Education Commons^™

Equity-Minded High-Impact Learning: A Short-Term Approach To Student-Faculty Collaborative Research, Valerie Chepp

Humboldt Journal of Social Relations

This article explores the potential for high-impact learning practices—and specifically student-faculty collaborative research—to address inequality in U.S. institutions of higher education. In theory, student-faculty research holds much promise for promoting diversity and social justice in higher education. This high-impact practice reflects ideals around collaboration and mentoring, and offers a more egalitarian approach to the traditional student-faculty power relationship. In practice, however, collaborative research runs the risk of reproducing inequality, thereby undermining its transformative potential. Drawing upon bell hooks’ (1994) notion of radical pedagogy, and in the spirit of being equity-minded, I propose a short-term version of student-faculty collaborative research. This …

Innovating The Teach-In To Transform The Faculty: Findings From A #Blacklivesmatter Teach-In, Xavier L. Guadalupe-Diaz, Lina Rincón, Virginia Rutter

Humboldt Journal of Social Relations

College students across the U.S. have been mobilizing their campuses in exposing institutional racism, biases, and curriculum structures that have historically marginalized students of color. As a response to ongoing racial justice movements such as #BlackLivesMatter, we developed a new teach-in model with the aim of creating a transformative experience for faculty and students. Our teach-in challenged faculty to incorporate topics related to #BlackLivesMatter to the discipline-specific content of their course during the same one-week period; this was followed by a campus-wide town hall event. Framed by critical race theory with the goal of creating transformative learning for faculty, we …

Generative Leadership: A Thematic Book Review, Rebecca S. Monroe

Journal of Critical Issues in Educational Practice

This thematic book review looks at how four texts interweave the topic of generative leadership into a cohesive structure so the reader can bring about change in our educational system. The authors of these texts begin by defining generative leadership and complexity, then move on to discuss mirror neurons and empathy, relationships and the importance of feeling a part of something, and how experience equals learning, which in turns sculpts the brain physically. As you think of the leadership style you want to emulate as you build your own and your staff’s capacity, these resources may easily sum this up …

Always Loved But Never Entitled: Professor Intentions To Promote Leadership In Women, Daniel R. Conn, Roslyn J.F. Billy

The Qualitative Report

This article focuses on three professors from Midwestern University and how their intentions to encourage women to see themselves as leaders play out in their respective classrooms. Through educational connoisseurship and criticism we describe and interpret the ecological impacts of professor intentions in promoting women as leaders. To this end, we find the professors realize these intentions by the way in which they care for their students. In caring for their students, the professors take an “always loved by never entitled” approach, where they balance building a sense of support and confidence among their students with an understanding that leaders …

Transforming Information Literacy Through Librarian/Course Instructor Collaboration: A Case Study, Lauren R. Matacio, Bruce Closser

Journal of Adventist Libraries and Archives

This paper looks at librarian/course instructor collaboration in higher education and draws specific lessons from the two-year experience of a librarian embedded into an advanced college writing class. The case study pays particular attention to how collaboration influences students' development of research and writing skills and attitudes, and the instructional design of the course.

A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer

Language Arts Journal of Michigan

It is essential that language arts classes make room for different voices, different cultures, and new settings for writing. This paper examines ideas and methods for expanding the discourse and refers to Morrison's Bluest Eye as a way to appreciate the dilemma our students face.

Examining Predictors Of First Year College Student Retention, Kristyn Muller, Emily Feuer, Meghan Nyman, Karen Sokolowski, Leah Rotella

New York Journal of Student Affairs

The researchers developed a mixed-methods study to determine what characteristics of the student experience are associated with college student retention. The study used the College Persistence Questionnaire (CPQ) as the primary tool to evaluate students’ likeliness to persist at their university and then conducted individual interviews with students to gain a greater understanding of their academic and social habits. The findings suggest that efforts to improve student retention must impact student experiences both in and out of the classroom.

