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Journal of Science Education for Students with Disabilities

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Journal of Science Education for Students with Disabilities

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The Relative Influence Of Instructor Training On Student Perceptions Of Online Courses And Instruction, Mary Bowne, Melissa Wuellner, Lisa Madsen, Jessica R. Meendering, John Howard

Journal on Empowering Teaching Excellence

Online learning opportunities have greatly increased in past years. Various studies have examined online courses and instructor practices but have not examined students’ perceptions of their online courses and online instructors who were offered a voluntary online certification program. Students who took online courses at a Midwestern university completed a survey related to their perceptions of their individual online course and instructor. Results showed that instructors who were certified received higher, positive ratings than instructors who were not certified. The certification program utilizes a “faculty as student’ model, where faculty take courses from a student learner perspective, to provide experiential …

Empowering Faculty Using Distance Learning Mentoring Programs, Nicole Luongo, Sara T. O'Brien

Journal on Empowering Teaching Excellence

This article discusses the value of developing mentoring programs for the empowerment of distance learning faculty. The paper describes various ways mentoring relationships enhance the development and teaching of distance learning courses. Distance learning faculty mentoring programs consist of a process where a more experienced faculty member assists a newer faculty member in developing a distance learning course. By creating and supporting distance learning faculty mentoring programs, higher education institutions can provide an efficient and valuable way for new distance learning faculty to gain empowerment as well as the skills and knowledge they need to teach online. This article asserts …

Assessment Strategies To Promote Peer Learning In An Online Course, Pauline Rooney, Caitríona Ní Shé

Conference papers

The value of peer learning in higher education is now well recognised. Just as we continually learn from eachother in our everyday lives, so our students also learn from eachother as part of informal and formal learning experiences. Within educational programmes, peer learning is facilitated through a variety of pedagogical strategies which promote active participation, collaboration and the sharing of knowledge and ideas. With the increasing ubiquity of social networking and online learning platforms, new opportunities for facilitating peer learning, have emerged. Within online courses – where students often study at geographically disparate locations – peer learning strategies assume arguably …

My Experience Teaching General Chemistry To A Student Who Is Visually Impaired, Katherine M E Stewart

Journal of Science Education for Students with Disabilities

This paper summarizes my experience with teaching a first-year, General Chemistry course to a visually impaired student. This includes accommodations and modifications for both the lecture material and the laboratory. Included are also examples of formats and syntax for txt-based quizzes, tests, and laboratory reports, as well as other general accommodations for both the student and the service dog.

Implications Of 3-D Printing For Teaching Geoscience Concepts To Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild, Sean Tikkun

Journal of Science Education for Students with Disabilities

This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics.

Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held …

La Comunicación Lingüística En Español Y Sus Barreras En El Sistema De Salud De Los Estados Unidos, David Sánchez-Jiménez

Publications and Research

La enseñanza del español con fines médicos en los Estados Unidos ha experimentado un crecimiento exponencial en las dos últimas décadas. Sin embargo, los pacientes de origen hispano se encuentran desprotegidos ante las barreras lingüísticas que impone el sistema de salud estadounidense en muchos contextos monolingües y bilingües. Esta investigación descriptiva muestra como, por un lado, los malentendidos producidos por la comunicación ineficiente desarrollada por intérpretes e intermediarios (familiares, enfermeras con conocimientos de español, facultativos con una preparación lingüística deficiente, etc.) tienen serias repercusiones para la salud en el tratamiento de los casos. Por otro lado, el estudio da cuenta …

Book Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich

Journal of Science Education for Students with Disabilities

It is a pleasure to receive an invitation to submit a review for the book titled Towards Inclusion of All Learners through Science Teacher Education. The contributors include four wellknown leaders in inclusive science education complemented by a spectrum of authors American and international, in pre-service and graduate science education, pre-service and graduate special education, science research, special education practitioners, classroom teachers, graduate students, and students through case studies and interviews.

The book presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal …

An Analysis Of African-American Faculty Experiences During The Tenure Process, Katrina M. Hubbard

Dissertations

Abstract

How faculty allocate their time among research, teaching, and service, and the perceived quality of that work determines whether faculty obtain tenure or are released from the university (Bellas & Toutkoushian, 1999; Link, Swann, & Bozeman, 2008; Price & Cotten, 2006). Prior research indicated that African-American faculty comprised 4.5% of the faculty at high-activity research institutions and 3.5% of faculty at very-high-activity research institutions (The Chronicle of Higher Education Almanac 2016-2017, 2016).

