Educational Methods Commons^™

Ungrading General Education: Preliminary Results From A Pilot Study, Stacey J. Korson, Eric B. Meiners, Matthew Howell, Alison Buck, Kaitlynn Moody, Matthew P. Winslow, Travis L. Martin, Anne Fleischer

Pedagogicon Conference Proceedings

A group of faculty members representing more than 20 courses listed in the Eastern Kentucky University General Education curriculum participated in a pilot program to test and measure the effectiveness of “ungraded” pedagogy. “Ungrading,” as defined by the group, can be any conscious effort to move student emphasis away from grades and onto learning. Given this definition, ungrading took many forms in the pilot: gradeless classrooms, grading contracts, and greater choice of assignments by students, to name a few. At the end of the semester, quantitative and qualitative data was gathered from student course evaluations; DFW and retention rates were …

Training University Tutors To Work With Bilingual Students, Sara Incera, Haleigh Hamilton, Angie J. Marroquin, Socorro Zaragoza, Trenia Napier, Lara Kristin Vance, Ashley Matthews Sweat, Judith L. Jenkins

Pedagogicon Conference Proceedings

The purpose of this project was to train university tutors to improve their support of bilingual students (ESL/ELL students). We developed an evidence-based training session that emphasizes university connectedness and cultural inclusion. This one-hour training included background information, tutoring tips, and time for discussion. The majority of tutors (44 out of 47) reported learning something helpful they could use when tutoring. While this intervention was specifically designed to target bilingual students, most evidence-based tips discussed here are applicable to all students. It is crucial to provide tutors with the skills and resources necessary to better connect with their students.

Fiction, Literature, And Visual Art As Case Studies In Introductory Courses, Kelly Grenier

Pedagogicon Conference Proceedings

This paper explores the usage of art in the college classroom to teach political theories and concepts. Rethinking how instructors can teach introductory political science courses to students socialized in a contentious political culture, this paper argues that art-based assignments in lieu of traditional case studies are well-suited to this challenge. Offering examples from an introductory political science course, this paper demonstrates the approach in action and offers suggestions to apply this approach in other disciplines and institutional settings.

In-Class Laptop Use For Student Learning: A Pilot Study, Jiyeon Park, Abigail Aulbach

Pedagogicon Conference Proceedings

While laptops are considered an effective and critical learning tool, the effects of in-class laptop use on student learning remain controversial. Although many recent studies have found that in-class laptop use may produce negative effects in higher education, college students increasingly utilize their laptops in classrooms. To effectively integrate laptop use into lessons, we examined the effects of behavior strategies concerning in-class laptop use by undergraduate students. Throughout the course of a semester, participants were provided visual prompts, including "Red", “Yellow,” and "Green" codes, in accordance with class activities. The students’ attitudes and perspectives regarding the strategy were surveyed and …

Transforming Education: Using The Connectedness Cycle As A Framework For Instruction, Kimberly Vigil

Pedagogicon Conference Proceedings

The connectedness cycle is an emerging framework for practice that advances the understanding and implementation of relationship-rich educational practices. These relationship-rich educational practices allow for more meaningful student engagement, and they serve to enhance academic outcomes. When embodied and implemented by faculty, the connectedness cycle has the ability to transform education.

Using Interteaching In A Fully Asynchronous Online Honors Seminar Course, Steffen Wilson, Steven Shisley Dr.

Pedagogicon Conference Proceedings

This paper describes the modification of the Interteaching approach to simulate a seminar course in the asynchronous online course format. Each unit began with students answering a set of questions about a reading. Next, students had an interteaching discussion by reading and provided a brief comment on their classmate’s answers to each question. After this discussion, students completed a record sheet summarizing their reaction to the discussion and providing the course instructor with any remaining questions about the article content. Each unit ended with the course instructor providing students with a recorded wrap up video that discussed their unanswered questions …

Investigating Collaborative Explainable Ai (Cxai)/Social Forum As An Explainable Ai (Xai) Method In Autonomous Driving (Ad), Tauseef Ibne Mamun

Dissertations, Master's Theses and Master's Reports

Explainable AI (XAI) systems primarily focus on algorithms, integrating additional information into AI decisions and classifications to enhance user or developer comprehension of the system's behavior. These systems often incorporate untested concepts of explainability, lacking grounding in the cognitive and educational psychology literature (S. T. Mueller et al., 2021). Consequently, their effectiveness may be limited, as they may address problems that real users don't encounter or provide information that users do not seek.

