Education Commons^™

Aha! Centering Student Voices To Better Understand An Instruction Program, Andrea Wilcox Brooks, Cathy Craig, Meredith Riney

Communications in Information Literacy

This article describes using aha moments as an assessment approach to gain a better understanding of student learning in relation to the six frames in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Librarians asked students to share an aha moment following information literacy instruction sessions during the fall 2022 semester. Researchers coded responses to one of the six IL frames and found that student insights most often reflected learning aligned to the “Searching as Strategic Exploration” frame, though “Information Has Value” also had a strong presence. The results provided a holistic picture …

An Slp Graduate Student’S Analysis Of Language In Children With Speech Sound Disorders, Madeline Janney, Donna Thomas

Journal of Interprofessional Practice and Collaboration

Purpose

Students in allied health professional (AHP) programs are instructed in evidenced-based evaluation practices and participate in interprofessional education and practice in order to identify disorders (e.g., speech, language, gross motor, fine motor) and provide effective treatment. The purpose of this paper is to present a small-scale research study of one graduate student in an AHP program that trains speech-language pathologists.

Method

A graduate student used retrospective methodology to examine the language skills of nine children with speech sound disorders (SSD) to determine if language impairment (LI) co-existed. The student learned and used a method of language sample analysis known …

The Language Of 21st Century Skills: Next Directions For Closing The Skills Gap Between Employers And Postsecondary Graduates, Gabe A. Orona, Ou Lydia Liu, Richard Arum

Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊

The onus of preparing skilled employees for the modern workforce is largely placed on institutions of higher education. However, recent surveys consistently show a skills gap between what employers’ desire and what graduates possess. This review engages this discussion in the context of measuring and assessing 21^st century skills. We begin by succinctly reviewing literature pertaining to the skills gap, including what types of skills are commonly referenced, before moving to examine literature indicating the relations between current 21st century skills and job-related outcomes. Finally, we conclude with recommendations for higher education researchers examining skill development. Our recommendations cover …

They Shall Run And Not Be Weary, And They Shall Walk And Not Faint: 50 Years Of The Oru Field Test, Lora Conte, Anthony Domeck, Todd Farmer, Fritz G. Huber, Eric D. Hudgens, Scarlet R. Jost, Andrew S.I.D. Lang, Nancy V. Mankin, Terry V. Shannon, Glenn E. Smith, Angela L. Watson

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

A history of the development and changes of ORU’s field test over the last 50 years is presented followed by previously unpublished percentile values for N=14,076 recent prepandemic (2017–2019) field-test times for the distances for 1-mile, 1.5-mile, and 2-mile field tests for college students aged 18.9 years (N=2,198; 58.3% female), 19.1 years (N=1,574; 58.0% female), and 20.5 years (N=10,304; 57.3% female) respectively. The aim of this study is to establish an updated set of standard field test times that can serve as a valuable benchmark for assessing the cardio-vascular fitness levels of college students.

Teaching Undergraduate Students About Cultural And Linguistic Diversity: Assessment And Pedagogical Challenges, Gabriela Simon-Cereijido, Kai J. Greene, Lucía I. Méndez

Teaching and Learning in Communication Sciences & Disorders

Purpose: Diverse undergraduate students can play a critical role in increasing the number of culturally competent clinicians in the future. However, exploring how these students develop cultural and linguistic awareness is crucial. This study examined the development and assessment of cultural and linguistic awareness among a diverse group of undergraduate students who completed a dedicated course on cultural and linguistic diversity in communication disorders.

Method: We conducted quantitative and qualitative analyses to evaluate student growth. Ninety-seven undergraduate students from a public Hispanic-Serving Institution completed an adaptation of the ASHA's Cultural Competence Checklist: Personal Reflection at the beginning and end of …

Ungrading: Why Rating Students Undermines Learning (And What To Do Instead), Lori M. Costello

Journal of Applied Communications

Book review of Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum with a foreword by Alfie Kohn

Securing The Right Skills: A Longitudinal Assessment Of College Students’ Writing And Public Speaking Self-Efficacy, T. Kody Frey, Jessalyn I. Vallade

Basic Communication Course Annual

This research investigated the developmental patterns of students’ writing and public-speaking self-efficacy throughout their experience in the basic communication course (BCC). Questions were posed regarding (a) whether students grew in their reported writing and public speaking self-efficacy over two semesters, (b) whether growth differed based on biological sex, and (c) whether affinity and apprehension (as sources of performance self-efficacy) played a role in student growth. Two multilevel models revealed significant differences in students’ initial status and rate of growth for each outcome. Specifically, sex, affinity, and apprehension influenced students’ starting positions in the course, while only apprehension had a significant …

Onward In Higher Education: Business Faculty Perspectives On Authentic Assessment, Farah L. Kashef, Matt Townsley

Journal of Research Initiatives

This mixed-method study explored business faculty’s perspectives on drawbacks and benefits associated with authentic assessment at 10 R1 Midwestern universities. In search of solutions, faculty were also asked to provide recommendations in implementing authentic assessment. Quantitative and qualitative findings suggest most business faculty are in favor of assessment strategies that promote higher order thinking and real-world practices. However, ongoing faculty professional development opportunities and reconsidering the assessment culture of higher education are needed to make this important shift towards authentic assessment.

A 5-Week Personalized Training Workshop To Assess And Evaluate Faculty Members Teaching Online, Felix O. Quayson, Christopher Zirkle

Journal of Research Initiatives

The authors developed the Skills of Inquiry (SoI) model accompanied by a logic model to assess and evaluate faculty members teaching online. The Skills of Inquiry is based on faculty members’ abilities to understand the online environments, skills development pertaining to online teaching, and acquisition of specific online skills. The Skills of Inquiry model was used to personalize a 5-week workshop training and development module specifically for faculty members teaching online. The training workshop is effective in training faculty members to acquire specific online teaching skills through customized and individualized professional development learning. The training is a self-paced asynchronous online …

Exploring How Student Athletes Balance Athletic, Academic, And Personal Needs Through Learned Needs Theory., Michael E. Rutledge Ii

Journal of Research Initiatives

The attempt to balance the requirements of athletic and academic demands prompts extensive research agendas from higher education and athletic stakeholders to examine how extrinsic and socio-environmental factors affect the desired outcomes of student athletes. Reputable motivation literature describes needs as the starting point of motivation and influences behaviors embedded within cultural and systematic structures. Thus, the purpose of this study is to understand how sport participation influences athletic and academic performance through Learned Needs Theory (LNT). This study provides insight to processes of motivation that contribute to knowledge, practical implications, and research that translates to research-based approaches to increase …

Focused On Pedagogy: Qr Grading Rubrics For Written Arguments, Ruby Daniels, Kathryn Appenzeller Knowles, Emily Naasz, Amanda Lindner

Numeracy

Institutional assessments of quantitative literacy/reasoning (QL/QR) have been extensively tested and reported in the literature. While appropriate for measuring student learning at the programmatic or institutional level, such instruments were not designed for classroom grading. After modifying a widely accepted institutional rubric designed to assess QR in written arguments, the current mixed method study tested the reliability of two QR analytic grading rubrics for written arguments and explored students’ reactions to the grading tools. Undergraduate students enrolled in a business course (N = 59) participated. A total of 415 QR artifacts from 40 students were assessed; an additional 19 …