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Georgia Southern University

2011

SoTL

Articles 1 - 30 of 47

Full-Text Articles in Education

Enhance, Engage, Evolve: Challenges, Rewards, And The Culture Of Evidence In Online Learning, Patrick Smith, Scott Dunn, David Pollock, Michael Stewart, Colette Galivan Mar 2011

Enhance, Engage, Evolve: Challenges, Rewards, And The Culture Of Evidence In Online Learning, Patrick Smith, Scott Dunn, David Pollock, Michael Stewart, Colette Galivan

SoTL Commons Conference

A five-member panel from Bainbridge College (GA) will discuss the challenges and potential rewards involved in implementing the institution's Quality Enhancement Plan (QEP), which was developed in preparation for a recent SACS accreditation visit. The QEP is a comprehensive approach to enhancing online learning at Bainbridge College. Careful assessment of the QEP's proposed outcomes will be crucial as the college immerses itself in a culture of evidence and moves toward the ideal of a learning-centered institution. Consistent application of both direct and indirect measures of learning outcomes will be necessary to determine “success” in those courses. But how ...


Development And Validation Of An Open Ended Assessment - Creative Excercises, Jessica Orvis, Deborah Sauder Mar 2011

Development And Validation Of An Open Ended Assessment - Creative Excercises, Jessica Orvis, Deborah Sauder

SoTL Commons Conference

Nationally standardized multiple choice exams are used heavily in assessment of many fields. While these exams can provide valuable information about student learning, many educators believe that multiple choice exams are too limiting. The presenters advocate for the addition of a more open ended assessment that would measure student learning of a different type, while still being incorporated within a conventional exam. This session focuses on a new open ended assessment called the Creative Exercise (CE) which consists of a prompt, leading students to write down a limited number of distinct, correct and relevant facts about the prompt. Participants will ...


Wikipedia And Academia, Friends At Last? Integrating Wiki-Technology Into The Classroom, Lianna Davis, Amy Roth Mar 2011

Wikipedia And Academia, Friends At Last? Integrating Wiki-Technology Into The Classroom, Lianna Davis, Amy Roth

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The Wikimedia Foundation, the non-profit that supports Wikipedia, partnered with university professors from Georgetown, George Mason, George Washington, Harvard, Indiana, LeHigh, Syracuse and Berkeley in the fall of 2010 to bring Wikipedia into courses with the Public Policy Initiative. Throughout the semester, students, faculty, and assignment assistants known as Ambassadors are providing feedback on the teaching and learning experience through surveys and focus groups conducted both by Wikimedia Foundation staff and WestEd. Preliminary results indicate that through assignments based in Wikipedia, students feel that they gained more experience in writing, research, collaboration, and media literacy, than with traditional class assignments ...


Teaching Democratic Citizenship: Theory Versus Practice, Mary Hjelm, Chris Nesmith Mar 2011

Teaching Democratic Citizenship: Theory Versus Practice, Mary Hjelm, Chris Nesmith

SoTL Commons Conference

This session will present and discuss the findings of a semester-long study of student learning outcomes in a required course for two baccalaureate degree programs at regional campuses of a large public university in the Southeast. Pre- and post-course surveys were administered, asking students about their past behaviors and attitudes regarding voting, volunteering, writing their representatives, and other measures of civic engagement. After several activities and classroom discussion, students were then given the same survey and some other follow-up questions to collect data on their perceptions of and attitudes toward civic engagement and active citizenship.


Discrepant Teaching Events: Addressing Students' Misconceptions, Judith Longfield, Nathan Palmer Mar 2011

Discrepant Teaching Events: Addressing Students' Misconceptions, Judith Longfield, Nathan Palmer

SoTL Commons Conference

A discrepant teaching event has an unexpected outcome which vividly portraying what is often an abstract construct or concept, thereby uncovering students' misconceptions and tacit beliefs. Once students' ideas are exposed, instructors are better able to plan for and “confront” these misconceptions, thereby increasing students' learning. This roundtable will begin with two instructors, one a science teacher educator and the other a sociologist, briefly demonstrating how they utilized discrepant teaching events (DTEs) in their classes and studied its impact on students' learning. During the ensuing discussion, participants will be asked to generate ideas for using DTEs in their classes, and ...