Cover, Bentley Utgaard, Rachel L. Wood

Steeplechase: An ORCA Student Journal

Cover page for Steeplechase Vol. 1, Issue 1

Hoping To Teach Someday? Inquire Within: Examining Inquiry-Based Learning With First-Semester Undergrads, Erik Jon Byker, Heather Coffey, Susan Harden, Amy Good, Tina Lane Heafner, Kathrine Brown, Debra Holzberg

Journal of Inquiry and Action in Education

Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n=104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of higher education curricula. Even though inquiry pedagogies are emphasized in teacher education, many prospective teacher candidates have limited experience with inquiry as a constructivist practice from their K-12 settings. This study investigates the effects and first-semester undergraduates’ perceptions of an inquiry-based learning project. The research is grounded in Knowledge Building …

Innovation In Teaching And Learning - Innover En Enseignement - Apprentissage, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

“You Want Me To Do What?” The Benefits Of Co-Teaching In The Middle Level, Ellis Hurd, Gary Weilbacher

Middle Grades Review

Exemplary middle schools use interdisciplinary teaming which often involves some level of co-planning, co-teaching, and co-assessing. In addition to this collaborative foundation, federal mandates for supporting students have led to frequent co-teaching between special educators, bilingual/bicultural specialists, and regular classroom teachers. Given that middle level educational frameworks, current inclusion practices, and demands for differentiation are all dependent upon teachers working together, increasing the presence of co-teaching within middle level teacher education program is both pragmatically sound and connected to foundational theories of middle level education. Middle school teachers and university faculty members who engage in co-teaching with teacher candidates can …

Occupational Therapy Students’ Self-Efficacy, Experience Of Supervision, And Perception Of Meaningfulness Of Level Ii Fieldwork, Lynne Andonian

The Open Journal of Occupational Therapy

Background: This study explored the relationship of perceived self-efficacy to demographic and fieldwork variables for occupational therapy (OT) students. Self-efficacy is related to student and employee success and competency.

Methods: OT students (n = 306) from 42 OT programs in the United States completed the Student Confidence Questionnaire and the Demographic Questionnaire and Survey addressing demographics, practice setting, students’ experience of supervision, and perceptions of the fieldwork’s personal meaning during Level II fieldwork. Correlational and regression methods examined the relationships among the variables. Analysis of variance methods tested differences between higher and lower self-efficacy student groups.

Results: The degree of …

Building Positive Student-Instructor Interactions: Engaging Students Through Caring Leadership In The Classroom, Oscar J. Solis, Windi D. Turner

Journal on Empowering Teaching Excellence

When instructing and managing classrooms in university settings, instructors face numerous challenges such as student disengagement and managing course expectations. In this article, we offer new and revised techniques and strategies to engage students through the art of caring leadership. We accomplish this through three defining characteristics: knowing students’ names, managing course expectations, and the use of technology. These intentional strategies create positive student-instructor interactions in both small and large classrooms which in turn enhances student learning and engagement.

Amplify Your Teaching Impact: Capitalizing On 1-On-1 Instruction, Abby D. Benninghoff

Journal on Empowering Teaching Excellence

The objective of this essay, which is based on a keynote presentation delivered at the 2016 Empowering Teaching Excellence Conference at Utah State University, is to address this central question: how faculty can make a positive, substantive impact on students through 1-on-1 instruction? The consensus answer derived from experiences and anecdotes offered by this author, her colleagues, and students is to be deliberate in 1-on-1 interactions with students. This simple message is expanded through discussion of 10 key concepts that can help faculty amplify their teaching impact: 1) be available, 2) help students feel comfortable, 3) be a model, 4) …

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1

Journal on Empowering Teaching Excellence

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …

Editor's Introduction, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Call For Special Issue Proposals, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

IJPBL is seeking proposals for upcoming special issues in 2018 and 2019.

Relating Christian Faith To Physics For Scientists And Engineers, Dominic Halsmer, Calvin Roso, P. Wesley Odom

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

As part of an initiative by the new Center for Faith and Learning at Oral Roberts University, an introductory college-level physics course for scientists and engineers was reconfigured to facilitate the integration of physics and Christian faith. Regular readings from a popular book, Einstein and Religion (Jammer, 1999), on the compatibility between physics and Christian doctrine were assigned. Questions based on the readings were then posed and a small fraction of class time (10%) was reserved for discussion of these issues. The students also submitted book reports summarizing their perspectives at the end of the course. A detailed rubric was …

Effectiveness Of Content Order In Improving Ethical Communication Choices In Oral Communications, Rhonda Gallagher, Mary Lou Miller, Calvin Roso

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

Ethics is a concern within the field of communication (Canary, 2007; Cheney, 2008), and ultimately, the spiritual intent of oral communications at a Christian university is for students to relate biblically with other people. Thus, the purpose of this study was to determine if change in content order improved integration of Biblical ethics into student knowledge and understanding in an oral communication course.

