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Full-Text Articles in Education

Reclaiming Our Teaching And Learning Roots, Dianna Gray, Deborah Romero, Robert Reinsvold Mar 2013

Reclaiming Our Teaching And Learning Roots, Dianna Gray, Deborah Romero, Robert Reinsvold

SoTL Commons Conference

We will discuss successes and challenges of re-establishing a culture of SoTL across campus by sharing what we learned at our university and encouraging our audience to share their own insights. Our approach is driven by bottom-up efforts initially generated by a few faculty but quickly spreading among our colleagues. While consistent with top-down institutional goals, we found relevance of SoTL is still questioned by some faculty and administrators. This is changing as we emphasize the connections between teaching, research, and practice. A series of faculty forums have brought faculty together to explore the theoretical, practical, and scholarly issues around ...


The Fourth Leg: Shifting Faculty Focus To Student Engagement, Stella Smith, Nannette Napier Mar 2013

The Fourth Leg: Shifting Faculty Focus To Student Engagement, Stella Smith, Nannette Napier

SoTL Commons Conference

Georgia Gwinnett College (GGC) has made student engagement and mentoring a hallmark of the institution. Acknowledging the crucial role professors can play as mentors, the college has explicitly redefined the traditional faculty role of scholarship, teaching, and service to include a fourth area: student engagement. This innovative policy is aimed at increasing retention, progression, and graduation (RPG) and has the potential to transform the way that faculty think about their roles and relationship to students. Presenters will share specific strategies learned at GGC in making this shift toward student engagement. They will identify specific programs, events, and activities for faculty ...


Engaging Students As Partners In Teaching, Learning, And Sotl, Peter Felton, Taylor Binnix Mar 2013

Engaging Students As Partners In Teaching, Learning, And Sotl, Peter Felton, Taylor Binnix

SoTL Commons Conference

Faculty and institutions encourage students to become engaged, independent learners in diverse ways, from disciplinary seminars and undergraduate research projects to writing-intensive courses and community-based learning. What can happen when we go further in prompting students to be reflective learners by inviting them to join us in pedagogical planning and in inquiry into teaching and learning? This interactive session will explore practical and theoretical questions about student-faculty partnerships in teaching, learning, and the Scholarship of Teaching and Learning. The session will be co-facilitated by an undergraduate student and a faculty member, drawing on several years of research and practice at ...


Sotl Implications From A Longitudinal Study Of A Site-Based Teacher Certification Program, Susan Spezzini, Julia Austin Mar 2013

Sotl Implications From A Longitudinal Study Of A Site-Based Teacher Certification Program, Susan Spezzini, Julia Austin

SoTL Commons Conference

From a SOTL perspective, the presenters describe a mixed-methods study that explored longitudinal effects and overall teaching and learning impacts ten years after a major research university in the southeastern United States introduced a professional development program in a school system located 250 miles away. The program's overall goal was to enhance the effective instruction of English language learners, who comprised 2.3% of the district's 28,000+ students. By taking 7 graduate courses through various delivery formats, 17 teachers obtained ESL teacher certification. Content analysis suggests that this distance-delivery program produced a positive overall impact and ongoing ...


What Does Your Teaching Lack?, Sharon Gilbert Mar 2013

What Does Your Teaching Lack?, Sharon Gilbert

SoTL Commons Conference

What do you LACK in your teaching? LACK stands for creating learning environments that are Learning-centered, Assessment-centered, Community-centered, and Knowledge-centered. This poster will provide information to help participants self-reflect and expand on their teaching practices in these four areas. The information is based on Bransford's (2000) work in the book How People Learn: Brain, Mind, Experience, and School.


