Educational Methods Commons^™

Science Education In The Modern World: A Comparison Of The Classical Christian And Stem Models Of Education, Diane R. Gray

Master of Arts in Classical Studies

Abstract

SCIENCE EDUCATION IN THE MODERN WORLD: A COMPARISON OF THE CLASSICAL CHRISTIAN AND STEM MODELS OF EDUCATION

Diane R. Gray

Southeastern University

As a classical Christian educator and leader and a former professional scientist, this author has fielded questions and concerns from parents who have wondered if classical Christian education (CCE) will provide strong instruction in science, technology, engineering, and mathematics (STEM). Because parents have expressed concerns about science and math education, and with the growing renewal of classical Christian education, the question addressed in this expository research project is ‘How do the CCE and STEM models of education …

Motivation Generation: An Ai's Strength And Student Engagement In The Alternative-Setting Science Classroom, Matthew Scotkovsky

Graduate Research - College of Education

Artificial intelligence (AI) is a technology that continues to become increasingly more prevalent, for better or worse, in the classroom. One such way that it has seen use in the classroom is in the generation of lesson plans by teachers who use AI-driven large language models (LLMs) such as OpenAI’s ChatGPT and Google’s Gemini. To see if these LLMs are, or could be, a reliable way to craft lessons as the technology continues to improve, the purpose of this study is to determine if a correlation exists between the strength of these different LLMs (measured in “parameters”) and the levels …

Smu Wins Prestigious The Awards Asia 2025: Teaching & Learning Strategy Of The Year, Singapore Management University

SMU Press Releases and News

Singapore Management University (SMU) is proud to announce that it has been named Winner in the ‘Teaching and Learning Strategy of the Year’ category at the prestigious Times Higher Education (THE) Awards Asia 2025. The accolade was awarded in recognition of SMU-X, the University’s flagship industry project-based experiential learning.

Undergraduate Accounting Capstone: Enhancing Integration, Reflective Learning, And Workplace Transition For Future Professionals, Duan Ning, Magdeleine Lew, Clarence Goh, Poh Sun Seow, Gary Pan

Research Collection School Of Accountancy

This study examines whether a university capstone course focused on accounting data and analytics equips undergraduate accounting students with the relevant professional and technological skills for future work. There is concern that the traditional accounting curriculum, which often emphasizes theoretical knowledge and technical skills, may not sufficiently prepare students for the complex, data-driven environment in the workplace. Therefore, our study is important because professional and technological skills are essential skills that students need to thrive in complex, data-driven environments, and our study provides insights into whether a capstone course can equip students with these skills. To examine these issues, we …

A Quantitative Analysis Of Middle School Teachers’ Self-Efficacy And Small-Group Instruction, Charles B. Alvare

Doctor of Education (Ed.D)

This nonexperimental, descriptive quantitative study focused on the relationship between teacher self-efficacy (TSE) and the receptivity to and implementation of small-group instruction (SGI) among middle school teachers in a school district in the Southeast United States. Rooted in Albert Bandura’s 1977 self-efficacy theory, this study integrated Megan Tschannen-Moran and Anita Hoy’s (2001) Teacher Sense of Efficacy Scale and a researcher-created instrument that resulted in statistically significant findings from the 76 teachers who participated in the survey. The predictive model of receptiveness to SGI by overall TSE was statistically significant (F[3,72)] = 8.92, p < .001, R2 = .27), as was the predictive model of teacher implementation of SGI (F[1,74] = 35.45, p < .001, R2 = .32). The Teacher Sense of Efficacy Scale measures the confluence of TSE related to classroom management, student engagement, and instructional strategies. Teacher efficacy in instructional strategies was indicative of participating middle school teachers’ perceived receptivity of SGI (B = −0.36, t(72) = −1.97, p = .05), and efficacy in classroom management (B = 0.52, t(72) = 3.58, p < .001) impacted their perceived implementation of SGI. Furthermore, the TSE dimension of student engagement was statistically significant in predicting perceptions of overall receptiveness to (B = 0.62, t(72) = 3.52, p < .001) and implementation of (B = 0.31, t(72) = 2.26, p = .03) SGI. The research findings of this current study and the literature highlight the significant benefits of TSE and student engagement.