The purpose of this study was to 1) document African-American faculty experiences during their tenure probationary period at PWI research institutions; 2) compare faculty experiences during the …

Components Of, And Approaches To, Effective Feedback, Sarah Gibbons, Jonathan Mccarthy, Paul Mcevoy, Patricia Mordaunt

Practitioner Research Projects

Feedback is the subject of much research and discussion in Higher Education. Nationally the focus has intensified due to reports of low levels of student satisfaction with the feedback process e.g. the Irish Survey of Student Engagement (ISSE). The focus of this report is an examination of effective feedback in undergraduate education. The importance of effective feedback (particularly for those beginning their third level education) is reflected in a project funded by the National Forum for the Enhancement of Teaching and Learning, called the Y1Feedback project. This is aimed at increasing the quality of the third level experience and has …

Achieving Graduate Attributes Through Authentic Learning: The Case Of Student Managed Funds, Robert Dunne, James Fitzgerald, Jennifer Manning, Sean O'Reilly

Practitioner Research Projects

According to the Department of Education and Skills (2011), as cited by Murphy and Whelan (2016), there has been a growing emphasis on the importance of graduate attributes in higher education in Ireland. This not only places emphasis on the application of disciplinary specific knowledge, but also on the ‘soft skills’ highly sought by employers. By providing an authentic learning environment, higher education institutes can facilitate the development of graduate attributes while also ensuring graduates are gaining disciplinary specific knowledge. This project explores how Student Managed Funds (SMFs) represent an authentic learning experience through which students achieve a range of …

Problem-Based Learning As An Authentic Assessment Method, Stuart Henderson, Mary Kinahan, Elaine Rossiter

Practitioner Research Projects

Traditional learning and assessment typically focus on students being told what to do, memorising it, and the teacher assigning a problem on how to use it (Savery, 2006). By contrast, in problem-based learning (PBL) and assessment a problem is assigned to a group or individual, the teacher then facilitates the students’ learning as they identify what they need to know, and the students learn and apply a solution to the problem (Savery, 2006). PBL was developed and pioneered by Barrows and Tamblyn in McMaster University as part of the Medical School programme due to students’ lack of application of their …

A Generic Integrated And Interactive Framework (Giif) For Developing Information Literacy Skills In Higher Education, Aoife Donnelly, Maria Chiara Leva, Ayman Tobail, Nikolaos Valantasis Kanellos

Practitioner Research Projects

Information literacy (IL) is defined as “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning” (ACRL 2015, p.3). The term IL was originally confined to library and IT skills (Behrens, 1994; Johnston & Webber, 2003) but has since received increasing international interest. It is considered as an important 21st century skill in combination with critical thinking (Kong, 2014), and is perceived as basic human right within the digital world (UNESCO, 2008). The importance …

Alternative Methods To Traditional Written Exam-Based Assessment, Shane Dillon, Alan Mcdonnell, Diarmaid Murphy, Lynsey White

Practitioner Research Projects

Donnelly and Fitzmaurice (2005, p.14) suggest that “assessment methods should be in accord with the learning outcomes of the module and should foster a deep approach to learning”. While unseen written exams do develop skills such as “examination techniques, writing under pressure, recall” (Smyth, 2004), there are a number of alternative assessment methods that determine what students actually understand and what they can do, in contrast to what they can recall. As one student noted “I hate to say it, but what you have got to do is to have a list of “facts” …you write down the important points …

More Than Free: Equity In Open Educational Resources, Nicole Williams, Kathryn Anastasi

Open Educational Resources

Faculty creation and adoption of OER and ZTC materials can provide students with benefits that extend beyond no-cost or low-cost considerations. These materials can be the foundation of more culturally relevant classroom materialsthanstudents are used to seeing. They can increase the accessibility of instructional materials to students with disabilities. They can be employed to support student-centered learning ideas which upend traditionalnotionshow information flows between teachers and students. Using OER and ZTC materials has the potential to address many of the concerns about inequality that faculty and students alike have about the current educational model. Although OER and ZTC initiatives present …