Math As A Second Language, Connie Rickenbaker, Branon Witta, Peggy Kimmons Mar 2013

Math As A Second Language, Connie Rickenbaker, Branon Witta, Peggy Kimmons

SoTL Commons Conference

Any content area has its own language that students need to understand and use. Jamison (2000) wrote specifically about math when he said � Once students understand HOW things are said, they can better understand WHAT is being said, and only then do they have a chance to know WHY it is said.� Our session is an example of using math as a second language in high school classes. However, conceptually the HOW, WHAT and WHY components are readily transferred into other content areas. A GCSU Early College high school teacher uses the language of math as a major pedagogical tool ...


Using Data From A Learning Management System To Monitor Student Performance, Beth Dietz-Uhler Mar 2013

Using Data From A Learning Management System To Monitor Student Performance, Beth Dietz-Uhler

SoTL Commons Conference

Recently, there have been governmental demands to increase student success in higher education (e.g., Obama, B. 2009). One way to increase student success is to increase retention in courses. Among the strategies for doing so, �learning analytics� offers much promise. Briefly, learning analytics is � the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the and the environments in which it occurs� (Long & Siemens, 2011, p. 32). The objective of this presentation is to show how faculty can make use of statistics available in their Learning Management System ...


Living And Loving Biology: A Learning Community With Research For College First-Years, Katrina Gobetz Mar 2013

Living And Loving Biology: A Learning Community With Research For College First-Years, Katrina Gobetz

SoTL Commons Conference

The research-based Trelawny Learning Community (TLC) at James Madison University has three objectives: 1) provide research experience for first-year Biology majors; 2) increase student/department connection; 3) build teamwork skills. The program aims to inspire first-years to investigate and embark on science careers. TLCs take courses together and live in one dorm, but each joins a research laboratory corresponding to individual interests. TLCs attend research-themed seminars, co-run an ecology project, and help organize the department's research symposium, guided by upperclassman mentors who demonstrate resources, co-lead trips, and drive discussions. Student journals are NVIVO-coded for research/interaction/emotion themes to ...


Ready Or Not, Here It Comes!: Distance Learning And Online Teaching, Laura Russ, Dave Hung, Kim Davies, Maureen Akins, Gina Hammock Mar 2013

Ready Or Not, Here It Comes!: Distance Learning And Online Teaching, Laura Russ, Dave Hung, Kim Davies, Maureen Akins, Gina Hammock

SoTL Commons Conference

With increasing interest and pressure on university faculty to augment course offerings to meet student learning needs with online sections, a faculty learning community at Georgia Regents University set out to examine faculty concerns and readiness for teaching online. In this poster, we present data gathered from a survey of a broad range of faculty at our university including adjunct faculty, lecturers, and untenured and tenured faculty. We examine the relationship between faculty experiences, concerns, attitudes and self-perceived preparedness and willingness to teach online. Results indicate teachers are concerned with how online instruction affects student interaction with faculty and other ...


Using Podcasts As An Educational Tool In Research Methods And Intro To Psychology, Matt Bruster, Danielle Balsalmo, Bryan Dawson, Daniel Hatch, Krista Lentini, Erin Moore, Sarah Johnson Mar 2013

Using Podcasts As An Educational Tool In Research Methods And Intro To Psychology, Matt Bruster, Danielle Balsalmo, Bryan Dawson, Daniel Hatch, Krista Lentini, Erin Moore, Sarah Johnson

SoTL Commons Conference

We assessed the effectiveness of a student led instruction podcast in psychology using episodes created for an Introduction to Psychology course and a research methods course. These episodes revolved around the topics of social, cognitive, abnormal psychology, the possible threats to validity, how to use SONA system, and how to use online databases properly. Quantitative data was gathered from post-test given to students after listening or watching podcast episodes. Qualitative data was gathered from a 10 question self-report survey which examined how the students felt the podcasts affected their engagement and learning in their research methods class. The objective of ...