In contrast, an alternative approach called Collaborative XAI (CXAI), as proposed by S. Mueller et al (2021), emphasizes generating explanations without relying solely on algorithms. CXAI centers …

First And Lasting Impressions: Creating Course Tour Videos To Guide Online Students, Melony Shemberger

Pedagogicon Conference Proceedings

Online course design has gained increased attention in education, given the global health crisis brought on by COVID-19. Students need to familiarize themselves at the beginning of an online course to be successful. An important item often overlooked, however, is the inclusion of a course tour video, which can help serve as an effective orientation for a student new to the course. This article will share best practices and insights on how to make a brief video guiding students to navigate a course more effectively, setting them up for success.

Does Your Student Know? Being Intentional With Quality In Designing Online Instruction, Melony Shemberger

Pedagogicon Conference Proceedings

This article guides instructors to incorporate intentionality as a communication construct when designing a learning experience, especially online. Intentionality is communication planned around a learning goal by the instructor through cognitive decisions. Based on the research, the author shares the details of a faculty development course she created.

Feed More Back: Multimodal Feedback Toward Relationship-Rich Writing Courses, Jessica Mattox, Cyndy Lopez Guerrero

Pedagogicon Conference Proceedings

Our goal is to use feedback to increase student understanding of audience and purpose in collaborative writing projects. One-on-one feedback is difficult to accomplish in classes with large caps and multiple process-based writing assignments per semester. Providing detailed feedback is time-consuming, so writing instructors often resort to generic comments or even quantitative rubrics. We implement multimodal feedback strategies that foster meaningful connections in the classroom. In these proceedings we have integrated a multimodal feedback plan into two of our assignment sequences: 1.) an Instruction Set, Usability Test, and Results Memo, and 2.) The Freshmen “Theory of Writing” research paper process.

How Instructional Strategies Impact Mathematics Self-Efficacy And Learning: Middle School Student Perceptions, Roni R. Herndon

University of the Pacific Theses and Dissertations

This research focuses on middle schools where more than 90% of the students are socioeconomically disadvantaged and where mathematics scores are below the state and national average. The study was conducted to better understand how students experience various instructional strategies and perceive these classroom practices to impact their learning and self-efficacy in mathematics. A hybrid mixed methods research design, with both embedded and explanatory sequential components, was employed. Quantitative results are based on survey responses from 94 seventh grade students. Qualitative results are based on five teacher and eight student interviews.

Informed by teacher interviews, the Instructional Strategies Impact Survey …

Using Cluster Analysis To Identify At-Risk Students, David P. Nalbone

SoTL Commons Conference

No abstract provided.

Student Learning Outcomes: Self-Assessment As A Means Of Measurement, Mckinley Thomas, Paula Tillman, Janet Buelow

SoTL Commons Conference

No abstract provided.

Effects Of Interactive Simulations In Online Learning Task Technology Content Fit, Chongwoo Park

SoTL Commons Conference

No abstract provided.

Implementation Of Extra Credit Quizzes As A Teaching Tool In General Chemistry, Eric Johnson

SoTL Commons Conference

No abstract provided.

Some Colleges Show Improvement In Student Research Skills As A Result Of An Undergraduate Research-Focused Quality Enhancement Plan, Timothy D. Champion

SoTL Commons Conference

No abstract provided.

Udl Goes To College: Transforming The University Classroom With Universal Design For Learning, Randy Laist

SoTL Commons Conference

No abstract provided.

Teaching Lower Level Courses (Introduction Type) Using Movies And Tv Shows, James Marcin, Tammy Marcin

SoTL Commons Conference

No abstract provided.

Beyond Google: Improving Student Information-Seeking Practices, Margaret Gregor, Lynn Searfoss, Michael Howell

SoTL Commons Conference

N/A

Reorienting The Past: Impact Of A Survey Course On Teaching And Learning History, Richard L. Hughes

SoTL Commons Conference

No abstract provided.