Non-Traditional Students At Public Regional Universities: A Case Study, Lizabeth Zack

Teacher-Scholar: The Journal of the State Comprehensive University

This paper investigates the topic of non-traditional students enrolled at four-year public regional universities and addresses questions about who they are, what makes them non-traditional and how they experience college life. The analysis is based on survey data collected from 187 undergraduates at one regional public college in the southeastern United States. The study found a higher portion of non-traditional students than expected and that the non-traditional students tended to break down into two types, a younger worker-student and an older adult student, rather than conforming to a single profile. While the findings highlight other similarities with the broader population …

The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen

Teaching and Learning in Communication Sciences & Disorders

There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models among alumni from …

Nefdc Conference Program, Fall 2018, New England Faculty Development Consortium

New England Faculty Development Consortium Conference Programs

New England Faculty Development Consortium

The Challenges of 21st Century Education

November 9, 2018

College of the Holy Cross

Worcester, Massachusetts, United States

Keynote address: Four-Dimensional Education for the Age of Artificial Intelligence, Charles Fadel

Conference Co-Chairs: Peter Shea and Marc Ebenfield

Proposal Co-Chairs: Marc Ebenfield and Peter Shea

President: Marc Ebenfield

Nefdc Exchange, Volume 31, Fall 2018, New England Faculty Development Consortium

NEFDC Exchange

Contents

President's message: Faculty development in the 21st century, Marc Ebenfield

NEFDC publication schedule change

“I will forever be changed”: Encouraging meaning-making in service-learning, Isabelle Jenkins, MDiv, Virginia Ryan, Ph.D., and Michelle Sterk Barrett, Ph.D. - College of the Holy Cross

Call for proposals for the spring 2019 conference

Lessons from the mat: 17 things being a new yoga student taught me about effective, student-centered teaching, Jen Girgen, J.D., Ph.D. - Salem State University

Connected: Building meaningful relationships for online learning, Sara Donaldson, Ed.D., Karen Caldwell, Ed.D., and Carey Borkoski, Ph.D., Ed.D. - Johns Hopkins University

Defamiliarizing the familiar: Challenging …

Writing, Developing, And Publishing Your Aviation Book, Suzanne K. Kearns Ph.D.

National Training Aircraft Symposium (NTAS)

As the aviation industry faces a projected shortage of aviation professionals internationally, it is increasingly important to guide and support the next generation on their path towards competence. Part of this support will require skilled teachers and researchers to contribute to aviation education through the publication of their knowledge and expertise within books.

A challenge is that, through their educational journey, most aviation academics are taught the process of writing and publishing their research within academic journals. Very little direct guidance on the process, types, and publication venues of books is available.

The purpose of this presentation is to outline …

Engaging Graduate Students In The Online Learning Environment: A Universal Design For Learning (Udl) Approach To Teacher Preparation, Marla J. Lohmann, Kathleen A. Boothe, Andrea R. Hathcote, Amy Turpin

Networks: An Online Journal for Teacher Research

Today’s classroom is more diverse than ever; it is imperative that universities find solutions for meeting these diverse learning needs. One potential solution is Universal Design for Learning (UDL), which is a promising practice in the K-12 classroom. UDL is based on the idea that diversity among students is predictable and systematic adjustments to the curriculum should be made based on that predictability. While there is strong research supporting the use of UDL for traditional K-12 classrooms, there is little research regarding its implementation in the online university teacher preparation classroom. This study explores the use of UDL for increasing …

Shuffle Lit!: Using Ipod Shuffles To Encourage Literacy Experiences At Home, Ashlee B. Hover

Networks: An Online Journal for Teacher Research

A kindergarten teacher used action research to examine how literature, audio books, homework, and Apple iPod Shuffles can be combined to encourage and improve literacy at home. The research participants consisted of 16 kindergarten students in Middle Tennessee and their parents. The kindergarten students took home a tote bag with the following contents: an Apple iPod Shuffle loaded with many audio stories, six books, two types of headphones, and an iPod listening/reading log. The students took the project materials home for a week to enjoy with their parents and other family members. The parents or siblings recorded the students’ experiences …

A Scaffolding Approach Using Interviews And Narrative Inquiry, Sharon Heilmann

Networks: An Online Journal for Teacher Research

This article examines how educational scaffolding was used in a graduate research methods course to encourage student mastery of two qualitative research concepts, interviews and narrative inquiry. Findings suggest that scaffolding resulted in students’ mastery of both concepts as well as students’ increased attention to quality of interview questions and outcomes. Further implications suggest scaffolding would be useful in combining other qualitative topics such as integrating content analysis skills with research designs such as phenomenology, grounded theory, and case studies.

