulation), learners’ participation, student satisfaction, and perceived learning outcomes in lower-and higher-achievers. In the traditional model, students were taught course information during face-to-face class time and assessed in class. In the flipped model, students will read, watch videos, participate in discussions, and complete quizzes prior to class. Class time will be reserved for group discussion, hands-on activities, presentations, individual assessments, and reflection. At the conclusion of the flipped course, the results will be assessed.


Facilitating Formative Feedback, Candy Noltensmeyer, Lisa Bloom Feb 2020

Facilitating Formative Feedback, Candy Noltensmeyer, Lisa Bloom

SoTL Commons Conference

Many of our undergraduate students grew up in the age of “everyone gets a trophy” and are overly sensitive to corrective feedback from peers and instructors. Likewise, they are often uncomfortable giving useful feedback to their peers. In this session, we present strategies to facilitate formative feedback with students and between students focusing on social support strategies for giving oral feedback and preparing students to give feedback that is specific, useful, and kind. We include examples and discuss student responses to the strategies.


Low-Stakes Vs. No-Stakes Practice Exams – Which One Works Better?, Peter Reuter Feb 2020

Low-Stakes Vs. No-Stakes Practice Exams – Which One Works Better?, Peter Reuter

SoTL Commons Conference

Practice exams as a form of retrieval practice have a proven track record for improving student performance in formal exams. Yet, only about 60% of students in Anatomy & Physiology I and II courses took the practice exams when they were offered as no-stakes practice exams. Changing them to low-stakes practice exams increased the percentage of students taking the practice exams to almost 100%. However, the class averages on the actual exams and the overall grades in the courses did not improve because low performing students took the practice exams usually just before the exam date to earn the points.


Role Of Pedagogical Caring And Class Size With Student Outcomes, Terri Dunbar Feb 2020

Role Of Pedagogical Caring And Class Size With Student Outcomes, Terri Dunbar

SoTL Commons Conference

Logistically, instructors of large classes cannot provide individualized attention to every student. Subsequently, these instructors may show decreased pedagogical caring, or behaviors that recognize their students are unique individuals with intrinsic worth. 206 undergraduate students reflected on the smallest or largest course taken during Spring 2019 and completed scales concerning their well-being, motivation, instructor’s pedagogical caring, resistance to learning, and course performance. Results indicated that class size negatively predicted pedagogical caring, pedagogical caring positively predicted student outcomes, and motivation mediated this relationship. These findings suggest that when instructors care about their students, this is associated with better grades and ...


Promoting Scholarship Of Teaching And Learning Through Faculty Learning Communities, Lisa Yount, Sherry Serdikoff, Marlene Seidman-Robinowich, Darkus Jenkins, Heather Ducloux, Danita Townsend Feb 2020

Promoting Scholarship Of Teaching And Learning Through Faculty Learning Communities, Lisa Yount, Sherry Serdikoff, Marlene Seidman-Robinowich, Darkus Jenkins, Heather Ducloux, Danita Townsend

SoTL Commons Conference

This panel shares results of two interdisciplinary Faculty Learning Communities (FLC) at Savannah State University. Participants will discuss their experiences engaging in communities of practice that yielded research designs for classroom interventions using the principles of (1) Metacognition and Motivation or (2) Best Practices in Developmental Education. The FLC groups learned SoTL relevant to their FLC topic and formed a community of scholars doing SoTL research projects. The presentation will summarize the activities and outcomes from the two FLCs, how they promoted SoTL on campus, and ways to extend this model to encourage SoTL and learning communities at other universities.


Reflections On A Collaborative Sotl Writing Initiative To Foster Faculty Learning, Rachel C. Plews, Michelle L. Amos Feb 2020

Reflections On A Collaborative Sotl Writing Initiative To Foster Faculty Learning, Rachel C. Plews, Michelle L. Amos

SoTL Commons Conference

Faculty learning can be centered either around knowledge acquisition or around a practice-based approach, which considers the contextualized nature of a teacher’s professional growth and identity focused on the engagement in daily, dynamic classroom practices involving problem solving and action. (Su, Feng, & Hsu, 2018). SoTL is one way to promote this approach bringing evidence-based results to inform future pedagogical decisions. In this discussion, we will share our experiences working with authors from five continents and diverse backgrounds. We will specifically address the evolution of how we make meaning of SoTL as both faculty members and faculty developers around the ...