Focus On Outcomes: Fostering Systemic Departmental Improvements,
2021
San Diego State University
Focus On Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, Sarah B. Wise
To Improve the Academy: A Journal of Educational Development
This article describes how a focus on outcomes can be a tool for guiding systemic change. By focusing on positive outcomes to be achieved, a group can guide its collective efforts toward an ideal future rather than becoming fixated on individual problems to solve. While there is support for an outcome-guided approach in the literature on individual and organizational change, this approach has not been used extensively to support department-level changes in science, technology, engineering, and mathematics (STEM) education.
Implementation Plans For Course Redesigns: An Exploration Of Identified Strategies,
2021
New Mexico State Universty
Implementation Plans For Course Redesigns: An Exploration Of Identified Strategies, Rebecca Campbell, Benjamin Blankenship
To Improve the Academy: A Journal of Educational Development
Institutions are redesigning gateway courses—lower-division courses known to create student success bottlenecks—to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the implementation plans created during a SSCR. Results demonstrated that the majority of the strategies planned focused on the Learning key performance indicator (KPI), and the minority of the planned-for strategies focused on the Monitoring Student Performance KPI. A more granular analysis of the Learning strategies revealed five themes: Content, Assessment, Pedagogy, Syllabus, and Student Success. Additional results indicated …
Finding Our Voice: Highly Flexible Ed For The Hyflex World,
2021
Central Connecticut State University
Finding Our Voice: Highly Flexible Ed For The Hyflex World, Kristine Larsen, Cristina Robinson, Jason A. Melnyk, Jennifer Nicoletti, Amy Gagnon, Kelly Mclaughlin, Mina Hussaini
To Improve the Academy: A Journal of Educational Development
The COVID-19 pandemic brought about unprecedented changes in our approach to delivering educational development (ED) programming. In this article we discuss how our dual ED centers pivoted during the sudden switch to online learning, highlighting how we overcame challenges such as a small staff, tight timelines, and faculty anxieties. Particularly, we explore how we adapted to the university’s investment in technologically advanced Hybrid-Flexible (HyFlex) classroom spaces and utilized a multi-pronged team approach to provide effective and timely ED to faculty. By identifying key faculty leaders, identifying multiple sources of data, and using multiple modalities, we supported the faculty in their …
Constellations Of Support: A Community Development Model,
2021
Appalachian State University
Constellations Of Support: A Community Development Model, Tracy Smith, Melba Spooner
To Improve the Academy: A Journal of Educational Development
This article describes the rationale, development process, and initial artifacts and outcomes of a faculty support (a.k.a. mentoring) model developed for a specific academic context: a College of Education at a Southeastern comprehensive public university. The purposes of this article are to (1) describe the research and theoretical models that guided the development of the program; (2) provide a research-based rationale for a context-based community development model of faculty support; (3) propose a set of principles for a context-based developmental community model of faculty support; (4) describe the process for developing a community development mentoring model for faculty at all …
Motivation To “Keep Pushin’”: Insights Into Faculty Development Facilitating Inclusive Pedagogy,
2021
Washburn University
Motivation To “Keep Pushin’”: Insights Into Faculty Development Facilitating Inclusive Pedagogy, Kelly Erby, Melanie Burdick, Sandra Winn Tutwiler, Dan Petersen
To Improve the Academy: A Journal of Educational Development
This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that …
Beyond Instructional Development: An Exploration Of Using Formal Pedagogy Training To Benefit Perceived Quality Of Life And Sense Of Community In Graduate Students,
2021
University of California, Irvine
Beyond Instructional Development: An Exploration Of Using Formal Pedagogy Training To Benefit Perceived Quality Of Life And Sense Of Community In Graduate Students, Matthew Mahavongtrakul, Ashley Hooper, Daniel Mann, Brian Sato
To Improve the Academy: A Journal of Educational Development
The Association of American Colleges and Universities calls for improvements in teaching preparation in graduate programs as a transferable skill for future faculty. However, the amount of institutional and faculty support for these programs is limited. For the relatively few programs that exist, rarely do they have their outcomes assessed in a data-driven manner. This is disconcerting considering that participation in professional development can improve work-life balance, and graduate students often work long hours, suffer from mental health issues, and face increasing career competition. In this case study, we explore how two teaching development programs impacted pedagogical knowledge, perceived quality …
Online Instructors’ Use Of The Cognitive Theory Of Multimedia Learning Design Principles: A Mixed Methods Investigation,
2021
West Chester University of Pennsylvania
Online Instructors’ Use Of The Cognitive Theory Of Multimedia Learning Design Principles: A Mixed Methods Investigation, Thomas C. Pantazes
West Chester University Doctoral Projects
