Scholarship of Teaching and Learning Commons^™

Chapter 7: Perspectives On West Africa: Reminiscences Of The Global Education Seminar In Ghana And Togo, Sharon Davis Gratto

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 8: Africa’S Gifts To The World, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Exploring Critical Events In An Inaugural Arts-Based Research Class Through Ethnographic Mapping And Poetry-Enriched Narrative Sketches, Janet Richards, Steve Haberlin

The Qualitative Report

Arts-based research (ABR) employs the arts to explore the “experiences of researchers and the people they involve in their studies” (McNiff, 2008, p. 29). Acknowledgement of ABRs’ potential for enhancing social science inquiry has gained momentum along with the development of new ABR methods courses. However, there is a lack of published studies that investigate what goes on in ABR classes (Cahnmann-Taylor & Siegesmund, 2008; Leavy, 2015; Personal communication, The Qualitative Report 2018 Conference). In this inquiry we (Janet, course designer and instructor, and Steve, student and class assistant), employed ethnographic techniques to explore unexpected critical events that occurred in …

Chapter 9: Looking Ahead, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak

Teaching/Writing: The Journal of Writing Teacher Education

Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write. The …

Additional Photographs, University Of Dayton

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

Tools Enabling A Student Who Is Blind In A Liberal Arts Chemistry Laboratory Course, Jessica Michael, H. David Wohlers

Journal of Science Education for Students with Disabilities

Chemistry laboratories ordinarily involve a number of visual observations and require qualitative and quantitative explanations of these observations. A student with blindness at Truman State University successfully completed the laboratory portion of the nonmajors liberal arts chemistry course with the assistance of a senior undergraduate chemistry education major, the guidance of a chemistry professor with blindness, and a variety of alternative laboratory methods. Volumes were measured using a notched syringe or the graduated cylinder pipet technique. Changes in color were measured by a Color Analysis Laboratory Sensor (CALS) and a Submersible Audio Light Sensor (SALS). Balance and Vernier probe measurements …

Fy20 Community Day Presentation | Scholarship & Innovation: An Inquiry 2018-2019, José M. Torres, Kelly Page, Amber Stitziel Pareja, Jean Bigger, Richard Palmer, Lindsey Herlehy, Richard Schultz, Nadia Miskowiec

Scholarship & Innovation Committee

Presentation at Community Day | 8.14.2019

First Year College Student Success For Black And Other Students Of Color: A Village Initiative At The University Of Utah, Bryan Hotchkins, Nedra Hotchkins, Bianca Bellot, Laurence Parker

Journal of Curriculum, Teaching, Learning and Leadership in Education

Our paper highlights the “Village Block U” program at the University of Utah, which was intended to provide a set of academic and campus/community leadership experiences for Black and other students of color. Through interviews and first hand observations by founders of program, the instructor and teaching assistant, findings indicated that supportive racial culture enabled the students for first year success. But it remains to be seen if this program can help students overcome major life challenges they face ranging from lack of financial aid and need to work, to undocumented immigrant status, family responsibilities and academic challenges.

Assessment Of Climate Science Knowledge And Perceptions Of Deaf And Hard-Of-Hearing Students, Annemarie Ross, Kyle Edenzon, Susan Smith Pagano, Randy Yerrick, Todd Pagano

Journal of Science Education for Students with Disabilities

Curricula related to sustainability and climate science are being integrated into academic science courses and programs. We set out to assess the knowledge of some of these environmental concepts among a group of Deaf/Hard-of-Hearing (D/d/HH) postsecondary students. A survey that attempted to gauge student understanding and perceptions of climate science was developed, administered to D/d/HH and hearing college students, and analyzed. Preliminary results showed that there could be some gaps in related knowledge among the D/d/HH group. Rasch analysis was then used to assess the quality of the survey for the intended outcomes and improved iterations of the survey were …

Wcag 2.1 Meets Stem: Application, Interpretation, And Opportunities For Further Standard Development, Jason White

Journal of Science Education for Students with Disabilities

This paper offers an overview of changes introduced in the recent Web Content Accessibility Guidelines (WCAG) 2.1 standard that have implications for the accessibility of content in science, technology, engineering and mathematics (STEM) disciplines. In reviewing new provisions of WCAG 2.1, interpretive questions are raised regarding their application to mathematical and scientific materials. The paper is concluded with a brief discussion of opportunities for further enhancing accessibility of STEM materials in future revisions of the Guidelines.

Variations In Implementation Of Specifications Grading In Stem Courses, Mai Yin Tsoi, Mary E. Anzovino, Amy H. Lin Erickson, Edward R. Forringer, Emily Henary, Angela Lively, Michael S. Morton, Karen Perell-Gerson, Stan Perrine, Omar Villanueva, Marygeorge Whitney, Cynthia M. Woodbridge

Georgia Journal of Science

Specifications grading is an assessment strategy based on mastery learning, clear learning objectives, and frequent evaluations and feedback. Twelve instructors at a southeastern four-year public college implemented the specifications grading method across eight discrete courses in four STEM areas. In this modified assessment strategy, the students controlled their grades through multiple attempts, with limitations, on assessments of course objectives. The instructors designed and executed specifications grading in unique ways that aligned with their content areas, teaching beliefs, and individual teaching styles.

