Education Commons^™

Creating A Stem Identity: Investment With Return, Janet Callahan, Patricia Pyke, Susan Shadle, R. Eric Landrum

R. Eric Landrum

Establishing a strong STEM (science, technology, engineering and mathematics) identity at Boise State University, a metropolitan campus with approximately 3,655 undergraduate STEM students and a total undergraduate enrollment of approximately 19,042 (16,136 FTE) has been an important step toward creating a climate conducive to facilitating fundamental change. Examples of such change include building collaborations among faculty within and across departments, establishing the identity of students as part of a community beyond their chosen major, improving the efficiency and effectiveness of university systems, and perhaps most importantly, developing a framework to think deliberately about ways to effect change. This paper is …

Apa Goal #5 Professional Development: Assessment Outcomes For Sophomore And Senior Psychology Majors, Eric Barlow, Talegria Brown, Kinsey Bolinder, R. Eric Landrum

R. Eric Landrum

Measuring Apa Goal 2: Critical Thinking And The Psychology Major, Kinsey Bolinder, Eric Barlow, Talegria Brown, R. Eric Landrum

R. Eric Landrum

Apa Guidelines For The Undergraduate Psychology Major, Version 2.0, R. Eric Landrum

R. Eric Landrum

To Go Or Not To Go: Graduate Study In Psychology, Talegria Brown, Kinsey Bolinder, Eric Barlow, Matthew Genuchi, R. Eric Landrum

R. Eric Landrum

Applying The Cacao Change Model To Promote Systemic Transformation In Stem, Anthony Marker, Patricia Pyke, Sarah Ritter, Karen Viskupic, Amy Moll, R. Eric Landrum, Tony Roark, Susan Shadle

R. Eric Landrum

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills …

Research Design For Educators: Real-World Connections And Applications, R. Landrum

R. Eric Landrum

Research Design for Educators: Real-World Connections and Applications is a practical guide written for educators who want to have more insight into the role that research can play in informing practice and outcomes in the classroom. By focusing on real-world research scenarios that teachers encounter in the school system, this textbook addresses how to investigate current issues in teaching and learning. By providing realistic critical thinking questions throughout the chapters, the text provides opportunities to connect with educational research, explore how it applies to our classrooms, and learn to use it to solve problems and improve teaching practice.

Creating A Stem Identity: Investment With Return, Janet Callahan, Patricia Pyke, Susan Shadle, R. Eric Landrum

R. Eric Landrum

Leading A Multiple Project Mobile Learning Initiative: The Approach At Boise State University, Susan E. Shadle, Ross A. Perkins, Doug J. Lincoln, Michael J. Humphrey, R. Eric Landrum

R. Eric Landrum

Many colleges and universities have launched wide-ranging, device-specific mobile initiatives or invested substantial resources to make services mobile friendly in a platform-neutral manner. For others, a more measured approach toward integration of mobile devices can be a reasonable and pragmatic way forward. Faculty and staff from a number of units within Boise State University convened in Fall 2010 to develop a series of specific recommendations that would allow for the development of one or more innovative, technology-based projects across campus. In 2011, the task force submitted a proposal titled “Mobile-Learning for Boise State: A Proposal to Catalyze Transformation in Teaching …

Are There Instructional Differences Between Fulltime And Parttime Faculty?, R. Eric Landrum

R. Eric Landrum

Using data from 8 academic departments and 361 courses taught during a semester, I examined differences between fulltime and parttime faculty in the areas of general demographic variables, student evaluation of teaching outcomes, and the distribution of grades earned. I expected fulltime faculty to exhibit higher teaching evaluations and less lenient grade distributions, yet neither hypothesis was supported. However, substantial differences exist in the support mechanisms provided to parttime and fulltime faculty. These results are discussed in the context of a growing national reliance on parttime faculty, and the potential implications of this trend.