Una Destinatio, Viae Diversae – One Destination, Many Paths: An Invitation To Design Curriculum, Aviva B. Dorfman

Networks: An Online Journal for Teacher Research

One goal of early childhood teacher educators is to teach in ways that model teaching young children. What better way to study curriculum than to design it? This article describes a graduate early childhood curriculum course in which the students participate in the process of designing the syllabus. They receive a syllabus empty of topics, schedule, and readings. Together, we design the course according to their interests and needs. By semester’s end there is a full reading list and schedule. The invitation to co-design curriculum provides opportunities for investigation, representation and reflection as does constructivist teaching for children, and demonstrates …

How Are They Going?: A Project To Monitor Student Engagement, Anthony Williams, Maria T. Northcote, John Reddin

Maria Northcote

The transition from school or work to university studies is not always a smooth change for many students. The university context may appear threatening, strange and isolating for some students, whether the courses be offered in on-campus or online contexts. While most modern day universities offer a raft of support services for students, including both academic and non-academic services, problems of low retention and high attrition rates still plague some institutions and some sections of particular institutions in the higher education sector. This paper presents an innovative program that uses technology-supported strategies within a regular learning management system (LMS) to …

Getting On The Online Education Train: The Journey Of A Small Higher Education Institution, Anthony Williams, Maria T. Northcote

Maria Northcote

Many universities have instituted professional learning centres that support academic teaching staff in their capacity to facilitate student-centred learning. Some of these centres also extend their reach to incorporate scholarship and research. This paper reports on one such case, in which a small higher education institution in Australia established what has become known as the Centre for Advancement of the Scholarship of Teaching and Learning (CASTL). From its inception, the CASTL’s intentions have been multi-dimensional, in that its programs, activities and resource development span the following areas of scholarship: 1) learning and teaching; 2) researcher education and support of postgraduate …

Integrating The Scholarship Of Teaching, Learning And Assessment Into One Institution’S Homegrown Professional Learning Resources, Maria Northcote, Anthony Williams, Kevin Petrie, John Seddon, Sherene Hattingh

Maria Northcote

Many professional learning (PL) programs in universities aspire to support tertiary educators to perform duties associated with teaching, student learning and assessment. Additionally, because much of a university academic’s work is associated with conducting scholarly research and supervising students’ research, PL programs also need to provide support associated with supervision and research activities. Faced with these multiple PL demands, one small Australian higher education institution developed a suite of resources to support faculty teaching staff and researchers in their professional capacities using a heuristic (self-determined) approach to resource development. The content of the resources drew on the principles of the …

Examining The Meaning Of Course Evaluation, Tyesha Stewart

Electronic Theses and Dissertations

Teaching evaluations significantly influence faculty members’ annual evaluations and progress toward tenure and promotion within academic programs in higher education. Those with consistently strong, positive, teaching evaluations have been deemed effective instructors and often validated with increases in salary, teaching awards, and promotion and tenure. This is especially the case when strong course evaluations are received in addition to documented scholarship and research activities and positively evaluated professional service. However, questions are being raised about the meaningfulness of students' ratings of course instruction. Do these measures effectively assess competence as instructors or do they measure other unknown processes in the …

A Digital Immigrant Venture Into Teaching Online: An Autoethnographic Account Of A Classroom Teacher Transformed, Karin A. Lewis

The Qualitative Report

This paper presents an autoethnographic account of a classroom teacher’s experience transitioning to teaching online within the shifting culture of academe in the 21^st Century. After decades as a classroom teacher, the author engages in autoethnography to reflexively analyze her challenging transition to teaching online. The author examines her perspectives, beliefs, thought process, learning, and development. Findings regarding her new way of teaching, thinking, and living as an online instructor may provide insights for others in academe.