Digital Commons Network^™

2009 Georgia Southern University Football Full Media Guide, Georgia Southern University

Men's Football Records

• Georgia Southern University 2009 Football Media Guide

Georgia Southern University Fact Book, Georgia Southern University

Georgia Southern Fact Books (1976-2022)

No abstract provided.

Undergraduate And Graduate Catalog [2008-2009], Georgia Southern University

Undergraduate & Graduate Catalogs

No abstract provided.

The Grasp Of Physics Concepts Of Motion: Identifying Particular Patterns In Students' Thinking, Ihab Obaidat, Ehab Malkawi

International Journal for the Scholarship of Teaching & Learning

No abstract provided.

Using Modeling And Creating A Research Discourse Community To Teach A Doctoral Action Research Course, Cher Hendricks

International Journal for the Scholarship of Teaching & Learning

The purpose of this study was to investigate the effectiveness of teaching action research through modeling. Participants were 11 doctoral students enrolled in a two-semester practitioner-based research course. In this study, I was both instructor and member of the research community. I modeled the steps of action research as I conducted a study of my practice, which focused on having students engage in reflective activities for the purpose of aligning their core educational values and the actions taken in their research studies. The students and I engaged in discussions of our research projects, and as part of the research community, …

2009-2010 Graduate Catalog, Armstrong Atalntic State University

Armstrong Office of the Registrar: Graduate Catalogs (Archived)

Academic catalog for Armstrong Atlantic State University.

2009-2010 Undergraduate Catalog, Armstrong Atlantic State University

Armstrong Office of the Registrar: Undergraduate Catalogs (Archived)

Academic catalog for Armstrong Atlantic State University.

Southern Educator, Georgia Southern University

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

• Counselor Education Programs Attain CACREP Accreditation
• Jack Miller Faculty Awards Presented
• Accomplishments 2008-2009
• Welcome New Faculty
• Leading the Way Into the 21st Century: COE’s Georgia ONmyLINE Programs
• National Search Underway for COE Dean
• Brick Campaign Endows New Scholarship
• News from the School Psychology Program
• TEACH Grant
• International Student Teacher Exchanges
• Grants received by Faculty and IEP Alumni
• International Students Studying with COE
• GA Power New Teacher Award Winners
• Alumna Donates Brother’s Books to Library
• Homecoming 2009
• Staff News

Role Of Inspiration In Increasing Situational Motivation In Male Team Athletes, Stephen Patrick Gonzalez

College of Graduate Studies: Theses & Dissertations

Motivation and inspiration are often used superficially and synonymously in media coverage of sport. Sportscasters and reporters speculate about athlete motivation cite inspirational locker room speeches from coaches as a motivational source. Research in and out of sport psychology has developed and verified theories to describe mechanisms of motivation change (Deci & Ryan, 1985; Vallerand, 1997), but there is little research on the role of inspiration (Thrash & Elliot; 2003, 2004). The current study aimed to determine if inspiration can be manipulated, and if so, how increased inspiration impacts situational motivation of athletes. A two-way repeated measures ANOVA revealed that …

Discrepant Teaching Events: Using An Inquiry Stance To Address Students' Misconceptions, Judith Longfield

Faculty Center Publications

Science instructors have long known that the use of discrepant events with unexpected outcomes is a powerful method of activating thinking. A discrepant teaching event is similar to a discrepant science event in that it vividly portrays what is often an abstract construct or concept and has an unexpected outcome. The unexpected outcome creates what Piaget (1971) refers to as disequilibrium, thereby uncovering students’ naïve conceptions and tacit beliefs about the concept being studied. This article defines what a discrepant teaching event is and compares and contrasts discrepant science events and discrepant teaching events. Examples of discrepant teaching events useful …

Faculty Senate Librarian's Report-2009, Georgia Southern University

Faculty Senate: Librarian's Reports

No abstract provided.

2009 Georgia Southern University Men's Soccer Media Guide, Georgia Southern University

Men's Soccer Records

• Media Guide

2009 Georgia Southern University Softball Media Guide, Georgia Southern University

Women's Softball Records

• Georgia Southern 2009 Softball Media Guide

Y'All Think We're Stupid: Deconstructing Media Stereotypes Of The American South, Karen C. Hamilton

College of Graduate Studies: Theses & Dissertations

This study examines the various stereotypes that persist about the American South, giving consideration to the common stereotypes, their persistence, and the response of Southerners and non-Southerners to them. Further, it aims to examine in-depth the methods by which these stereotypes are perpetuated, such as literature, movies, television, and music. Within this dissertation, pieces of literature by traditional Southern authors, like William Faulkner and Tennessee Williams, are examined for the images they employ. Further, films such as Deliverance and Sweet Home Alabama, as well as television shows like The Dukes of Hazzard and The Beverly Hillbillies are analyzed for how …

