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The George-Anne Inkwell Edition, Georgia Southern University

The Inkwell

No abstract provided.

Fred And Dinah Gretsch School Of Music Newsletter, Georgia Southern University

School of Music: News & Publications (2017-2023)

• Student News
• Faculty News
• Coming Events
• Support the Gretsch School of Music

“I Can't Say It”! Doodling To Emancipate Adolescents' Voices In A Transformative Mixed Methods Study Of Covert Bullying In Jamaican High Schools, Ingrid Hunt-Anderson, Peggy Shannon-Baker

Curriculum, Foundations & Reading: Faculty Publications

This article demonstrates the value of doodling as an emancipatory method to enhance mixed methods research studies. We draw from the qualitative phase of an exploratory sequential mixed methods study about covert bullying among high school students in Jamaica. This study was based in the transformative-emancipatory paradigm. The authors illustrate how students' doodles contributed to triangulating, expanding findings from the qualitative phase, and providing an emancipatory space for students’ voices. Lessons learned and recommendations are provided that demonstrate the applicability of doodling within mixed methods studies in educational psychology, developmental psychology, counseling, and applied psychology.

Messages From The Provost, Georgia Southern University

Messages from the Provost

Unity in Diversity

Excellence in Action

Power in Knowledge

Fluent in Success

Presentation & Accolades

Creative Learning With Music And Mathematics: Reflections On Interdisciplinary Collaborations, Graham Johnson, Alesia Mickle Moldavan

Elementary & Special Education: Faculty Publications

Culturally responsive content, accessible and inclusive tools, and meaningful interdisciplinary tasks can aid in developing equitable and creative learning environments. Music and mathematics are ideal disciplines for interdisciplinary creative learning. In this article, we reflect on our experiences engaging in interdisciplinary music and mathematics tasks with preservice teachers. In particular, we highlight specific efforts taken to design and implement a creative music and mathematics workshop for use in a mathematics methods course. Guided by these experiences, we offer examples of tools and practices that have helped preservice teachers collaborate, engage in inquiry, improvise, develop empathy, and take intellectual and social …

Compassion Satisfaction: Redressed Professional Stress And Representation Burnout, Kay Coates

University Libraries: Faculty Presentations

No abstract provided.

Southern Educator, Georgia Southern University

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

Certification now Easier for Paraprofessionals

COE Earns CAEP Accreditation

Undergraduate Assists in District-wide Project Eaglet

Building Beautiful Bridges over Educational Gaps

Faculty Senate Agenda, Georgia Southern University, Faculty Senate

Faculty Senate Agendas

No abstract provided.

The George-Anne Inkwell Edition, Georgia Southern University

The Inkwell

No abstract provided.

Evolution Of Physical Training In Police Academies: Comparing Fitness Variables, Bridget Frugoli Melton, Gregory Ryan, Victor Zuege, Haresh Rochani, Derick Anglin, Joseph Dulla

Health Sciences & Kinesiology: Faculty Publications

The purpose of this study was to evaluate the effectiveness of three different physical training approaches to improving cadets’ fitness variables. Retrospective data for male and female land management law enforcement officers attending a 15-week training program at three separate time points were provided for analysis. The time points reflected the three different training approaches, including calisthenic training (CT) = 83, functional fitness training (FT) = 90, and strength training (ST) = 110. Inferential data analysis was used to find which mode of exercise had the greatest impact on body composition, cardiovascular endurance, muscular strength, agility, and flexibility. All groups …

An Autoethnography Of Transitioning Mathematics Content Courses For K-8 Preservice Teachers To Online Learning During Covid-19, Ha Nguyen, Tuyin An, Heidi Eisenreich, Eryn Michelle Maher

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

The following autoethnography is completed by a group of mathematics teacher educators (MTEs) after transitioning their mathematics content courses for K-8 Preservice Teachers (PSTs) from face-to-face to online due to COVID-19 in Spring 2020. The MTEs present their perceptions of the shift to online teaching and learning by describing (a) how they typically teach their classes, (b) how they redesigned classes to support student learning when the pandemic started, (c) their PSTs' perceptions of which course components we effective (or not) in helping them adjust to the new online learning environment, and (d) next steps in teaching and research.