Graduate Student Teaching Assistant Perceptions Of Student Incivility, Jennifer Blue, Julie Semlak Mar 2013

Graduate Student Teaching Assistant Perceptions Of Student Incivility, Jennifer Blue, Julie Semlak

SoTL Commons Conference

Graduate student teaching assistants (GTAs), both students and instructors simultaneously, have a unique perspective on undergraduate incivility in the classroom. Rehling and Bjorklund (2010) investigated student and faculty perceptions of uncivil behaviors in the classroom. However, GTA perceptions are unknown, and are needed for a complete description. Furthermore, many GTAs will continue teaching in faculty positions. Knowing about their experiences in the classroom will help faculty support them in their development as teachers, benefiting their current and future students. Participants in the session will consider their ideas about incivility and predict how faculty, GTAs, and undergraduate perceptions differ. We will ...


Grading By Experience Points: An Example From Computer Ethics, Edward Gehringer Mar 2013

Grading By Experience Points: An Example From Computer Ethics, Edward Gehringer

SoTL Commons Conference

Courses are usually graded on percentages�a certain percentage is required for each letter grade. Students often see this as a negative, in which they can only lose points, not gain points, and put their average at risk with each new assignment. This contrasts with the world of online gaming, where they gain �experience points� from each new activity, and their score monotonically increases toward a desired goal. Courses, too, can be graded by experience points. Last fall, the author graded his Ethics in Computing class this way. Students earned points for a variety of activities, mainly performing ethical analyses ...


Investing Instructional Strategies In A Human Anatomy And Physiology Laboratory, Ranjan Kumar Behera, Deloris Wenzel-Hesse Mar 2013

Investing Instructional Strategies In A Human Anatomy And Physiology Laboratory, Ranjan Kumar Behera, Deloris Wenzel-Hesse

SoTL Commons Conference

Laboratory teaching is an essential component of Human Anatomy and Physiology (A&P) courses. The application of active learning strategies in teaching has been documented. However, studies on the effectiveness of active learning-based instructional strategies in A&P laboratories are inadequate. The current study investigates both effectiveness and student acceptance in the context of adoption of a team-based teaching method for the A&P laboratory. We offered team-based projects in two out of six laboratory-sections. The group that engaged in team-based projects did so during half of the laboratory sessions; these active learning projects consisted of near-peer teaching, group discussions, and other activities. Other sections (control group) were taught only in the traditional method. Quantitative methods were used to assess student performance. Qualitative analyses were performed on the anonymous feedback that was provided by the students. The data indicate that students in the experimental group (team-based projects) outperform those taught using traditional methods.


A Sotl Approach To Learning-Centered Peer Review Of Teaching For Tenure And Promotion, Richard Swan, Trav Johnson Mar 2013

A Sotl Approach To Learning-Centered Peer Review Of Teaching For Tenure And Promotion, Richard Swan, Trav Johnson

SoTL Commons Conference

In 2011, Hutchings, Huber, and Ciccone asked, �What would academic life look like in ten years if the principles and practices of the scholarship of teaching and learning were to take hold at the deep level? What would it take to get there?� One powerful way to get there would be to integrate SoTL into the institution's faculty evaluation process for tenure and promotion as suggested by McKinney (2007). This presentation will report how one large research university is doing just that�transitioning away from traditional peer review of teaching to a SoTL approach in which faculty candidates collect ...


Improving Student Learning Outcomes: Lesson Study, Rita Kumar, Brenda Refaei Mar 2013

Improving Student Learning Outcomes: Lesson Study, Rita Kumar, Brenda Refaei

SoTL Commons Conference

Lesson study, an intensive professional development activity used in Japan to improve instruction in K-12 schools, is now being implemented at the university level in places like the University of Wisconsin. It requires teachers to move beyond their unconscious expectations for teaching to examining in-depth each stage of the process. The lesson study team cooperatively develops a lesson called the research lesson by exploring their own experiences, ideas they have heard, and researching the literature relevant to the lesson. In this presentation, attendees will learn how to initiate and facilitate SoTL projects through lesson study at their institution. We will ...