The hypothesis for this study was as follows: There is a difference in the ability to integrate Biblical ethics into knowledge and understanding in an oral communication course between those students who are taught using content focused …

Reviewing Shadow & Light, William Epperson, Kay Meyers

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Guest Editorial: A Tribute To Dr. Kay Meyers, Ardith Baker

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Editorial: Accreditation In A Christian University: Its Real Purpose, Timothy D. Norton

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Letter From The Editor: Reflecting The Image Of Christ In Our Scholarship, Timothy D. Norton

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Teaching Irish Sign Language In Contact Zones: An Autoethnography, Noel Patrick O'Connell

The Qualitative Report

The central purpose of this autoethnographic study is to provide an account of my experiences as a deaf teacher teaching Irish Sign Language (ISL) to hearing students in a higher education institution. My cultural and linguistic background and personal history guided the way I interacted with students who found themselves confronted by a unique culture quite separate from what they had known before. By engaging in autoethnographic journal writing recorded over a period of three months, I reveal the complex social and historical relations manifested in the contact between deaf and hearing cultures in the classroom. More specifically, I consider …

Teaching Ethical Use Of Product-Specific Incentives To Marketing Students In A Christian Higher-Education Environment, Kenneth E. Jones Jr.

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

With the growing popularity of retail sales as a job opportunity for Christian college graduates and students, the dilemma of incentive pay can cause many to face a sudden reality check on their ethical system. This article provides insight into the dilemma of product-specific incentives (PSIs or spiffs), which are so popular in the marketing environment where multiple brands exist in the same showroom. The model contained in this work is designed to allow the Christian retail sales professional with a plan of action, or a means of providing the information needed to create ethically sound incentive practices for all …

Dealing With Dual Anxieties, Kenneth Preston, Dorothy Radin

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

Focusing on time as an issue, research was done to examine the concept of timed examinations as a possible reason for low scores in mathematics classes. This paper details the research and its results. In this study, the time allotted for a statistics examination was increased in order to determine if test scores improved. Mean scores from ten 90-minute introductory statistics exams were compared to mean scores from 50-minute exams given in prior introductory statistics classes to test for improvement. An Analysis of Variance (ANOVA) using an alpha (α) of 0.05 was used to make the determination. The results indicate …

Building Construct Validity For A New Measure Of Christian Spiritual Maturity, Edward W. Watson, Angela L. Watson

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

This study (N = 672) develops further a model of Christian spiritual maturity based upon two dimensions of Bernard of Clairvaux’s staircase of godly love: Step 2 (Loving God for Self’s Sake) (α ≥ .89) and Step 3 (Loving God for God’s Sake) (α ≥ .88). Data were collected in two waves: (a) undergraduates at a private Christian university in the Midwest (Watson, 2011) and (b) undergraduate theology majors, graduate students, and graduate professors from the same university. Principal axis factor analysis supported a two factor solution with low inter-factor correlations (r = .08). While mature volunteers were under-represented, significant …

The Courage To Teach: From The Inside Out, Laura Foote

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

In contrast to God’s wisdom, earthly wisdom is rooted in earthly systems and the epistemologies that undergird those systems. A primary and powerful epistemic system is the educational system (Goldman, 2011) and particularly higher education, upon which much of man’s wisdom is built. Parker Palmer’s (2007) book, The Courage to Teach, challenges the commonly accepted wisdom of higher education’s focus on outcomes and “the impact of our society’s growing obsession with educational externals—including relentless and mindless standardized testing” (p. ix). Palmer offers a roadmap for reform that begins with a call for self-reflection and ends with a call for …

Reviewing Liberal Arts At The Brink, Keith E. Gogan

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

Reviewing A Handbook For Teaching And Learning In Higher Education, Linda Dunham

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.