Can Sotl Generate High Quality Research While Maintaining Its Commitment To Inclusivity?, Jill Mcsweeney, Matthew A. Schnurr

International Journal for the Scholarship of Teaching & Learning

The Scholarship of Teaching and Learning (SoTL) faces an emerging challenge as it seeks to balance commitments to disciplinary inclusivity and scholarly quality. We undertake a scoping review of 64 articles across three leading SoTL journals to investigate how the literature balances these twin commitments by exploring what questions are being asked, what methods are being used, and how these may be impacting the inferences that are being made within that scholarship. We advocate for a more focused definition of SoTL that can help reinforce its legitimacy within institutional power structures of scholarship, and for partnerships across disciplinary boundaries to …

Assessing Social Capital And Value Creation In Virtual Student Project Teams: Evidence From Online Management Courses, David B. Tataw

International Journal for the Scholarship of Teaching & Learning

This study contributes to the Scholarship of Teaching and Learning by expanding the investigative areas on the role of social capital in collaborative learning environments. This is done by examining aspired and experienced social capital in student reflections on team dynamics in online project teams and aligning student narratives to expected student outcomes. Within a value creation framework which is aligned to the four stages of team development, including forming, storming, norming, and performing in order to illuminate value creation experiences and aspirations of participants, the study covered 39 management education students in 8 online project teams spanning 3 courses …

Increasing Knowledge And Skills Of Graduate Students Using Experiential Education, Dawn C. Botts, Jennifer C. Buff, Joseph F. Klein

International Journal for the Scholarship of Teaching & Learning

This study examined the impact of experiential education through the utilization of vignettes on graduate student knowledge, skills, and attitudes in the area of written language disorders. Graduate students enrolled in a written language disorders class completed assessment measures designed to examine clinical understanding and confidence when preparing to teach a client exhibiting a written language disorder. The impact of the use of vignettes in the learning process was measured using pre- and post-tests, class surveys, and focus group interviews. Students demonstrated significant improvement in their knowledge, skills, and attitudes regarding written language disorders. All pre- and post-course comparisons were …

Question Format Biases College Students' Metacognitive Judgments For Exam Performance, Michael J. Mcguire

International Journal for the Scholarship of Teaching & Learning

College students in a lower-division psychology course made metacognitive judgments by predicting and postdicting performance for true-false, multiple-choice, and fill-in-the-blank question sets on each of three exams. This study investigated which question format would result in the most accurate metacognitive judgments. Extending Koriat’s (1997) cue-utilization framework to these judgments, each format gave students different cues on which to base judgments. Further, each format has different probabilities of correctly guessing, which can skew accuracy. Students reported the lowest estimates for fill-in-the-blank questions. Accuracy measured using bias scores showed students’ predictions and postdictions were most accurate for multiple-choice items. Accuracy measured using …

The Use Of Mentored Inquiry Communities To Foster Scholarship Of Teaching And Learning (Sotl): Outcomes Of The American Occupational Therapy Association Sotl Program (2007-2017), Jennifer S. Pitonyak, Amanda K. Giles, Lorrie A. George-Paschal, Bridgett Piernik-Yoder, Steven D. Taff

International Journal for the Scholarship of Teaching & Learning

Scholarship of teaching and learning (SoTL) is recognized in Boyer’s model, along with discovery, integration, and application, as one of four essential scholarships and is the systematic study of teaching and learning. As such, in 2007, the American Occupational Therapy Foundation (AOTF), and later the American Occupational Therapy Association (AOTA), supported the development of a SoTL mentorship program in an effort to foster SoTL within the discipline of occupational therapy. This mixed-methods study describes AOTA SoTL Program outcomes across ten years, 2007-2017, gathered via survey of past program mentee (n = 50) and mentor (n = 12) participants. Results suggest …

Hospitality And Tourism Students’ Views Of Academic Dishonesty Before And During The Height Of The Coronavirus Pandemic, Cynthia S. Deale, Seung-Hyun (Jenna) Lee

International Journal for the Scholarship of Teaching & Learning

Those involved in higher education have been concerned about students’ academic dishonesty for many years and there are concerns that the coronavirus pandemic led to even more academic dishonesty across the disciplines. Therefore, this study focused on hospitality and tourism students’ views on academic dishonesty, or cheating behaviors, before and during the height of the pandemic. The results of two online surveys of hospitality management students in the southeastern United States found that students felt that academic dishonesty increased, they experienced more stress, and their views varied by their perceptions of online education. Suggestions for de-creasing academic dishonesty to enhance …

