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Midweek Memo, Georgia Southern University

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Launching A 3d Printing Program For Students: Recommendations And Best Practices For Libraries, Wilhelmina Randtke, Nathaniel Lee Bareford

University Libraries: Faculty Publications

The Georgia Southern University Libraries launched a 3D printing program for students in July 2022. Prior to launch, library employees at two of Georgia Southern University’s campuses investigated options for implementing safe, affordable, and sustainable 3D printing in existing academic libraries without retrofitting costly ventilation systems into existing facilities. This article describes the reasons why the Georgia Southern University Libraries thought that a 3D printing program could fulfill a service need for students across university colleges and departments and outlines some of the challenges, best practices, and unique innovations that the library’s employees experienced throughout the program launch process. The …

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

Newsroom, Georgia Southern University

Newsroom (2006-2023)

Georgia Southern Partners with Bulloch County High Schools, Introduces Public Health Pathway for Students

Georgia Southern Starting New Software Engineering Degree

New Data Shows Real Value of On-Campus Student Engagement

Employee Wellness Program Recognizes American Heart Month During February

College Of Business News, Georgia Southern University

College of Business: News & Publications

• Amanda King Discusses Fed Rate Hike

• SCM Students Visit Colonial Group

Newsroom, Georgia Southern University

Newsroom (2006-2023)

Hyundai Donates $15,000 Each to Georgia Southern University and the Ronald McDonald House Charities of the Coastal Empire

Midweek Memo, Georgia Southern University

Midweek Memo

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Interview With Lt. Col. Herbert H. Schaaf, Zach S. Henderson Library Special Collections

Zach S. Henderson Library Special Collections Oral History Collection

Unknown interviewer; interviewed on February 17th, 1986. Find this collection in the University Libraries' catalog!

Faculty Senate Agenda, Georgia Southern University, Faculty Senate

Faculty Senate Agendas

No abstract provided.

Faculty Senate Minutes, Georgia Southern University, Faculty Senate

Faculty Senate Minutes

No abstract provided.

Student Council Minutes, Georgia Southern University

Staff Council Meeting Minutes & Agendas

No abstract provided.

Midweek Memo, Georgia Southern University

Midweek Memo

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College Of Education News, Georgia Southern University

College of Education News

• College of Education professor awarded inaugural National Academies of Sciences, Engineering, and Medicine Fellowship

College Of Education News, Georgia Southern University

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

• College of Education professor awarded inaugural National Academies of Sciences, Engineering, and Medicine Fellowship

Newsroom, Georgia Southern University

Newsroom (2006-2023)

College of Education Professor Awarded Inaugural National Academies of Sciences, Engineering, and Medicine Fellowship

Manufacturing Engineering News, Georgia Southern University

Manufacturing Engineering: News & Publications (2014-2023)

• New Plant Opening In Bulloch County: Great Time to Be A Manufacturing Engineering Major at Georgia Southern University

Midweek Memo, Georgia Southern University

Midweek Memo

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Mechanical Engineering News, Georgia Southern University

Mechanical Engineering: News & Publications (2013-2023)

• Student Wins Award for Research on Jet Fuel at Combustion Confererence

• Career Fair on Wednesday, February 1st

• STEM Night on Tuesday, January 31st

  
  

Mechanical Engineering News, Georgia Southern University

Mechanical Engineering: News & Publications (2013-2023)

• Student Wins Award for Research on Jet Fuel at Combustion Confererence

Designing And Reflecting On Active Learning And Flipped Classrooms For Renal Physiology, Bernard Thomas Drumm Dr

International Journal for the Scholarship of Teaching & Learning

In this paper, we outline a case study describing the incorporation of active learning and flipped classroom techniques in a renal physiology module in 1st year medical school. The module was redesigned over a 2-year period within the teaching for understanding (TfU) framework (generative topics, understanding goals, performances of understanding and ongoing assessment) to include more active learning exercises (clicker response systems centered on clinically relevant problem sets and classroom assessment techniques – CATs), which culminated in flipping the classroom entirely during the 2nd year. The goal, was to evaluate student perceptions of the flipped classroom model and to reflect …

Using Practice-Based Learning To Extend Undergraduate Teaching And Learning, Erica R. Hamilton, Kelly C. Margot

International Journal for the Scholarship of Teaching & Learning

This research article reports results of a study centered on an undergraduate instructor who facilitated a practice- based field experience with undergraduate preservice teachers (n=125) in an urban museum setting, working with middle school students with a public museum school. In addition to exploring this practice-based field experience, we also examined ways the setting functioned as a third space for teaching and learning. Also discussed are some of the changes the instructor made to maximize student learning in this third space. Results indicate that implementing practice-based learning in undergraduate education serves to extend and support teaching and learning. Moreover, practice-based …

Tri-Party Collaborative Course Design: Proposal Of A Framework For Higher Education Courses, Rafael Chiuzi

International Journal for the Scholarship of Teaching & Learning

This article presents a tri-party collaborative course-design framework using a case study based on the launch of a new 4th year course at the University of Toronto, Mississauga, Department of Management. This study employed a multi-method qualitative approach consisting of a survey, followed by three focus groups with distinct stakeholder groups: students, industry practitioners, and academics. The results revealed a surprising overlap of interests among the different groups, with the data supporting the design of the new course, which was launched in the Fall of 2022. In addition, data from current students indicated robust positive acceptance of both the course …

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 …

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 …

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 …

Letter From The Editors, Joe Pellegrino, Delores E. Liston, Nikki Digregorio, Delena Bell Gatch

International Journal for the Scholarship of Teaching & Learning

This letter from the editors of IJ-SoTL introduces the double issue, volume 17, number 1. We consider one of the items dominating discussions in higher education over the past six months: the advent and implementation of what may become a disruptive technology, artificial intelligence and its effect on the world or work, especially the work of educators.

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 …

Learning Workplace-Relevant Competence In Agricultural Sciences Courses: Students’ Perceptions, Minna Lakkala, Hanni Muukkonen, Hanna-Riitta Kymäläinen, Liisa Ilomäki, Mervi Seppänen, Tuomo Kokkonen, Auli Toom

International Journal for the Scholarship of Teaching & Learning

The aim of this Scholarship of Teaching and Learning (SoTL) study was to examine instructional methods that promote students’ generic workplace-relevant competence in university education. We investigated courses that differed from each other in their ways to engage students in practicing collaborative knowledge work and career skills. Students from three agricultural sciences courses answered a questionnaire to self-assess their learning of collaborative knowledge-work practices and studying in the courses. The students assessed that the course based on real project work supported the learning of collaborative knowledge practices better than the courses that did so through simulated practices or group work …

You Can't Have It All: Faculty And Student Priorities In The Online Classroom, John P. Steele, Thomas D. Dyer, B. Jean Mandernach

International Journal for the Scholarship of Teaching & Learning

While potential teaching activities in the online classroom are unlimited, an instructor’s teaching time is not. As such, it is essential that online instructors prioritize limited time to instructional strategies that have the greatest impact on student learning. A survey of 413 faculty and 2386 students examined faculty and student perceptions about instructional components or strategies that have greatest impact on student learning in the online classroom. Findings revealed significant differences in faculty and student perceptions with faculty giving the highest value ratings to non-instructor generated content and students prioritizing text-based instructional content (regardless of source). Overall, faculty tended to …