Digital Commons Network^™

Student/Teacher Ratio In Core Classes, Frédéric D. Mynard, Senate Executive Committee

Faculty Senate: Index

No abstract provided.

Student/Teacher Ratio In Core Classes, Frédéric D. Mynard

Faculty Senate: Index

No abstract provided.

September 4, 2012 Aasu Graduate Affairs Committee Minutes, Armstrong State University

Armstrong Office of the Registrar: Graduate Affairs Committee Minutes (Archived)

September 4, 2012 AASU Graduate Affairs Committee Minutes

Class Notes, Georgia Southern University

Arts & Humanities: News & Publications (2009-2023)

No abstract provided.

The George-Anne, Georgia Southern University

The George-Anne

• Eagles Kickoff 2012 Season
• News
• Opinions
• Arts & Entertainment
• Classifieds
• Puzzles/ Comics
• Sports

Faculty And Student Perceptions Of Post-Exam Attendance, Trent W. Maurer, Laura Frost, Diana Sturges, Simone Charles, Debbie Allen, Michelle Cawthorn, Cherry C. Brewton

Human Ecology: Faculty Publications

This project investigated differences between faculty and student perceptions of student attendance in courses for the class period after an exam, including factors thought to influence student attendance. Participants from a single university completed a mixed-methods on-line questionnaire. Quantitative analyses revealed significant differences between faculty and student perceptions on all but one project variable. Qualitative analyses reinforced those findings and suggested that faculty misunderstand what factors actually influence student attendance. Taken together, the results suggest a substantial disconnect between faculty and student perceptions of the importance of class attendance and highlight areas for faculty to influence student attendance.

Southern Educator, Georgia Southern University

College of Education: News & Publications (2003-2023)

• Georgia Southern STEM Institute to Focus on Needs of Rural Southeast Georgia
• New Goizueta Distinguished Chair in Education Named
• Welcome New Faculty
• Jack Miller Presents Faculty Awards, Announces Increased Endowment

The George-Anne, Georgia Southern University

The George-Anne

• New Health Center
• Views
• Arts & Entertainment
• Classifieds
• Puzzles/ Comics
• Sports

Business Innovation Group (Big) News, Georgia Southern University

Business Innovation Group: News & Publications

• New Publication on Entrepreneurial Learning
• Enterprise and Small Business: Principles, Practice and Policy

Class Notes, Georgia Southern University

Arts & Humanities: News & Publications (2009-2023)

No abstract provided.

The George-Anne, Georgia Southern University

The George-Anne

• Unpaid Tickets to Prevent Class Registration
• News
• Opinions
• Arts
• Classifieds
• Puzzles/ Comics
• Sports

The Inkwell, Armstrong Atlantic State University

The Inkwell

No abstract provided.

The George-Anne, Georgia Southern University

The George-Anne

• GSU Students to Vote on Fee Increases in the Fall
• News
• Opinions
• Arts
• Classifieds
• Puzzles/ Comics
• Sports

The George-Anne, Georgia Southern University

The George-Anne

• Two University Store Employees Arrested
• News
• Opinions
• Arts
• Classifieds
• Puzzles/ Comics
• Sports

Efficiency In Assessment: Can Trained Student Interns Rate Essays As Well As Faculty Members?, Tracy L. Cole, Loretta Cochran, Kim Troboy

International Journal for the Scholarship of Teaching & Learning

What are the most efficient and effective methods in measuring outcomes for assurance of learning in higher education? This study examines the merits of outsourcing part of the assessment workload by comparing ratings completed by trained student interns to ratings completed by faculty. Faculty evaluation of students’ written work samples provides the most detailed, actionable data useful for improving the curriculum. While this approach may be efficacious, it is also labor-intensive. Both the faculty and student interns were trained to use a scoring rubric developed for this assessment to rate undergraduate student essay responses to an ethical reasoning scenario. The …

Higher Education Students’ Reflections On Learning In Times Of Academic Language Shift, Anne Marie Kagwesage

International Journal for the Scholarship of Teaching & Learning

This article deals with the current debate on the use of English as the only medium of instruction in contexts where it is a second or foreign language. More specifically, it investigates Rwandan students’ reflections on using English as the sole medium of instruction in their everyday higher education academic activities. The study is mainly based on individual interviews from students at a University in Rwanda, where the language in education policy has changed considerably over the last decade. The findings suggest that students face different challenges and difficulties in using the newly adopted language of learning and teaching. They …

Promoting Research To The Masses: Assessing The Impact Of A Poster Walk, Denise R. Adkins, Julie S. Lyon

International Journal for the Scholarship of Teaching & Learning

Poster sessions are often used to educate communities. In this paper, we describe a project in which students summarized research findings on child development issues in poster form and showcased their work to the campus community. Through a variety of assessments, we show that poster walk participants not only enjoyed the event but also became more knowledgeable about child development issues.

