Higher Education and Teaching Commons^™

Promoting Global Empathy And Engagement Through Real-Time Problem-Based Simulations: Outcomes From A Policymaking Simulation Set In Post-Earthquake Haiti, Chad Raymond, Tina Zappile, Daniel J. Beers

Faculty and Staff - Articles & Papers

We introduce a real-time problem-based simulation in which students are tasked with drafting policy to address the challenge of internally displaced persons (IDPs) in post-earthquake Haiti from a variety of stakeholder perspectives. Students who participated in the simulation completed a quantitative survey as a pretest/posttest on global empathy, political awareness, and civic engagement, and provided qualitative data through post-simulation focus groups. The simulation was run in four courses across three campuses in a variety of instructional settings from 2013 to 2015. An analysis of the data reveals that scores on several survey items measuring global empathy and political/civic engagement increased …

Flipped Teaching And Learning In English Language Programmes In Higher Education, Rania M Rafik Khalil

English Language and Literature

Flipped teaching over the past fifteen years has invaded the classrooms of schools and has helped evolve the teaching strategy of different disciplines. Although the concept emerged as inverted teaching to allow space for active learning in the classroom, flipped teaching today, has found its way to higher education settings. Higher education institutions such as Harvard University, have used this approach in physics and other disciplines. Literature reviews however, show that there is little research in the field of English as a Foreign Language which can be found related to using the flipped approach. This paper aims to share the …

Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West

Journal of Critical Scholarship on Higher Education and Student Affairs

Students' Critical Reflections on Racial (in)justice

"Do Not Engage Y'All!" Training And Preparing Our Black Students For Battle, Michael J. Seaberry

Journal of Critical Scholarship on Higher Education and Student Affairs

Students' Critical Reflections on Racial (in)justice

Pre-College Deaf Students’ Understanding Of Fractional Concepts: What We Know And What We Do Not Know, Keith Mousley, Christopher Kurz

Journal of Science Education for Students with Disabilities

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively measured by their ability to describe the properties of fractional numbers, convert between fractional numbers and their visual representations, and determine the order and equivalence of fractional numbers. Furthermore, the qualitative study was supplemented by interviews with the deaf participants and surveys with their parents and teachers to examine use …

Preservice Teachers’ Perceptions Of Students With Learning Disabilities: Using Mixed Methods To Examine Effectiveness Of Special Education Coursework, Renée A. Greenfield, Megan Mackey, Gretchen Nelson

The Qualitative Report

As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, …

Insights On Student Engagement

Teaching and Learning Together in Higher Education

No abstract provided.

From The Student Perspective: How Consulting Increases Student Responsibility And Confidence, Erica Seaborne

Teaching and Learning Together in Higher Education

No abstract provided.

A Semester In The Life: Reflections Of A Faculty Member, Theresa Tensuan

Teaching and Learning Together in Higher Education

No abstract provided.

Introduction, Alison Cook-Sather, Laura Perry

Teaching and Learning Together in Higher Education

No abstract provided.

From The Advisory Board, Dennis Thiessen

Teaching and Learning Together in Higher Education

No abstract provided.

Transformational Perceptions Of International Service Learning Projects: India And The Dominican Republic, Seth E. Jenny, Scot Rademaker, Geraldine Jenny

Winthrop Conference on Teaching and Learning

This presentation will share qualitative research regarding two distinctly different service learning projects from two diverse universities. First, participant voices will be presented regarding Slippery Rock University of Pennsylvania undergraduate students serving at a home for poverty stricken lepers’ children in India. Post-hoc interviews focused on prior expectations, the reality of the experience, lessons learned, transformational change, and service learning outcomes. In addition, preliminary data will be shared regarding Winthrop University pre-service teachers perceptions from a short-term study abroad trip within the context of poverty of the Dominican Republic. These students served through leading small teaching episodes within Dominican public …

“Are We Playing A Game Today?” Classroom Engagement And Assessment Through Gamification, Tracy A. Hudson Ms, Kendall Lentz

Winthrop Conference on Teaching and Learning

Today’s classroom demands a different style of engagement and assessment, primarily due to the changing nature of today’s learners. In fact, according to Liz Dwyer in “How Gaming is Changing the Classroom,” by the time students are age 21, they will have participated in over 10,000 hours of video gaming. As a result, using traditional pedagogies and “skill and drill” teaching strategies aren’t as effective with students who are more inclined to favor a controller over a book. Therefore, regardless of the discipline, adding gamification to the classroom can dramatically increase student engagement and also provide instructors with instantaneous assessment …