The growing use of digital video for online learning among US higher education instructors accelerated as a result of the COVID-19 pandemic raising questions about instructors’ knowledge of video creation principles (Bétrancourt & Benetos, 2018; Chorianopoulos, 2018; Kay, 2012; McCormack, 2020; Seaman, et al, 2018). This explanatory sequential mixed methods research describes the extent to which higher education instructors who create digital instructional video for online learning applied 11 multimedia design principles of the Cognitive Theory of Multimedia Learning (CTML). The case study triangulated self-reported survey data from 55 online instructors, interview data from five instructors with the highest implementation …
Lessons From The Giving Tree,
2021
University of Nebraska-Lincoln
Lessons From The Giving Tree, Becky Haddad
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
We probably know the story--in fact, The Giving Tree by Shel Silverstein is one of my husband’s favorite books from his childhood. Shel Silverstein was one of my favorite childhood authors too. I recently came across an insert for this book that focused on the tree setting boundaries. The tree said, “no,” and told the boy to find his own way. Of course, The Giving Tree fans will tell you that isn’t the message of the story. Shel Silverstein didn’t really do interviews, but the general consensus is the book is about the boy’s selfishness, and the tree’s selfless giving. …
Jour200a: Fundamentals Of Editing And Reporting I — Teaching Lede Writing For Digital/Print, Broadcast And Social Media Simultaneously,
2021
University of Nebraska - Lincoln
Jour200a: Fundamentals Of Editing And Reporting I — Teaching Lede Writing For Digital/Print, Broadcast And Social Media Simultaneously, Chris Graves
UNL Faculty Course Portfolios
Fundamentals of Editing and Reporting I is a foundational course required for all majors in the College of Journalism and Mass Communications at the University of Nebraska - Lincoln. The first half of the course focuses on grammar, AP style, determining how to identify news and good editing. The second half of the course pivots to applying those principles in writing by focusing on teaching students how to summarize news facts, write them in an inverted pyramid news writing style for digital/print publication and also for broadcast and social media platforms. There are key differences in writing for various platforms …
Creating Usable And Accessible Courses Through Usability Testing In Higher Education: A Canvas Usability Assessment For Diverse Students,
2021
Eastern Washington University
Creating Usable And Accessible Courses Through Usability Testing In Higher Education: A Canvas Usability Assessment For Diverse Students, Carrie Schreiner
EWU Masters Thesis Collection
No abstract provided.
Crpl 495/895: Introduction To Transportation Planning (Crpl 463/863: Land Use And Transportation),
2021
University of Nebraska - Lincoln
Crpl 495/895: Introduction To Transportation Planning (Crpl 463/863: Land Use And Transportation), Daniel P. Piatkowski
UNL Faculty Course Portfolios
This portfolio presents the results of the first year, peer review of teaching process for CRPL 495/895, Introduction to Transportation Planning. The course is split-level course for advanced undergraduates and graduate students, and has been offered at the University of Nebraska Lincoln since 2016. The course is an elective in the Masters of Community and Regional Planning graduate program. The course introduces students to the connections between Transportation and Land Use planning, and their impacts on urban form, health, sustainability, and social justice, and the planning tools available to influence this process. The course also addresses planning for multiple modes …
Strategies For Implementing Mindfulness And Mindful Eating Into Health And Fitness Professionals’ Practice,
2021
Morehead State University
Strategies For Implementing Mindfulness And Mindful Eating Into Health And Fitness Professionals’ Practice, Gina B. Gonzalez
Faculty Research at Morehead State University
Obesity is one of the most pressing public health issues in the United States (U.S.) today as it increases the risk of morbidity and mortality through chronic diseases, including cardiovascular diseases, type 2 diabetes, certain cancers, and mental health conditions (1). Defined by the Centers for Disease Control and Prevention as a body mass index greater than 30 kg·m−2, obesity is the second leading cause of preventable deaths (2). Projected estimates indicate that nearly one in two adults will have obesity and almost one in four adults will have severe obesity by 2030 (3). Further, existing disparities in obesity prevalence …
Glow Sticks: Spectra And Color Mixing Revisited,
2021
Morehead State University
Glow Sticks: Spectra And Color Mixing Revisited, Jennifer Birriel
Faculty Research at Morehead State University
A previous TPT article discussed using glow sticks to demonstrate color mixing by comparing the spectra of red, green, and blue glow sticks to those of yellow and magenta glow sticks.1 More recently, a paper in the Journal of Chemical Education describes a method to separate glow stick dyes using chromatography with chalk and a solvent of acetone or alcohol.2 This method, while a valuable experience in a chemistry class, requires the glow stick to be opened. Care must be taken by preparers to remove glass shards, and participants are exposed to possible skin irritants. Here we propose a non-destructive, …
Asassn-14ko Is A Periodic Nuclear Transient In Eso 253-G003,