Who Is Entitled To Do Sotl?, Marilla Svinicki

International Journal for the Scholarship of Teaching & Learning

Excerpt: The title of this essay derives from an earlier essay by Lee Shulman (2011) in which he asks this very question along with many others about the future of SoTL. His question was prompted by a challenge that he received from someone in the area of science education research to the effect that SoTL was inviting non-experts to attempt what is a very complex and rigorous task after very little training. When I read that essay, my reaction was “Yes, that’s right! I’ve had that same question myself. How can we expect a discipline-based expert to develop expertise …

Using Undergraduates' Digital Literacy Skills To Improve Their Discipline-Specific Writing: A Dialogue, Nancy November, Karen Day

International Journal for the Scholarship of Teaching & Learning

As two lecturers from quite different disciplines—Population Health and Musicology—we faced a common instructional challenge: how to improve the standard of student writing in our first-year courses for non-majors, and thus to invite our students into the discourses of our disciplines. We collaborated in the design of a sequence of online writing assignments for our separate courses, which would address this question. We were inspired by the high-level digital literacy skills of our students, which we sought to use in similar ways to improve the students’ other literacy skills, especially disciplinespecific writing skills. Drawing on educational design research methodology, we …

The Effects Of Teacher Behaviors On Students' Inclination To Inquire And Lifelong Learning, Chad N. Loes, Kem Saichaie, Ryan D. Padgett, Ernest T. Pascarella

International Journal for the Scholarship of Teaching & Learning

This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students’ inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences, teacher organization was positively associated with gains in students’ Need for Cognition, while instructor clarity, classroom challenge/high expectations, and prompt feedback resulted in gains in both Need for Cognition and Positive Attitudes Toward Literacy. Lastly, it appears that the influence of teacher support on students’ Need for Cognition is conditional by level of tested academic preparation.

Personal Reflection: An Early Introduction To Sotl And The Shaping Of An Academic Career, April L. Mcgrath

International Journal for the Scholarship of Teaching & Learning

This personal reflection describes my development as a professor engaged in SoTL, describing the path from an unsure graduate student to an early career faculty member working at an undergraduate university dedicated to excellence in teaching. I was introduced to SoTL at the beginning of my doctoral program and received the necessary support to pursue my research interests in the area of writing and feedback. The mentoring provided by a faculty member during that time ensured that I followed through on my first SoTL research project. Since then, support from a SoTL program at my current institute has allowed me …

Sotl As Generative Heuristic Methodology For Building Learning Communities, Mary Ann Danielson

International Journal for the Scholarship of Teaching & Learning

Excerpt: A variety of sources have expounded on the exponential growth of knowledge, and current projections estimate knowledge doubling every one to two years. I would argue that what has exponentially increased is the availability of and our virtually immediate access to larger sets of data and information; however, this access to data or information does not automatically correspond to an increase in knowledge, and even less so to informed judgments with knowledge or “practical reasoning” (Sullivan & Rosin, 2008). We have only to look at our educational systems, colleges or universities, or even our classrooms for evidence of …

Fostering Academic Cooperation And Collaboration Through The Scholarship Of Teaching And Learning: A Faculty Research Abroad Program In Poland, Casimir C. Barczyk, Nancy Davis, Lynn Zimmerman

International Journal for the Scholarship of Teaching & Learning

This study is a narrative analysis of participants’ perceptions of the development of crosscultural awareness through The Faculty Research Abroad Program in Poland, a joint initiative between a regional campus of a Midwestern land grant university and a private university in Poland. The purpose was to foster academic cooperation and collaboration through a co-sponsored symposium on the Scholarship of Teaching and Learning (SoTL). Results from a survey of the 15 participating faculty members from the United States provided the basis for the development of the University Global Collaboration Model. The model depicts how awareness of culture, connection to others, and …

Fostering Ecological Citizenship: The Case Of Environmental Service-Learning In Costa Rica, Jennifer Rebecca Kelly, Troy D. Abel