Quantitative Reasoning For The Social Science Classroom, Maria Aysa-Lastra

Winthrop Conference on Teaching and Learning

Twenty five years ago the Mathematical Sciences Education Board (Scheaffer 1990) stated that “Citizens who cannot properly interpret quantitative data are, in this day and age, functionally illiterate” Quantitative reasoning then should not be reduced to the ability to perform arithmetic functions but must be conceived as “a habit of the mind, competency and comfort in working with numerical data” (AACU 2015). Moreover, quantitative reasoning is essential for the development of higher order level skills such as analyzing, evaluating and creating. In a world, in which data is produced more rapidly than it can be analyzed, employers note that …

Digital Badges As Micro-Credentials: An Opportunity To Improve Learning Or Just Another Education Technology Fad?, Patrick Guilbaud, Joyce Anne Camp, Andrew Vorder Bruegge

Winthrop Conference on Teaching and Learning

Digital badges are online records of achievements that are awarded to learners for mastery of a specific set of educational contents. Often referred to as micro-credentials, digital badges are being used by many higher education institutions to assess and validate clearly defined chunks of knowledge, competency, or accomplishment.

At present, the use of digital badges is widespread. As a result, the perception exists that digital badges might be over-sold and over-hyped, as an assessment tool. Instructional design practice, however, reveals that learning objectives are best attained when course contents are broken into manageable chunks. In this context, digital badges, serving …

A Spoonful Of Success: Undergraduate Tutor-Tutee Interactions And Performance, Jonathan Marx, Michelle Wolf

Winthrop Conference on Teaching and Learning

We explore how the dynamics of the tutor-tutee relationship influence student self- reliance, and ultimately course performance. We examine 333 tutor and tutee pairs at a student success center at a public, comprehensive, university of about 5,000 undergraduates in over 60 different courses during the spring of 2015. We find as frequency and quality of the interactions between tutor and tutees increase that the tutors increasingly foster independent study habits on the part of the tutees. The incorporation of independent study habits was then associated with better course outcomes. In other words, the development of a positive, sustained relationship by …

Organizing The Online Course, Kathleen A. Burke Ms.

Winthrop Conference on Teaching and Learning

If you are new to online instruction or are a veteran looking for fresh ideas for designing your online courses, this presentation will demonstrate user-friendly design for online courses, including course menu links, instructions, content examples and tips for making the all-important first week of class work to make the whole semester more dynamic. Take away ideas to jump-start your course organization and create a meaningful learning experience for students.

Blended And Flipped, Theresa Butori

Winthrop Conference on Teaching and Learning

STEM courses, in particular, challenge educators and learners to learn complex processes, much of which is not intuitive or outside their realm of experience. Blended learning and flipped classrooms allow educators to tackle the rigors of STEM education head-on (Bishop & Verleger, 2013).

Defining blended and flipped: “Course that integrates online elements into face-to-face delivery. Content and materials are available online and typically keeps all or most face-to-face meetings. The inverted, active learning classroom “flips” the in-class and homework activities, often by moving content lectures before class, in that students watch online lectures at home, while class time is spent …

A Case Study: Using Blackboard Tools To Measure Correlations Between Student Engagement And Student Achievement, Andrew Vorder Bruegge

Winthrop Conference on Teaching and Learning

The Blackboard course management system includes the tool "statistics tracking." An instructor can use this tool to generate a report that "displays the summary of usage for that content item and [the students] enrolled in the course. The access date, hour and day of the week are all reported for the selected item and [students]." In this case study the researcher will correlate aggregate data about students' visits to numerous content items in a course and their final grade in the course. The instructor will also correlate aggregate data from a study log created to track the number of hours …

Capstone Courses At Winthrop University: What Are They?, Marsha Bollinger

Winthrop Conference on Teaching and Learning

Capstone courses are generally considered high-impact and transformative for students. In the process of redesigning the officially-designated capstone course for the environmental sciences and studies program at Winthrop University, the author discovered that there is no clear definition of what this senior culminating experience should be. Formats at Winthrop range from community field placements to individual research papers; course goals range from integrative discipline-based learning to career preparation to program assessment. Using course syllabi, catalog descriptions, and a questionnaire for department or program chairs, an analysis will be presented of the variety of experiences, formats, and goals for all undergraduate …