Tilting It Forward: The Transparency Model Of Assessment As A Scaffold For Secondary Teacher Education, Nancy L. Remler

International Journal for the Scholarship of Teaching & Learning

Even though K-12 educators must assess student learning and adjust instruction based on learning data, many teachers lack confidence in their ability to assess. Because low confidence levels may be due to inadequate teacher preparation, this study invokes the pivotal SoTL project, Transparency in Learning and Teaching (TILT), as it examines TILT’s impact on twelve undergraduate ELA teacher candidates (TCs). The hypothesis was that TILT would not only enhance undergraduate TCs’ learning outcomes in an ELA methods course, but also scaffold their early development of assessment literacy. Findings support the hypothesis but indicate that TCs would benefit from additional instruction …

Student Engagement And Academic Performance During The Covid-19 Pandemic: Does A Blended Learning Approach Matter?, Chen Zheng

International Journal for the Scholarship of Teaching & Learning

This paper examines whether and to what extent student engagement with the learning management system (LMS) Blackboard affects students’ academic performance during the COVID-19 pandemic. We find strong evidence that higher student engagement with Blackboard is associated with better academic performance. We also find that the association between student engagement and student academic performance varies with different blended learning formats. Specifically, the positive effects are more pronounced when synchronous online lectures and face-to-face tutorials are implemented. Given that COVID-19 is a constantly moving situation, this study highlights that a blended learning approach needs to engage students actively to facilitate social …

Active Learning Methodologies In A High Stakes Graduate Nursing Program, Nina Mclain, Mary Jane Collins, Lawanda Baskin

International Journal for the Scholarship of Teaching & Learning

Active learning with student engagement has been demonstrated to improve knowledge retention and improve learning in graduate education. Nurse anesthesia education has traditionally been taught using lecture with slide presentations without considering student centered learning. Much attention has been given to active learning strategies to promote student engagement and content retention, yet little information exists regarding student preferences for in higher level graduate nursing courses. This mixed-methods study aimed to examine student learning preferences for seven different instructional methodologies; traditional lecture, a problem-based learning exercise, reading with workbook assignments, development of cognitive aids, game-based learning, practice questions, and a case …

Addressing The Gap Of Informal Science Field Experiences In Science Methods Courses, Christina L. Mcdaniel, Colton M. Wilder, Cecile M. Arquette

International Journal for the Scholarship of Teaching & Learning

Preservice teachers in science education courses do not generally experience informal, authentic science education practices in their fieldwork. This study used the Scholarship of Teaching and Learning to frame a study that integrated informal science teaching experiences with a university teacher education science methods course. The results showed improvement in participant preservice teachers' ability to teach science content, their self-confidence in teaching science, and their ability to connect what they learned in their methods course in a real-life setting.

Standards-Based Grading In Difficult Times: Precalculus Student Perceptions During The Covid-19 Pandemic, Rachel Epstein

International Journal for the Scholarship of Teaching & Learning

Standards-based grading is an alternative grading system that gives students multiple opportunities to demon-strate proficiency in course standards or objectives. It has the potential to provide flexibility and reduce student anxiety, which are particularly important during difficult times such as the COVID-19 pandemic. In this study, stu-dents in a Precalculus course using standards-based grading between Spring 2021 and Spring 2022 were surveyed about how the pandemic had affected their learning and the benefits and challenges of standards-based grading. The students who took the course in Spring 2021, whose previous learning was least affected by the pandemic, were most likely to …

A Really Good Example Helps Learning About An Abstract Concept, Ava Funkhouser, Elena Nicoladis

International Journal for the Scholarship of Teaching & Learning

University students are often asked to learn abstract concepts. Abstract concepts are hard to learn. Giving specific examples can help learning abstract concepts. These examples might limit understanding to the similarities between the abstract domain and particular examples. The primary purpose of this study was to test whether exposure to multiple examples would lead to better learning than exposure to a single example. Secondarily, we were interested in whether there was any particularly effective example. Introductory psychology students were invited to learn about the abstract concept of semiotics, through either 1) three of five distinct examples or 2) a single …

Utilizing Slow Reading Techniques To Promote Deep Learning, Brian Baldi, Cynthia Mejia

International Journal for the Scholarship of Teaching & Learning

Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, has been done to understand how this pedagogical strategy works in college classrooms. This study investigated how slow reading techniques promoted deep learning among undergraduate college students across two disciplines. Utilizing two food essays as the basis for a reading assignment, students in two courses participated in an intentionally scaffolded and paced slow reading exercise designed to encourage deeper personal engagement with course concepts. Theoretical implications from the research demonstrate connections between slow reading techniques and the existing …