Speed-Coaching As A Pedagogical Practice: Decision-Making And Priorities Among Successful Speed Coaches, Dillon R. Martinez

Education Doctorate Dissertations

This study employed a three-round Delphi study technique to identify key elements in speed development coaching by surveying 106 qualified coaches, including certified professionals, championship-winning coaches, facility operators, and NCAA strength-and-conditioning specialists. This study explored five critical domains: nonnegotiable elements of speed development, decision-making factors for teaching priorities, effective teaching methods, environmental influences, and coaching philosophies. The results revealed a significant emphasis on technique/mechanics and maximum velocity exposure as foundational speed development elements, with notable differences between elite-level and lower-level coaches. Elite coaches demonstrated more sophisticated measurement approaches through systematic data collection, advanced technical assessment tools, comprehensive performance metrics, and …

Course Design Toolbox (April 2025), Instructional Design And Delivery, Gonzaga University

Instructional Design & Delivery

No abstract provided.

Journal Of The National Collegiate Honors Council (Spring/Summer 2025) 26(1): Whole Issue

Journal of the National Collegiate Honors Council Online Archive

Contents

Editorial Policy, Deadlines, and Submission Guidelines

Editor’s Introduction, Amy Mecklenburg-Faenger

Forum Essays on “AI in Honors”

Navigating Generative AI in Honors, Anne Dotter and Victoria M. Bryan

AI Responsibilization: Shifting the Burden of Academic Integrity, Daniel A. Cryer

Pull Up a Chair, Deep Blue: AI in Honors Education, Betsy Greenleaf Yarrison

Teaching AI Literacy Through Science Studies, Rhetoric, and Ethical Reasoning, Michael J. Klein and Philip L. Frana

News From the Front: How to Win the AI War, Christine Haverington

Harnessing the Power of AI in Honors: Equipping Students to Leverage Tools Effectively, Lindsey Roberts and Jesse Roberts

Another …

Navigating Generative Ai In Honors, Anne Dotter, Victoria M. Bryan

Journal of the National Collegiate Honors Council Online Archive

Considering the historical significance and pedagogical impact of educational technologies on teaching and learning in higher education, authors suggest that generative artificial intelligence creates more questions than solutions for honors practitioners. What might meaningful AI literacy look like throughout a multidisciplinary honors curriculum? To what extent will generative AI level educational inequities, or create new ones? If policing AI misuse is ultimately a losing battle, how might this understanding reshape assignment design, assessment practices, and even our definitions of academic dishonesty? Drawing on examples in current teaching practice, authors observe the two sides of generative AI—one holding powerful possibilities for …

Editor's Introduction, Amy Mecklenburg-Faenger

Journal of the National Collegiate Honors Council Online Archive

Editorial for Journal of the National Collegiate Honors Council (2025) 26(1), special issue on Forum on AI and Honors.

Ai Responsibilization: Shifting The Burden Of Academic Integrity, Daniel A. Cryer

Journal of the National Collegiate Honors Council Online Archive

Because AI text generators like ChatGPT give students unprece-dented power to outsource their work, concerns about academic integrity are escalating among instructors. This essay suggests that the proliferation of generative artificial intelligence in teaching and learning dramatically shifts the burden of academic integrity, typically shared between teachers and students, onto students. The concept of responsibilization, a defining feature of neoliberal societies in which individuals become responsible for costs and tasks once shouldered collectively, is a useful lens through which to view this new reality. Rather than policing students’ work, educators should recognize the new responsibilities conferred onto students by learning …

Pull Up A Chair, Deep Blue: Ai In Honors Education, Betsy Greenleaf Yarrison

Journal of the National Collegiate Honors Council Online Archive

Generative AI is the latest in a succession of technologies that allow us to do with machines what we used to have to do by hand. This essay argues that the elements of teaching in honors that can be automated probably should be and that it is the role of honors faculty to teach students how to distinguish superior thought from mediocre thought, good questions from great ones, and solid supporting evidence from weak or biased counterparts. Large learning models (LLMs) only collate what is already known and cannot teach thinking. As an information delivery system, AI can narrow the …

Teaching Ai Literacy Through Science Studies, Rhetoric, And Ethical Reasoning, Michael J. Klein, Philip L. Frana

Journal of the National Collegiate Honors Council Online Archive

Building on the idea of productive troublemaking, this essay presents a team-taught interdisciplinary honors course that integrates science and technology studies, rhetorical analysis, ethical reasoning, and artificial intelligence policy. Rather than framing AI as a threat, this course invites honors students to experiment with AI technologies and develop competencies by analyzing AI as a social and subjectivity-shaping phenomenon—writing policy briefs, producing rhetorical analyses of science fiction, and completing self-paced AI literacy modules. Honors education is uniquely positioned to model responsible and human-centered uses of intelligent systems, thereby cultivating graduates who can both use and critically interrogate the AI tools that …