Peer Review And Wiki Textbooks: The Good, The Bad, And The Unmeasurable, Edward Gehringer Mar 2013

Peer Review And Wiki Textbooks: The Good, The Bad, And The Unmeasurable, Edward Gehringer

SoTL Commons Conference

Over the past several years, we have had our students develop educational materials that can be used in future classes, such as student-authored wiki textbooks. Since the volume of writing is large, we don't have enough time to review it ourselves, so we engage students in the process via peer review. Our results have been quite positive. In 2010-2011, by a margin of 78% to 6%, students were proud of their contributions to the wiki textbook. By 67% to 7%, they considered them credible entries for a college-level text. By 72% to 11%, students agreed that the reviews they ...


Effects On Teaching Of An Intensive Summer New Faculty Workshop, Delena Bell Gatch, Michelle Cawthorn, Joy W. Darley Mar 2013

Effects On Teaching Of An Intensive Summer New Faculty Workshop, Delena Bell Gatch, Michelle Cawthorn, Joy W. Darley

SoTL Commons Conference

Historically, university faculty receive little training for becoming teachers. Some universities offer short workshops on teaching to their incoming faculty. However, few of these workshops last more than a few days or a week. We will report on the efficacy of an intensive month long teaching workshop designed for new faculty members. The goal of the workshop was to guide faculty through the process of course development while equipping participants with an appropriate pedagogical toolbox. Best practices in teaching and learning from the literature were emphasized. Participants exited the workshop with a fully developed semester course, including a syllabus, classroom ...


The Effects Of Collaborative Classroom Activities On Student Engagement And Learning, Paula Witkowski, Thomas Cornell Mar 2013

The Effects Of Collaborative Classroom Activities On Student Engagement And Learning, Paula Witkowski, Thomas Cornell

SoTL Commons Conference

Using the methodologies of peer coaching and collaboration over the past two academic years, two professors of reading methods courses have collected data on the effects of collaborative learning activities on engagement and academic achievement. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes being taught. Participants in this presentation will be able to view video clips of students engaged in ...


Developing, Implementing, And Assessing Campus-Wide General Education Service-Learning, Jennifer Anderson-Meger, Scott Gabriel, Denise Lorenz, Michael Smuksta Mar 2013

Developing, Implementing, And Assessing Campus-Wide General Education Service-Learning, Jennifer Anderson-Meger, Scott Gabriel, Denise Lorenz, Michael Smuksta

SoTL Commons Conference

Viterbo University's mission statement emphasizes faithful service. This session will share in-progress research on developing, implementing, and assessing student learning outcomes in service-learning. The session will: 1) explain the development of campus-wide service-learning courses and outcomes; 2) provide examples of student growth in service-learning; and 3) introduce the challenges of creating common learning objectives across disciplines. This session includes: 1) audience members sharing examples of how their institutions incorporate service-learning; 2) panelist discussion of Viterbo's shift from a department level to a university-wide service-learning model based on courses with the theme of the common good and a service-learning ...


Compelling Student Support In Calculus, Keith Howard, David Nelson, Jeff Denny Mar 2013

Compelling Student Support In Calculus, Keith Howard, David Nelson, Jeff Denny

SoTL Commons Conference

Confronted with high failure and withdrawal rates in calculus and precalculus courses, we conducted a case study comparing a voluntary model of student support with a compulsory model imbedded within course requirements. This study design was in large part reflective of the highly acclaimed study by Uri Treisman at Berkley University. The case study, which included experimental and control groups, will be presented along with an active demonstration illustrating the added value of compulsory groups and direct assistance in the learning process. We will discuss the findings of our study both in terms of differences in student performance and perception ...