Multidisciplinary Pogil - A Faculty Learning Community, Laura Frost, Abbie Gail Parham, Trent W. Maurer, Joanne Chopak-Foss, Rose Mary Gee, Alison Rushing, Dena Hale, Linda Mullen, Cathie Johnson, Don Slater Mar 2011

Multidisciplinary Pogil - A Faculty Learning Community, Laura Frost, Abbie Gail Parham, Trent W. Maurer, Joanne Chopak-Foss, Rose Mary Gee, Alison Rushing, Dena Hale, Linda Mullen, Cathie Johnson, Don Slater

SoTL Commons Conference

The objective of this session is to discuss among multiple disciplines the use of a learning approach called Process-Oriented Guided-Inquiry Learning (POGIL) originally developed by chemistry educators. The panel will be comprised of faculty in the disciplines of marketing, accounting, foreign languages, nursing, health education, construction management, and child & family development who have adapted this approach to their discipline. The session begins with an overview of the POGIL approach. Each of the panelists will then provide a discipline specific example adapting the approach and demonstrate how the approach has affected student learning. This will be followed by a work session ...


Building-Up Student Success, Maria Babiuc-Hamilton Mar 2011

Building-Up Student Success, Maria Babiuc-Hamilton

SoTL Commons Conference

Students' ability to think critically is essential in achieving success not only in college, but also later in their jobs. In order to increase students' long term performance, the general education program at our university was completely restructured to allow the introduction of three required credit hours in critical thinking across curriculum at the freshmen level. The dissemination of the learning outcomes is complicated, because this course is not content driven. The solution is for students to including a meta-cognitive reflection with their assignments, describing their personal academic plan and their experience with the learning process. This proposal presents the ...


Alternative To The Research Paper: Wiki Webpage Development, Candace Timpte, Alexandra Kurtz Mar 2011

Alternative To The Research Paper: Wiki Webpage Development, Candace Timpte, Alexandra Kurtz

SoTL Commons Conference

Instead of the typical research paper, our students are required to build wiki webpages as part of a larger, class project. Constructing a wikipage meets the same learning outcomes as a research paper, namely, library and internet research skills, distillation of material, written communication, and moreover, expands technology skills. Participants will discuss best practices for wiki project design, including logical organization, layout design, citation and plagiarism prevention. Examples presented will include a microbe encyclopedia and a human genome map defining genetic diseases. Following a wikipage-building exercise, participants will compare learning outcomes from research papers with wiki projects and discuss the ...


Experiential Learning Field Trip Teaching Strategy: You Can Do It, Erica Berte, Kevin Jones Mar 2011

Experiential Learning Field Trip Teaching Strategy: You Can Do It, Erica Berte, Kevin Jones

SoTL Commons Conference

The goal of this session is to demonstrate step-by-step how to design and implement a field trip experiential learning activity. We developed a process that involves defining the learning outcomes; defining the field trip; introducing the theory related to it; developing an instructional questionnaire to guide student observations on the field trip; conducting a comprehensive debrief; and developing the assessment activities with its respective rubric. We will show how to conduct the whole process, using an experiential learning activity developed for an undergraduate Organizational Behavior class. This process presentation intends to enable participants to replicate the experience in their own ...


Using Bloom's Taxonomy To Sequence Writing, Rachel Van Horn Leroy Mar 2011

Using Bloom's Taxonomy To Sequence Writing, Rachel Van Horn Leroy

SoTL Commons Conference

This presentation will show participants how to utilize Bloom's Taxonomy to build a writing assignment and model specific learning outcomes by building a sequence in the writing process from lower orders to higher orders of thinking. To demonstrate how this works, I will show the audience the sequence my students and I take in a specific assignment. Then attendees will select a writing assignment they might facilitate, and we will focus on two or three steps in the sequencing process. Participants will brainstorm possible activities for assignments modeled from Bloom's Taxonomy. In this session, they will consider how ...


Teaching And Learning Through A Foreign Language: A Challenging Task, Karen M. Lauridsen Mar 2011

Teaching And Learning Through A Foreign Language: A Challenging Task, Karen M. Lauridsen

SoTL Commons Conference

With a higher percentage of international faculty and students than ever before at many universities, more often than not students learn and teachers teach through the medium of a foreign language, that is, English. While there is obviously a linguistic dimension to it, it turns out that there is also a cultural dimension that should not be underestimated whether we teach in our first or a foreign language. Have you also noticed the challenges of teaching a heterogeneous group of students with different first languages and cultures? At this presentation you will be introduced to the results of recent Danish ...


Sotl As Catalyst To Re-Envision The Nature Of Academic Work, Cheryl Foxcroft, Bronwyn Seymour Mar 2011

Sotl As Catalyst To Re-Envision The Nature Of Academic Work, Cheryl Foxcroft, Bronwyn Seymour

SoTL Commons Conference

What constitutes the nature of academic work and excellence in teaching and learning are constantly debated at universities. The objective of this paper will be to trace how such debates have contributed to developing a common understanding on these matters at Nelson Mandela Metropolitan University. A key catalyst in this process has been critical debates, expert input and a position paper on the role of the Scholarship of Teaching and Learning (SoTL). The way in which these debates have contributed to institutionalizing the role of SoTL to enhance teaching and learning will be described. For example, SoTL's role is ...