Georgia Southern Magazine, Georgia Southern University

Georgia Southern Magazine

• Campus News
• Stepping Down
• Recession Resistant
• Foundation News
• Sports Scene
• Chronicles

Georgia Southern Magazine, Georgia Southern University

Georgia Southern Magazine

• Campus News
• The Edge of 90
• Rethinking the Plague
• Foundation News
• FCS vs. FBS
• Sports scene
• Chronicles

Honors @ Georgia Southern, University Honors Program Students And Staff, Georgia Southern University

Honors College: News & Publications (2008-2020)

• STAND Combats Genocide
• 2008 Voter Registration Project
• Alternative Spring Break : Northern Ireland
• Honors in Action
• Alumni Notes

Beyond Lines On The Cv: Faculty Applications Of Their Scholarship Of Teaching And Learning Research, Kathleen Mckinney, Pat Jarvis

International Journal for the Scholarship of Teaching & Learning

This paper reports on a study focusing on a key issue in the field of the scholarship of teaching and learning (SoTL). The goal of our research was to examine the frequency, types, supports, and barriers for the practical application of SoTL results. In this paper we report on quantitative and qualitative results from a study assessing the level and forms of concrete applications of SoTL to improve teaching and learning. We obtained data from a self-administered questionnaire and a focus group with respondents drawn from 20 faculty/staff recipients of internal SoTL grants at a large Midwestern university as well …

Academic Skill Development - Inquiry Seminars Can Make A Difference: Evidence From A Quasi-Experimental Study, Christopher Justice, Wayne Warry, James Rice

International Journal for the Scholarship of Teaching & Learning

This paper examines whether a single first-year inquiry-based seminar can have a lasting impact on students’ academic skills. Fifty-four Inquiry students and 71 comparable students participated in three performance tests: a research skills exercise; an evaluation of oral presentation ability; and a test of critical reasoning and teamwork skills. In addition, participants completed a questionnaire focusing on learning approaches and experiences. The study demonstrates the feasibility of measuring long-term effects of relatively small educational interventions. Findings indicate that although universities may not be developing the skills they assume, a single first-year inquiry seminar can have far reaching effects on academic …

Online Course Design: A Case Study, Sharon Dole, Lisa Bloom

International Journal for the Scholarship of Teaching & Learning

This case study uses the How People Learn (HPL) framework as the conceptual model to examine an online course in a teacher licensure program for evidence of high level learning outcomes that involve collaboration, reflection, mentoring, and problem solving. The HPL framework focuses on the learning environment and indicates that effective learning takes place to the extent that the learning environment is learner-centered, knowledge-centered, assessment-centered, and community-centered. Analysis of the data resulted in themes that coincide with the elements of the HPL framework: professional growth, peer learning, teaching presence, and collaboration. The design of the course appeared to have a …

Click Or Clique? Using Educational Technology To Address Students’ Anxieties About Peer Evaluation, Ruth Walker, Graham Barwell

International Journal for the Scholarship of Teaching & Learning

Peer bias is recognised as a primary factor in negative student perceptions of peer assessment strategies. This study trialled the use of classroom response systems, widely known as clickers, in small seminar classes in order to actively engage students in their subject’s assessment process while providing the anonymity that would lessen the impact of peer pressure. Focus group reflection on the students’ impressions of the peer evaluation process, the use of clickers, and their anxieties about potential peer bias were analysed in the light of the results of teacher and class evaluations of each individual student presentation. The findings revealed …

Two Minute Training In Class Significantly Increases The Use Of Professional Formatting In Student To Faculty Email Correspondence, Nancy Aguilar-Roca, Adrienne Williams, R Warrior, Diane O’Dowd

International Journal for the Scholarship of Teaching & Learning

Many university faculty value email as an important tool for communicating with colleagues, but express frustration with a high incidence of unprofessional email correspondence from students. The goals of this study were to document the frequency of specific formatting mistakes that contribute to faculty’s unfavorable perception of student emails and to determine if training could reduce these errors. We analyzed emails from students to three instructors of different rank and gender co-teaching two sections of a large introductory biology class: one section received two minutes of basic email etiquette training, the second section served as the control. We report a …

Learning From Their Own Learning: How Metacognitive And Meta-Affective Reflections Enhance Learning In Race-Related Courses, Nancy L. Chick, Terri Karis, Cyndi Kernahan