Mentorship: Competitive Advantage In A Global Marketplace, Doreen Sams, Robin Lewis, Rosalie Richards, Rebecca Mcmullen, Larry Bacnik, Jennifer Hammack, Catlin Powell Mar 2013

Mentorship: Competitive Advantage In A Global Marketplace, Doreen Sams, Robin Lewis, Rosalie Richards, Rebecca Mcmullen, Larry Bacnik, Jennifer Hammack, Catlin Powell

SoTL Commons Conference

Greater access to college education, owed in part to technology and globalization, has the potential to prepare students to thrive in the competitive job market. Competition for careers in the U.S. requiring highly educated, innovative employees is increasing. Hence, undergraduate education offerings must change to prepare U.S. students for both a competitive workforce requiring advanced research and analytical skills and as a stepping-stone towards successfully completing post-baccalaureate degrees. Several universities recognize the critical need for undergraduates to engage in research where they participate in real world experiences that cultivate the academic and professional aptitudes required for the global ...


Creating A Time And Space For Sotl: Faculty Learning Communities, Judith Ableser Mar 2013

Creating A Time And Space For Sotl: Faculty Learning Communities, Judith Ableser

SoTL Commons Conference

Time is a precious commodity for faculty members who must balance their teaching, scholarship and service commitments to their institution. Faculty often site that they have little time to focus on developing, analyzing, evaluating and/or disseminating their teaching pedagogy. Faculty Learning Communities (FLC) provide a time and space for cross-disciplinary colleagues (6-12 members) to share their expertise, interests and challenges as it relates to teaching and learning with the goal of improving student learning. Such scholarship can evolve through such a time and place when exploration, reflection, analysis and problem-solving emerge through collaboration and networking. Student Learning Communities and ...


Team Work In International Programs: Why Is It So Difficult?, Karen Lauridson, Henning Madsen Mar 2013

Team Work In International Programs: Why Is It So Difficult?, Karen Lauridson, Henning Madsen

SoTL Commons Conference

Students often find it difficult to collaborate on assignments, projects, etc., but we require that they do so for a number of reasons, e.g. to learn how to work in teams or take advantage of the diversity represented by team members. In programmes accepting international students, these difficulties seem to increase. Home students are often reluctant to enter into collaboration with their international peers, whereas the international students tend to be much more open towards intercultural collaboration. This paper reports on and discusses a study of student responses to intercultural collaboration (in English) in two programmes at Aarhus University ...


Impact Of Course Design Academy Experiences On Classroom Teaching, Linda Serro, Jackie Greene Mar 2013

Impact Of Course Design Academy Experiences On Classroom Teaching, Linda Serro, Jackie Greene

SoTL Commons Conference

Can faculty peers scaffold, motivate, encourage their colleagues to improve their classroom teaching or are faculty members on their own? This presentation will explore this question and the power of a course design academy to challenge and encourage change in teaching practices. The presenters will share results of an exploration into the ways two course design Academies impacted pedagogy, attitudes and reflective habits of academy attendees. Come prepared to be challenged to think about your practice from new perspectives. You will participate in a course mapping activity which may promote deep thinking about course organization and the power of Post-it ...


Flipped Classroom Or Flipped Out?: Professors Attitudes Towards Online Learning, Beth Stutzmann, Donna Colebech, Adeel Khalid, Craig Chin, John Sweigart Mar 2013

Flipped Classroom Or Flipped Out?: Professors Attitudes Towards Online Learning, Beth Stutzmann, Donna Colebech, Adeel Khalid, Craig Chin, John Sweigart

SoTL Commons Conference

Professors need to accommodate administration mandates for designing online courses but what are professor attitudes towards online learning and which courses are better adapted to online instruction? Southern Polytechnic State University's Research Learning Community presents conducted research on this platform: A comparison of face-to-face; blended; and fully online models will be examined; as well as professor attitudes towards online learning and which polytechnic courses professors deem truly appropriate for the online environment. Flipped classroom techniques and learning activities used to enhance courses will also be addressed to investigate whether certain flipped classroom techniques are specific to a particular subject ...