News From The Front: How To Win The Ai War, Christine Haverington

Journal of the National Collegiate Honors Council Online Archive

While artificial intelligence is currently and justifiably a hot topic among scholars and university administrators, students are way ahead of the curve in terms of its use and application. Calling for educators to stop trying to catch AI “cheaters,” this essay provides evidence from honors and other classroom observations, student research on peer and faculty usage and attitudes, course evaluations, and external sources to demonstrate how and why generative AI can be creatively and effectively incorporated into teaching. Toward this end, practical pedagogical strategies are shared describing teaching modalities and innovative curricular design, avoiding the cognitive degradation of students, and …

Harnessing The Power Of Ai In Honors: Equipping Students To Leverage Tools Effectively, Lindsey Roberts, Jesse Roberts

Journal of the National Collegiate Honors Council Online Archive

Rapid advancements of AI and its permeation across disciplines are driving its inclusion in higher education curricula in order to maximize graduate employability. AI education in honors must go beyond practical workplace readiness to include creative and critical engagement with the technology (e.g., understanding its conceptual foundations, domain-specific applications, and implications for ethics and governance). Without these essential components, the imparted knowledge of AI may age poorly and leave honors graduates ill-prepared to ethically and responsibly use artificial intelligence.

Another “Tone Test” Moment: Authenticity, Ai, And The Admission Essay, Peter Tschirhart

Journal of the National Collegiate Honors Council Online Archive

Debates about “authenticity” are not new but cyclical, and insights from music history and performance studies can illuminate how we evaluate student work in an age of machine collaboration. At the turn of the twentieth century, Edison’s “tone tests” blurred the line between human and machine by staging performances in which audiences were challenged to distinguish live singers from phonographic recordings. These events inaugurated a century-long debate about authenticity in music, one that resonates strongly today as educators confront new challenges posed by large language models (LLMs). Drawing on Auslander’s (2023) account of liveness, authenticity in writing—like authenticity in music—can …

Honoring Intellectual Risk-Taking: A Dialogue, Julie Bowman, Alexis Teagarden

Journal of the National Collegiate Honors Council Online Archive

Presented in the form of a Socratic dialogue, this piece considers what honors courses should strive to teach. Bowman, an experienced instructor of both non-honors and honors classes, notes that while universities’ honors colleges prize intellectual curiosity, her honors students might not. Teagarden, the other interlocutor and a writing program administrator, wonders whether curiosity is a sufficient end goal for honors or any teaching. The speakers turn to whether curiosity or courage is the more important virtue to instill, explore a classical difference between courage and audacity, and then discuss whether and how courage could be taught.

Understanding And Addressing Mental Health In Honors Programs, Gavin D. Hood, Katherine H. Tennis

Journal of the National Collegiate Honors Council Online Archive

Evidence of psychological experiences unique to high-achieving students is examined, revealing prominent themes relating to student mental health including academic identity, perfectionism, imposter syndrome, burnout, and overcommitment. These themes are explored in the context of program feedback from honors students gathered through focus group meetings as part of the program review process. Strategies for reframing failure, normalizing self-care, fostering supportive community, and engaging in nonacademic self-exploration are included. The article closes with suggestions for programmatic interventions that directly address these concerns among high-achieving students. While most honors programs are not positioned to engage in clinical interventions, they can take small …

Connecting Classroom And Community: Building Ecosystems For Meaningful Alternative Breaks, Chelsea Redger-Marquardt, Jean A. Patterson

Journal of the National Collegiate Honors Council Online Archive

This essay presents best practices in experiential learning via an alternative break program at a large public research university. In this interpretative qualitative study, authors analyze on-trip reflective blogs of students participating in an immersive alternative spring break program focused on food and shelter insecurity in Washington, D.C. (n = 11). A sensemaking/sensegiving theoretical framework is applied to explore the role of program partnering between student affairs (alternative break) and honors (coursework). Findings suggest that special care and attention be given when creating strong, direct-service experiences through reciprocal community partnerships, creating spaces for reflection during the immersive experience, and …

Generative Ai And The Honors Thesis: A Rhetorical Framework For Gai Policy, Pedagogy, And Equity, Sean Chadwick

Journal of the National Collegiate Honors Council Online Archive

This article offers a rhetorical framework for understanding how honors students engage with the capstone thesis following the emergence of generative AI (GAI) tools. Author reviews the nature of the honors thesis and analyzes some rhetorical models for thinking about GAI and literacy before offering a heuristic framework identifying four interdependent skill categories—writing, social, executive, and subject matter—that shape students’ thesis work. Drawing on findings from an interview study, this framework clarifies how GAI tools interface with existing thesis practices and pain points, allowing honors practitioners to better articulate our values, evaluate use cases, and craft GAI-informed policy. As a …