2021
Morehead State University
Asassn-14ko Is A Periodic Nuclear Transient In Eso 253-G003, Dirk Grupe
Faculty Research at Morehead State University
We present the discovery that ASASSN-14ko is a periodically flaring active galactic nucleus at the center of the galaxy ESO 253-G003. At the time of its discovery by the All-Sky Automated Survey for Supernovae (ASAS-SN), it was classified as a supernova close to the nucleus. The subsequent 6 yr of V- and g-band ASAS-SN observations revealed that ASASSN-14ko has nuclear flares occurring at regular intervals. The 17 observed outbursts show evidence of a decreasing period over time, with a mean period of P0 = 114.2 ± 0.4 days and a period derivative of P = -0.0017 0.0003. The most …
A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals,
2021
Richmond Public Schools
A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey
Journal of Mathematics and Science: Collaborative Explorations
How does the mathematics specialist provide a profound and lasting impact on instruction? We believe that a productive partnership between the principal and specialist, which we will call the principal-specialist relationship, is at the crux of the matter. When the principal-specialist relationship is built upon a foundation of a shared vision, clear roles, communication, and trust, both the teachers and students in the school benefit. We will explore the impact of the principal-specialist relationship on teacher success during the era of distance learning as necessitated by the COVID-19 pandemic. In order to explore how these ideas come alive in the …
Physical Activity Promotion And Support: Meeting Caregivers’ Unique Needs,
2021
Morehead State University
Physical Activity Promotion And Support: Meeting Caregivers’ Unique Needs, Gina B. Gonzalez
Faculty Research at Morehead State University
The benefits of engaging in regular physical activity are extensive and can have a profound positive effect on one’s overall health (1). Numerous recent scientific reviews (2) further underscore the important role physical activity plays in achieving optimal health and preventing noncommunicable disease. For example, physical activity reduces risk of several types of cancer (3), ischemic heart disease, ischemic stroke, heart failure, and premature mortality (4). Among older adults, physical activity can improve cognitive functioning (5), reduce the risk of fall-related injuries, and delay the loss of physical function and mobility (6). According to Healthy People 2030, the nation’s health …
Negligence In Sport,
2021
Morehead State University
Negligence In Sport, Michael G. Hypes, Julia Ann Hypes
Faculty Research at Morehead State University
Jennifer Bradley (plaintiff) was a junior year student athlete at the University in Washington, D.C. Bradley played field hockey for the university, and in September 2011, she was hit on the head during a field hockey game between the university and Richmond University. After that hit, she began experiencing symptoms of a concussion, but continued to play hockey in practice and games. The plaintiff was not advised to sit out of practices and games, despite her symptoms persisting and a diagnosis of a concussion being confirmed. The plaintiff claimed the injury caused harm to her physical, emotional, and mental state. …
Renewed Purposes For Social Studies Teacher Preparation: An Analysis Of Teacher Self-Efficacy And Initial Teacher Education,
2021
University of Nevada, Las Vegas
Renewed Purposes For Social Studies Teacher Preparation: An Analysis Of Teacher Self-Efficacy And Initial Teacher Education, Leona Calkins, Paul J. Yoder, Peter Wiens
Teaching and Learning Faculty Research
Using data from TALIS 2018, this study analyzed the relationship of U.S. social studies teachers’ initial teacher education (ITE) and their self-efficacy, with an emphasis on the newly added construct of multicultural teacher self-efficacy. Results indicated that content and pedagogy training is present in the vast majority of ITE programs that U.S. social studies teachers have attended; however, over one quarter of participants reported no training in teaching in a multilingual or multicultural setting during their ITE. Social studies teachers were more self-efficacious about instruction and classroom management than they were about student engagement and teaching in multicultural classrooms. All …
Using Self-Based Methodologies To Unpack Mathematics Teacher Educators' Work,
2021
Purdue University
Using Self-Based Methodologies To Unpack Mathematics Teacher Educators' Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Jennifer Ward, Sue Ellen Richardson, Olive Chapman
Teaching & Learning Faculty Publications
Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are methodologies used by mathematics teacher educators (MTEs). These methodologies have opened up the field by unpacking and unearthing MTEs' work communicating findings from their practices. Building from our previous working groups at PME-NA 2018-2020, we sustain a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. At PME-NA Philadelphia, we will continue our work at PME-NA Mexico on self-based methodologies to develop perspectives on philosophical underpinnings of self-based methodologies and addressing trustworthiness and authenticity in our reports.
Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens,
2021
University of Waikato
Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney
Australian Journal of Teacher Education
This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements. …