Preliminary observations suggest that, regardless of subject area, specifications grading can be used as an alternative to traditional assessment …

The Roundtable Of Scientific Communication: From Classroom To Course Creation, Back To Classroom And Beyond, Sean P. Hickey

LSU New Orleans Theses and Dissertations

This research encompasses many aspects of chemical education research including curriculum and pedagogical changes to the freshman and sophomore courses. Curriculum changes included the addition of recitations to the general chemistry and organic chemistry lectures and the creation of four new classes, CHEM 1001, 1002, 3091, and 3092. The addition of recitations was not limited to but was focused on improving DFW rates for these courses.

CHEM 3091 and 3092 are chemistry internship and undergraduate teaching assistant classes. These courses were necessary to offer outside internship opportunities and training for undergraduate teaching assistants, respectively. CHEM 1001 and 1002 are chemistry …

How To Teach Concern: Inspiring Speech-Language Pathology Graduate Students To Develop Empathy And Advocacy With The Power Of Personal Stories, Lesley Sylvan

Teaching and Learning in Communication Sciences & Disorders

“Concern for individuals served” is one of the new Professional Practice Competencies in the updated 2017 standards for accreditation of graduate education according to the Council on Academic Accreditation in Audiology and Speech-Language Pathology. In light of this recent standard, graduate programs must facilitate skill development related to this competency. How does one teach “concern” and “compassion” in an authentic manner? This study investigates the impact of an assignment designed to address this standard. The assignment under investigation involves an in-class “book club” centered around reading non-fiction books detailing personal accounts of families impacted by disabilities. In order to understand …

Toward The Development Of A Quick, Reliable Assessment Tool For Reflective Journals, April Garrity, Casey Keck, Janet L. Bradshaw, Keiko Ishikawa

Teaching and Learning in Communication Sciences & Disorders

Reflective practice, including reflective writing, can facilitate enriched learning, especially when implemented as part of a service-learning (SL) experience. Reflection is a central component of service-learning (SL) experiences. Students’ reflective abilities are often measured through reflective journaling; however, assessment of students’ reflective journals is not always efficient and straightforward. The goal of the present study was to establish a simple, reliable, and relatively quick tool for use by busy college instructors seeking to encourage students’ deep learning through reflective writing. A total of 258 reflective journals from 43 graduate students in speech-language pathology were evaluated by three raters using a …

Cognitive Dissonance Of Graduate Students During Clinical Sessions Of A Literacy Program: Types Of Episodes And Their Resolution, Pam Britton Reese, Ludwika Aniela Goodson

Teaching and Learning in Communication Sciences & Disorders

This study provided an authentic context for examining cognitive dissonance of graduate students who were learning clinical skills in a six-week language and literacy project designed for young children. These student-clinicians received instruction four days a week in classroom sessions and began clinical sessions with children after each class. Signature pedagogies in communication sciences and disorders (CSD) provided the foundation for the instruction and clinical supervision. In their sessions with the children, the student-clinicians were expected to apply knowledge gained from the classroom and supervisor guidance. Journal entries, supervisor notes, clinical observation records, and transcripts from interviews were coded for …

Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza

Teaching and Learning in Communication Sciences & Disorders

The benefits of rubrics have long been established and their use encouraged in various fields of study. The authors sought to create a rubric specific to the needs in CSD to more clearly share expectations for student clinical writing and more comprehensively assess the quality of their writing. The faculty collaborated with the Office of Academic Assessment to develop a rubric to address these issues. The rubric was developed using VALUE rubrics as guidance, as well as the unique requirements for Communication Sciences and Disorders documentation. This specific rubric may be used to grade and provide feedback to improve the …

Narratives Of Expert Speech-Language Pathologists: Defining Clinical Expertise And Supporting Knowledge Transfer, Natalie F. Douglas, Katie Squires, Jackie Hinckley, Erline V. Nakano

Teaching and Learning in Communication Sciences & Disorders

Clinical expertise is a component of evidence-based practice; however, relatively little attention has been paid to this phenomenon in the professional literature of speech-language pathology. This may have negative impacts on the training of pre-professional and novice speech-language pathologists. The purpose of this study was to examine professional narratives of expert Speech-Language Pathologists (SLPs) to consider applications for knowledge transfer between expert clinicians and novice clinicians. Collection of the professional narratives of 10 expert SLPs were obtained through in-depth interviews. Interviews were transcribed and coded for themes. Themes that impacted expertise in SLP included: training; work sites; individual and clinician …

Cool Newsletter, Fall 2019, Coastal Office Of Online Learning

Coastal Office of Online Learning/Digital Learning Publications

No abstract provided.

Smaller Classes Promote Equitable Student Participation In Stem, Cissy J. Ballen, Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E. Ferry, Emma E. Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne Mcgaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H. Petipas, Paula A.G. Soneral, Shana Watters, Deena Wassenberg, Stacey L. Weiss, Azariah Yonas, Kelly R. Zamudio, Sehoya Cotner

Biological Sciences Faculty Publications

As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: The abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division …