International Journal for the Scholarship of Teaching & Learning

This interdisciplinary project examined how students think and feel about their learning in race-related diversity courses. Students in four classes (literature, psychology, geography) reflected on cognitive and affective dimensions of their own and their classmates’ learning. The Color Blind Racial Attitudes Scales (CoBRAS) confirmed qualitative analyses of learning patterns in three of the classes that resulted in moving from lack of awareness about racism to increased understanding and in the fourth class that lacked this movement. Findings include what helped students learn, cognitive and affective obstacles to learning, and the benefit of exposing students to multiple perspectives, empathy-enhancing activities, and …

Service Learning In A Non-Majors Biology Course Promotes Changes In Students’ Attitudes And Values About The Environment, Alissa Packer

International Journal for the Scholarship of Teaching & Learning

I was interested in whether the inclusion of a service-learning experience would affect students’ attitudes and values about the environment. To investigate this question, I incorporated a service-learning project into the laboratory portion of one of the two sections of my non-majors biology course, and kept the lecture portions of the course identical. Several methods were used to assess the impact of the service-learning experience: the New Ecological Paradigm survey was used to measure changes in students’ attitudes and values about the environment at the beginning and end of the semester, and reflective writing assignments were used throughout the semester …

How Do Management Students Prefer To Learn? Why Should We Care?, Ednilson Bernardes, Mark Hanna

International Journal for the Scholarship of Teaching & Learning

This paper reports the findings of a study of the learning styles of students in the operations management class at a regional comprehensive university in southeastern United States. Extant learning styles are found to be highly diverse and differ by student gender. However, in contrast to at least one prior study, the learning styles of our respondents did not differ by student major. Five areas of opportunity for future research arising from the results of this study are identified in the paper’s conclusion.

Assessing Student Learning And Perceptions In An Upper-Level General Education Requirement Argumentation Course, Kathryn Olson

International Journal for the Scholarship of Teaching & Learning

This project addressed the difficulties of teaching argument skills, a staple of liberal education, to a mixture of Communication majors and non-majors taking the course for General Education Requirement (GER) credit. The design uses independent instructor comparison of students’ pre- and post-test performances, students’ comparative self-evaluation of their pre- and post-test performances, as well as students’ reflections on their learning in response to a separate questionnaire and independent instructor assessment of their performance in arguing those reflective claims, to analyze learning processes in an upper-level argumentation course. The results include specific content concepts and course and instructor strategies that both …

Operationalization Of Innovative And Traditional Pedagogical Practices Within Undergraduate Bioengineering Courses, Monica F. Cox

International Journal for the Scholarship of Teaching & Learning

This study operationalizes pedagogical practices using classroom observation data collected in twenty-eight bioengineering courses at a southeastern research university over five semesters. Using an index that distinguishes pedagogy reflecting principles of the “How People Learn” framework and pedagogy representing traditional, lecture-based instruction, the author presents five “How People Learn” instructional practices (i.e., guidance by the instructor, comments, praise, monitoring, and question and response) and four statistically significant subcategories representing traditional instructional practices (i.e., instruction by media, lecture, praise, and no response) that were most likely to occur within observed How People Learn-oriented classes and traditional, lecture-based classes, respectively. Included are …

Sustaining Student And Faculty Success: A Model For Student Learning And Faculty Development, David Concepción, Mellisa Holtzman, Paul Ranieri

International Journal for the Scholarship of Teaching & Learning

We begin this essay with a brief description of the four-year multidisciplinary faculty development project in which we participated. After describing some of the successes of the project, we argue that three elements of our approach were integral to the increases in student learning that were facilitated by project participants: (1) The Learning Question, Disciplinary Expertise, and Foundational Learning Theory, (2) Collaboration and Evaluation, and (3) Public Support and Professional Acknowledgement.

Going Fully Online: Reflections On Creating An Engaging Environment For Online Learning, Susan Wegmann, Joyce Mccauley

International Journal for the Scholarship of Teaching & Learning

When faced with the major pedagogical shift of moving face-to-face classes online, two professors reflect on the process, the learning, and the ways in which they can retain face-to-face engagement in an asynchronous online environment. They share the results of student surveys and colleague emails, along with their own thoughts about moving classes online.

‘Additional Comments’: The Final Word In Assessment For Humanities Undergraduates, Despina Michael

International Journal for the Scholarship of Teaching & Learning

A key component to the scholarship of teaching and learning (SOTL) is reflection on teaching methodology and, in particular, assessment practices and how they impact on undergraduate students. The aim of this article is to explore how one particular technique—the written expression of ‘additional comments’ in a generic assessment criteria-based form—can be utilised effectively as a means of clear, constructive feedback and simultaneously as a means of engagement in dialogue with students. Dialogue is, in fact, postulated as one of the most important pedagogical tools underpinning and informing deep learning. Understanding how our words leave an impact on our students …