Improving Teaching And Learning Through Inquiry-Based Field Experience, William Sharpton, Randall Scott Mar 2011

Improving Teaching And Learning Through Inquiry-Based Field Experience, William Sharpton, Randall Scott

SoTL Commons Conference

Recent shifts in university programs of study toward performance based models require faculty to increase their focus on field experience and applied practice. This session presents the results of incorporating features within field experience assignments that support a continuous improvement model in both the professional practice of students and the teaching of higher education faculty. This session reports a specific strategy to design field experience requirements in ways that promote active learning as well as extended practice following completion of the course. The presenters will report the results of implementing a field experience framework that includes planning, implementation and evaluation ...


Instructional Design And Peer Instruction In The Teaching Of Statistics, Jorge Flores Herrera Mar 2011

Instructional Design And Peer Instruction In The Teaching Of Statistics, Jorge Flores Herrera

SoTL Commons Conference

The purpose of this study was to promote statistical literacy and statistical reasoning and to develop autonomous learning. The research methodology applied was the design-based research. The intervention was in the unit of Frequency Distributions. In stage one, the researcher decided to design eight self-instructional modules to promote the statistical literacy and to develop autonomous learning; followed by the peer instruction to achieve the statistical reasoning. In phase two, twenty students of a postgraduate course on Statistics participated in this research. A pretest was administered for each module, then students learn by themselves each instructional module and finally a posttest ...


The Infotechnology Gap: Are Students Ready For Innovative Uses Of Technology In Learning?, Steve Bonham, Bill Levernier, Nick De Bonis Mar 2011

The Infotechnology Gap: Are Students Ready For Innovative Uses Of Technology In Learning?, Steve Bonham, Bill Levernier, Nick De Bonis

SoTL Commons Conference

A presumption exists that students in classroom and hybrid courses which integrate effective, innovative uses of technology possess the infotechnology skills to benefit from these uses. There is anecdotal information, however, which suggests students aren't as comfortable with infotechnology as would be expected in an innovative learning environment, which makes the adoption of effective, innovative uses of technology in classroom and hybrid courses difficult, if not unworkable. This session shares the results of a survey to assess whether there is a gap between the innovative learning technology capabilities which exist in the classroom, how wide the gap is if ...


Assessing Past Course Designs To Improve Future Designs, Casey Welch Mar 2011

Assessing Past Course Designs To Improve Future Designs, Casey Welch

SoTL Commons Conference

This presentation will critique four course designs in order to afford audience members additional tools for planning and evaluating cohesive courses. The first part of the presentation will be a summary of the courses and the quantitative and qualitative findings on their effects. The course designs include: (1) research and panel presentations framed by conflict transformation; (2) semester-long study pairs; (3) mix of unit-long and single-day coverage of material; and (4) weekly critical readings. In pairs and as a whole group, we will then use a systematic rubric to deconstruct and critique each course's goals, implementation, and assessment, as ...


Designing Developmental Mathematics For Student Success, Alvina J. Atkinson, Barry D. Biddlecomb, Denise Brewley Mar 2011

Designing Developmental Mathematics For Student Success, Alvina J. Atkinson, Barry D. Biddlecomb, Denise Brewley

SoTL Commons Conference

A state of crisis exists in developmental education in the state of Georgia. According to USG data, out of more than 37,000 students who entered the system in Fall 2004, 6,627 were required to take developmental mathematics. Of those only 38.9% exited within two semesters. Forty-five percent had not exited by Fall 2006 and were not enrolled at that time. In Fall 2007, a redesign of developmental mathematics at the presenter's institution resulted in an innovative self-paced course in which technology is used to individualize the mathematical learning of students. The course has resulted in a ...


The Role Of The Instructor In The Success Of Undergraduate Real-Life It Capstone Team Projects, Karen Patten, Lynn Keane Mar 2011

The Role Of The Instructor In The Success Of Undergraduate Real-Life It Capstone Team Projects, Karen Patten, Lynn Keane

SoTL Commons Conference

Undergraduate students on real-life IT capstone projects integrate major concepts learned in their IT program while gaining valuable experience successfully planning and completing the projects. The success of the project involves students, real-life clients, and instructor(s). One issue with these student projects is successfully delivering the real-life IT project objectives differs from assessing the student learning outcomes. The purpose of this study is to focus on the influence of the instructor(s) in assuring the success of the multiple projects as well as measuring the actual and perceived student learning outcomes. Three different instructor ‘roles' are critical: the ‘teacher ...