Stop, Collaborate, And Listen: A Faculty Learning Community Developed To Address Gaps In Pre-Service Education About Interdisciplinary Collaboration, Emily Hoeh, Michelle L. Bonati, Suzannah Chatlos, Maureen Squires, Bradley Countermine

International Journal for the Scholarship of Teaching & Learning

There is a notable lack of opportunity for students in pre-service professional training programs and faculty in higher education to collaborate and work together, across disciplines within a common area of professional expertise. In this case, a faculty learning community (FLC) was formed to create a set of video-based simulations based on relevant topics for Committee on Special Education (CSE) meetings, used to inform the development of an Individualized Education Program. These materials were made available across departments and universities, establishing a common language and set of CSE practices. Additionally, a structured three-level text reading and discussion provided faculty with …

Salient Factors In Predicting Student Success, Including Course Modality, David P. Nalbone, Minoo Ashoori, Bankole K. Fasanya, Michael W. Pelter, Adam Rengstorf

International Journal for the Scholarship of Teaching & Learning

Much discussion in higher education has focused upon predicting student learning, and how to identify students who may be at particular risk of failure. Little research has actually tackled that challenge, and research on the scholarship of teaching and learning (SoTL) in this areas is scarce; this study does so by measuring students across three semester of study in a variety of courses and course formats. Our results indicate that a set of characteristics predicting student success can be identified, and that course modality affects overall student success rate. Our results are discussed in terms of how they might inform …

The Conditional Effects Of Emotion Regulation On The Relationship Between Occupational Stress And Suicidal Behaviors In Veterinary Students, Sara Carroll Johnson

College of Graduate Studies: Theses & Dissertations

Suicide is an area of increasing concern in the field of veterinary medicine. As veterinary students prepare to enter the profession and take on the unique stressors associated with this line of work, there is a need for models that identify protective factors for suicidal behaviors. Specifically, research is needed to identify factors that offset the relationship between occupational stress and suicidal behaviors. To better inform interventions designed to prevent suicidal behaviors in veterinary students, emotion upregulation and downregulation strategies were evaluated as potential moderators in the relationship between occupational stress and suicidal behaviors in a sample of veterinary students. …

Sense Of Belonging On A Consolidated Campus: A Mixed Methods Exploration Of Student Perceptions, Amy D. Smith

College of Graduate Studies: Theses & Dissertations

This study explored the extent to which a subset of students who matriculated post-consolidation at the Armstrong Campus of Georgia Southern University felt they belong at their institution. Using an explanatory sequential mixed methods design, this study used a survey to examine general feelings of belonging and the influencing factors for belonging while presenting individual narratives collected from semi-structured interviews for eight students’ experiences. The data collected in this study revealed that significant differences exist in critical factors of sense of belonging based on race, gender, and LGBTQ+ identity. Additionally, data showed the importance of academic, social, and campus-community belonging …

Non-Indigenous Instructors Teaching About Indigenous Content: Reflections And Recommendations From Indigenous Ways Of Knowing And Pedagogy, Manu Sharma, Peggy Shannon-Baker

International Journal for the Scholarship of Teaching & Learning

This article takes a scholarship of teaching and learning approach to improve the authors teaching about Indige-nous content as non-Indigenous teacher educators. It explores how they attempted to incorporate Indigenous content and teaching practices into multicultural education classes and then reflect on how they could have improved their teaching practice. Both authors provide their unique positionality which provides context which is essential to consider when doing equity-based work such as teaching about/with Indigenous communities. The authors discuss their teaching experiences after they occurred with one another and then engage in an exploration via literature on teaching about Indigenous content. The …

Towards A New Definition Of Trust For Teaching In Higher Education, Ziqian Zhou Dr

International Journal for the Scholarship of Teaching & Learning

Questions about trust between tutors in tertiary education and their students have not received much treatment in comparison to those of institutional trustworthiness or trust in the public education system. This reflective paper reviews and critically evaluates existing literature from the fields of SoTL, education and other relevant research domains in order to understand the nature of trust in higher education teaching; for, an understanding of the nature of trust allows tertiary educators and administrators to foster such trust, which has been shown to be a crucial ingredient for teaching effectiveness. The second half of this paper raises a set …