How Does Eliciting Student Feedback Impact The Quality Of Instruction And Student Learning Outcomes For Non-Majors In Required Courses?, Patricia Rieman Mar 2013

How Does Eliciting Student Feedback Impact The Quality Of Instruction And Student Learning Outcomes For Non-Majors In Required Courses?, Patricia Rieman

SoTL Commons Conference

This project was inspired by Schmidt, Becker, Wissmiller, Nyland, and Surdick (ISSoTL 2011), who investigated how improved communication of expectations impacted student motivation, metacognition, and learning environment. Secondary education minors (content area majors) who must take a language arts methods course often struggle to understand just why it is required for them. Rieman hopes to determine whether, with an opportunity to state opinions and questions in an anonymous, safe online environment in which she can address questions and concerns, students will develop a better understanding, and thus, acceptance, of the course requirement. Another question is whether such student acceptance will ...


The Role Of The Error Correction Journal On The Written Performance Of Foreign Language Students, Budimka Uskokovic Mar 2013

The Role Of The Error Correction Journal On The Written Performance Of Foreign Language Students, Budimka Uskokovic

SoTL Commons Conference

This study will analyze the degree to which recording and analyzing errors in the form of an Error Correction Journal improves student accuracy. Participants will write an initial essay, and fill out a survey. They will write three essays during the course of the semester (two drafts of each) on which they will focus on error correction. A final essay will be assigned at the end of the semester. An experimental group will keep an Error Correction Journal in which they examine the nature and frequency of the error they make. Errors will be examined to see if students repeat ...


Inter-Institutional Collaboration: The Anti-Mooc?, Anne Marchant, Karen Warren, Veronica Pejril Mar 2013

Inter-Institutional Collaboration: The Anti-Mooc?, Anne Marchant, Karen Warren, Veronica Pejril

SoTL Commons Conference

Inter-institutional collaborations are starting to occur with greater frequency. Collaboration allows institutions to leverage resources to best advantage and produces the opportunity for creativity and innovation. As examples: colleges may offer foreign language classes jointly to enroll enough students to be cost effective; universities may partner with non-profits to create rich experiential learning environments. While large-scale, distance education (�MOOCs�) have very useful applications, the authors propose that higher education should be harnessing technology in to develop effective, engaging, and often interdisciplinary learning communities through collaboration in which the lines between research and learning can be blurred. As participants in a ...


Service-Learning And The Attainment Of Course Objectives: A Study In Two Disciplines, Nancy Mcbride, Adrienne Cohen Mar 2013

Service-Learning And The Attainment Of Course Objectives: A Study In Two Disciplines, Nancy Mcbride, Adrienne Cohen

SoTL Commons Conference

Two professors from different disciplines, education and gerontology, implemented a service-learning option into their courses. A study, using both qualitative and quantitative means, measured differences in the attainment of course objectives between students engaged in service- learning and those who were not for each of the courses. Results indicate that students engaged in service-learning did as well or better than other students. The similarities and differences between each of the courses relative to the implementation process, overall results and changes made in course design will be shared. The challenges and successes of such research collaboration will also be presented, along ...


An Empirical Investigation Of The Impact Of The Dimensions Of Problem-Based Learning On Student Satisfaction, Peter Leong Mar 2013

An Empirical Investigation Of The Impact Of The Dimensions Of Problem-Based Learning On Student Satisfaction, Peter Leong

SoTL Commons Conference

The purpose of this research is to study the impact of the three dimensions of problem-based learning (PBL): 1) real world problem-driven learning; 2) self- directed learning; and 3) collaborative learning on students' satisfaction of their learning. This survey research study utilized a 17-item online �Dimensions of PBL� survey, which was distributed among college students who were participating in PBL courses or learning modules. Initial data analyses indicate that the real world problem-driven learning dimension influences student satisfaction the most. This is followed by the collaborative learning dimension. The self-directed learning dimension impacts student satisfaction the least. More data is ...