Exploration Of Homework Timing On Student Performance, Kendra Crider, Lauren Scharff Mar 2011

Exploration Of Homework Timing On Student Performance, Kendra Crider, Lauren Scharff

SoTL Commons Conference

Rohrer & Pashler (2007) claimed that retention can be increased not by studying longer, but by spacing out the study sessions. Optimal timing was a function of the length of time between initial exposure and testing. Two sections of an engineering course experienced differing homework timings across the semester. Based on the schedule of exams, homework problems were assigned that related to content covered either one week earlier or that lesson. The benefit of delaying the assigned homework was not supported, although exam performance was significantly better when students completed homework assignments. The lack of effect for homework timing was possibly ...


Clinical Simulation, The Effect On Objective Test Scores, Geri W. Beers, Vicki Rochester Mar 2011

Clinical Simulation, The Effect On Objective Test Scores, Geri W. Beers, Vicki Rochester

SoTL Commons Conference

The use of clinical simulators is one of the newest trends in nursing education. The use of a patient simulator provides the clinical faculty a means of exposing every student in the class to a specific patient experience. Although simulation is not intended to replace actual clinical experience, it is a means of providing for every student those clinical situations that the faculty members identify as most significant. This project examined the effect of simulation utilized in the school of nursing on objective test scores. The purpose was to determine if there is a difference on objective test scores between ...


An Innovative Use Of Fidget Toys In A University Classroom, Don Slater Mar 2011

An Innovative Use Of Fidget Toys In A University Classroom, Don Slater

SoTL Commons Conference

This research reports summarized and analyzed research data that was collected over three (3) semesters and demonstrates the value of one hundred thirty-five (135) student self-reported perspectives, values, opinions, and observations in the use of fidget toys in the classroom as a behavior modification technique. The multiplicity of in-class negative distractions detracts contemporary students from the learning process. The researcher initiated the use of fidget toys in the classroom in order to create a positive distraction to help refocus student attention on in-class topics. The fidget toys used in this research were small, squeezable, spongy, hand-held items. A twelve (12 ...


Utilizing Feedback In On-Line Quizzes To Improve Student Learning And Retention, Melody Jewell Mar 2011

Utilizing Feedback In On-Line Quizzes To Improve Student Learning And Retention, Melody Jewell

SoTL Commons Conference

The most powerful tool to helping students learn is feedback, but it must be delivered promptly. The feedback is designed to tell the student where they went wrong, to further develop their understanding through explanation and then give them an opportunity to demonstrate they have learned the material. In this study, multiple-choice on-line quizzes were given to chemistry survey classes. Students took the quiz once, then immediately receive their score and the ability to view feedback. Each student could choose to re-take the quiz (different questions, same concepts) knowing if they chose a second attempt that score would be their ...


Helping First Time Practitioners Engage In The Scholarship Of Teaching And Learning, Bill Cerbin Mar 2011

Helping First Time Practitioners Engage In The Scholarship Of Teaching And Learning, Bill Cerbin

SoTL Commons Conference

The Scholarship of Teaching and Learning is unfamiliar terrain for most college teachers. Those interested in this type of inquiry often do not know where or how to begin. Consequently, many never do. Moreover, first time investigators encounter multiple “how to” challenges—how to formulate a research question about teaching and learning, how to collect evidence, how to navigate the Institutional Review Board process, how to analyze evidence, how to document their work, and more. Each part of the process can derail teachers' efforts and bring their work to a halt. This presentation examines low threshold strategies to help novice ...


Teaching Preschool: An Evaluation Of Laboratory School Courses, Alice Hall, John Peden, Joanna Hollaway Mar 2011

Teaching Preschool: An Evaluation Of Laboratory School Courses, Alice Hall, John Peden, Joanna Hollaway

SoTL Commons Conference

This study assessed the impact of laboratory teaching courses on knowledge and skill attainment among student teachers at the Georgia Southern Child Development Center. Previously, faculty relied on course evaluations, tests, written assignments, and anecdotal evidence from graduates to assess student learning outcomes. Our purpose was to provide evidence that laboratory teaching courses enhance undergraduate education by providing students with hands-on experiences with children in a supervised setting. A pre-post design was used to administer a 17 item questionnaire to students in CHFD 2135 and CHFD 4131 in the Fall 2009 and Spring 2010 semesters. Questions addressed topics and skills ...