International Journal for the Scholarship of Teaching & Learning

The intent of this study was to explore how experiential education fosters ecological or environmental citizenship. In this context, we investigated the impact of international environmental service-learning in a college course. Specifically our research question was does environmental service-learning have an effect on ecological citizenship? Using a multimethod approach of both qualitative and quantitative instruments our study drew on 13 participant interviews, 19 student journals and 10 survey responses. Employing variables from the Value-Belief-Norm Theory our findings suggest that environmental service-learning experiences impact both awareness of environmental consequences and personal normative beliefs. We conclude that ecological citizenship was indirectly impacted …

Influencing Student Beliefs About The Role Of The Civil Engineer In Society, Susan Nesbit, Robert Sianchuk, Jolanta Aleksejuniene, Rebecca Kindiak

International Journal for the Scholarship of Teaching & Learning

This study suggests that community service learning experiences facilitate the reconstruction of civil engineering student beliefs about both the type of work performed by civil engineers and the broad impact of civil engineering knowledge. Further, the service learning experiences highlight for students 1) the importance of relationships between people, 2) the value of variations in perspective, and 3) the responsibilities of civil engineers in society as holders of expert knowledge. Meta-cognitive and self-regulated learning activities may be the mechanisms by which student beliefs evolve during service learning. Therefore, the quality of community service learning experiences may be enhanced by increasing …

Sotl At Cultural Interfaces:Exploring Nuance In Learning Designs At A Chinese University, Carmel Mcnaught

International Journal for the Scholarship of Teaching & Learning

This essay contains my reflections of working in a number of teaching and learning projects in the last decade at The Chinese University of Hong Kong. Our research confirms that the principles that inform scholarly teaching and learning, that are generally considered universal, also apply in a Hong Kong Chinese context. However, the implementation of those principles is subtly different. It is the nuance in the details about how these principles are enacted in practice that I will explore by considering how the concept of ‘face’ plays out in designing for learning and looking for evidence that such designs are …

Multitasking In The University Classroom, Lydia Burak

International Journal for the Scholarship of Teaching & Learning

Although research evidence indicates that multitasking results in poorer learning and poorer performance, many students engage with text messaging, Facebook, internet searching, emailing, and instant messaging, while sitting in university classrooms. Research also suggests that multitasking may be related to risk behaviors. This study’s purpose was to describe the multitasking behaviors occurring in university classrooms and to determine relationships between multitasking and risk behaviors. Surveys assessing multitasking, grades, and risk behaviors were completed by 774 students. Results show that the majority of students engage in classroom multitasking, which is significantly related to lower GPA and an increase in risk behaviors.

The ‘Facebook' Effect: College Students' Perceptions Of Online Discussions In The Age Of Social Networking, Nicole E. Hurt, Gregory S. Moss, Christen L. Bradley, Lincoln R. Larson, Matthew Lovelace, Luanna B. Prevost, Nancy Riley, Denise Domizi, Melinda S. Camus

International Journal for the Scholarship of Teaching & Learning

Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students’ (n = 107) perceptions of, attitudes toward, and perceived learning associated with two different online discussion tools: the Facebook group forum and a university-sponsored online tool. Although pre-course surveys indicated that few students enjoyed online discussions, postcourse analysis revealed significant changes in students’ opinions regarding the value and functionality of web-based …

Student Motivations For Choosing Online Classes, Heidi S. Harris, Elwyn W. Martin

International Journal for the Scholarship of Teaching & Learning

Increasing budget pressures on universities are causing many to turn to online education to solve their budget woes. However, as the marketplace for online learning expands, so does the opportunity for students to become ever more selective of the programs and universities they choose. The researchers sought to identify those factors that motivate students to choose or not choose to take online courses at Eastern Oregon University (EOU). Furthermore, students currently enrolled at EOU were asked to identify the interactions and services they would like to see increase at the university. Results of the survey are discussed in light of …

Why University Students Don't Read: What Professors Can Do To Increase Compliance, Mary E. Hoeft

International Journal for the Scholarship of Teaching & Learning

This article reports findings from two studies assessing reading compliance among first semester freshmen at a small Midwestern two-year liberal arts university. The first study assessed reading compliance of students enrolled in two sections of First Year Seminar, finding that 46% of students reported that they read assignments, yet only 55% of those students were able to demonstrate the most basic level of comprehension of the material they claimed to have read. Reasons most frequently cited by students to explain their failure to read and advice that noncompliant readers say will increase their compliance are identified. The second study assessed …