How To Create A Faculty-Driven Cost Effective Sotl Center, Philip Dunwoody, Jay Hosler, Kathy Westcott, David Drews, Michael Boyle Mar 2011

How To Create A Faculty-Driven Cost Effective Sotl Center, Philip Dunwoody, Jay Hosler, Kathy Westcott, David Drews, Michael Boyle

SoTL Commons Conference

This presentation will describe the creation of a cost effective, faculty-driven center focused on the advancement of the Scholarship of Teaching and Learning at a small liberal arts college. The center, initially funded by a three-year grant from the Teagle Foundation, was designed to promote 1) an open and honest discussion of issues related to teaching effectiveness; 2) an awareness of the literature on evidence-based practices in education; 3) scholarly teaching practices on campus; and 4) faculty involvement in the scholarship of teaching and learning. The development of the SoTL center, including the structure of the faculty-run SoTL center board ...


Learning Personal Selling Through Cognitive Apprenticeship: Creating More Authentic Instruction Through A Sales Lab, Ryan Alverson, Anthony Derriso Mar 2011

Learning Personal Selling Through Cognitive Apprenticeship: Creating More Authentic Instruction Through A Sales Lab, Ryan Alverson, Anthony Derriso

SoTL Commons Conference

This presentation focuses on how the use of cognitive apprenticeship methods within the UA Sales Lab promotes authentic learning, and contributes to the development of effective learning environments in which students develop into professional practitioners. This type of environment offers students an alternative to traditional classroom learning that is found in most marketing departments. Audience members can expect to learn the theoretical basis for cognitive apprenticeship, why it is important for education, and how it might look across multiple disciplines. The audience will be engaged through questioning and a visual demonstration of cognitive apprenticeship at work within the University of ...


Why Can't They Solve It? Using Protocol Analysis To Unlock Problem Solving Mysteries, Kirthi Premadasa, Kavita Bhatia Mar 2011

Why Can't They Solve It? Using Protocol Analysis To Unlock Problem Solving Mysteries, Kirthi Premadasa, Kavita Bhatia

SoTL Commons Conference

Protocol Analysis or think alouds are a research tool originally developed by cognitive psychologists for the purpose of studying how people solve problems. The basic idea being that if a subject can be trained to think out loud while completing a certain task, then the introspections can be analyzed and may provide insights into misunderstandings as well as higher thinking and can be used to remove bottlenecks. This talk is a report of a think aloud conducted with calculus students to understand their difficulties with problem solving. A coding scheme developed by the authors based on Pólya's four step ...


Learning Styles In Higher Education: Learning How To Learn, Ole Lauridsen, Karen M. Lauridsen Mar 2011

Learning Styles In Higher Education: Learning How To Learn, Ole Lauridsen, Karen M. Lauridsen

SoTL Commons Conference

Applying learning styles (LS) in higher education teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily presented in a way that suits their individual LS preferences. In this presentation you will see how we as teachers can assist students in applying LS strategies that cater to their individual learning strengths. This will be based on general recommendations for HE teaching and learning supported by ...


The Lost Generation Meets Second Life: Teaching Literature Using A Virtual World, Mary Spoto, Michael Dadez, Diane Johnson Mar 2011

The Lost Generation Meets Second Life: Teaching Literature Using A Virtual World, Mary Spoto, Michael Dadez, Diane Johnson

SoTL Commons Conference

The phrase “immersion learning” may bring to mind summers abroad studying French in Paris or Italian in Rome. However, at one university in south Florida, the concept has a much broader interpretation, and offers practical experience to students in many disciplines, whether they study on-ground or online. Through a virtual immersion experience within the cyber-world of Second Life, online students travel back in time to meet Ernest Hemingway in a 1920s Paris café. The assignment is used to supplement students' exploration of a Hemingway novel. Both quantitative and qualitative data, compiled via a student survey as well as feedback and ...


Practicing Integrated Critical Thinking In A First-Year Core Course, Lauren Scharff, Damian Mccabe, Michelle Nash Mar 2011

Practicing Integrated Critical Thinking In A First-Year Core Course, Lauren Scharff, Damian Mccabe, Michelle Nash

SoTL Commons Conference

Critical thinking is often taught as a concept (e.g. spending part of a lesson explaining what it is), rather than being pervasively developed as an intellectual skill. We take a developmental approach to teaching four foundational elements of critical thinking (identify evidence, clarify assumptions, seek alternative perspectives, make an interpretation) derived from the Paul and Elder (2006) model. We systematically integrate critical thinking practices by using structured pre-class assignments for each lesson that align with assessments. The roundtable will present data from more than 1300 students enrolled in a Behavioral Science course. We plan to loosely follow our four-element ...