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Articles 1 - 30 of 39
Full-Text Articles in Education
Exploring The Connection Between Self-Efficacy And Preparedness Among First-Year College Students, Marianne Hale
Exploring The Connection Between Self-Efficacy And Preparedness Among First-Year College Students, Marianne Hale
All Graduate Reports and Creative Projects, Fall 2023 to Present
The goal of the American education system is to prepare students for college. I wondered, “Do students feel ready?” That question led me to investigate the literature on the development, implementation, and effectiveness of our current standards. The gap I found was that the standards do not address an important aspect of student achievement, that of student self-efficacy. Self-efficacy in writing helps students have the confidence to engage in the task of writing, regardless of the situation. I focused my study of student writing self-efficacy on one English 1010 class. I administered a self-efficacy evaluation in class and conducted a …
Evaluating Active Lecture And Traditional Lecture In Higher Education, Kathleen Klein, Jennifer Calabrese, Adam Aguiar, Sunny Mathew, Kimoni Ajani, Rania Almajid, Jennifer Aarons
Evaluating Active Lecture And Traditional Lecture In Higher Education, Kathleen Klein, Jennifer Calabrese, Adam Aguiar, Sunny Mathew, Kimoni Ajani, Rania Almajid, Jennifer Aarons
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
The purpose of this study was to evaluate the effectiveness of traditional and active lecture methods in higher-education courses. A multiple group convergent parallel mixed method design was used, with measurement of learning, attention, and student preference for active or traditional lecture methods. Six faculty at a public university in the northeast region of the United States engaged 178 undergraduate and graduate students in a traditional lecture session and an active lecture session during the Spring 2022 semester. Results indicated effectiveness of active and traditional lecture approaches (p < .05). Analysis of qualitative and quantitative data in the study provides additional information regarding student preference for active lecture based on perceptions of increased learning benefits, interaction/engagement, attention, activities, discussion, and the use of multimedia. In implementing both traditional and active lecture sessions this study employed pre-lecture and post-lecture quizzes that students found to be very beneficial to learning.
On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd
On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as …
Transforming Curriculum: A Process For Implementing Problem-Based Learning In A College-Level Course, Morgan Robertson, Marla K. Robertson
Transforming Curriculum: A Process For Implementing Problem-Based Learning In A College-Level Course, Morgan Robertson, Marla K. Robertson
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
Transforming curriculum by implementing Problem-Based Learning (PBL) in the college-level classroom helps students internalize the concepts of a course, improve their critical and reflective thinking skills, learn to problem-solve using questioning, and ultimately construct a better understanding of course concepts in a personally relevant way. This article introduces a process for implementing PBL in a college-level course. Each of the four main ideas in PBL, motivation, collaboration, reflection, and facilitation, are addressed with a particular focus on the role of the educator in designing and implementing PBL in the classroom. An …
Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano
Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This portfolio is a compilation of essays that describe what the writer has come to see as essential topics in second language acquisition. It begins with a professional environment piece, and then a teaching philosophy statement focused on student identity and interaction in the classroom. This is followed by an essay on observations of teaching. The next two sections focus on pragmatic resistance among advanced learners and the importance of preparing learners for peer interaction. The portfolio concludes with an annotated bibliography outlining the main concepts associated with Communicative Language Teaching, a method that is commonly employed in second language …
Authorial Agency: Investigating Composition Pedagogies Under A New Lens, Tyler Hurst
Authorial Agency: Investigating Composition Pedagogies Under A New Lens, Tyler Hurst
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This essay considers the work of three prominent composition scholars through the lens of authorial agency, which I define as a form of agency that focuses on the individual voice and self-determination of students in the writing space. Though the concept of agency has been previously considered by composition scholars, this contribution might aid in understanding various pedagogical approaches by analyzing how authorial agency is already being engaged within composition pedagogies and investigating how authorial agency aids teachers in understanding their pedagogy so that students learn to take back control of their own authoritative voice and self-determination. By re-investigating …
Parents’ Perceptions Of The College Experiences Of Twice-Exceptional Students With Autism Spectrum Disorder, Joseph Madaus, Emily J. Tarconish, Shannon Langdon, Ashley Taconet, Nicholas W. Gelbar
Parents’ Perceptions Of The College Experiences Of Twice-Exceptional Students With Autism Spectrum Disorder, Joseph Madaus, Emily J. Tarconish, Shannon Langdon, Ashley Taconet, Nicholas W. Gelbar
Developmental Disabilities Network Journal
Students with Autism Spectrum Disorder are accessing college in increasing numbers, and within this group, there is a cohort of academically talented students who can be considered twice-exceptional, or 2e-ASD. While research about college students with ASD is increasing, there is a relative dearth of literature about 2e-ASD college students, and their secondary transition and college experiences. The current study presents the results of individual interviews that were conducted with 10 parents of 2e-ASD college students to explore their perceptions of their children’s experiences, including what things went well and what were problematic areas. Parents described clear and early expectations …
Perceptions Of College Students With Autism Spectrum Disorder On The Transition To Remote Learning During The Covid-19 Pandemic, Joseph Madaus, Alexandra Cascio, Nicholas W. Gelbar
Perceptions Of College Students With Autism Spectrum Disorder On The Transition To Remote Learning During The Covid-19 Pandemic, Joseph Madaus, Alexandra Cascio, Nicholas W. Gelbar
Developmental Disabilities Network Journal
COVID-19 caused a major shift in how college students, including those with disabilities, received their education during the Spring 2020 semester. The rapid shift to remote learning resulted in new challenges, but also, some benefits for students. This study presents the results of open-ended responses of a cohort of 31 students with autism spectrum disorder (ASD) who were part of a larger study and enrolled in very- to highly competitive institutions (as rated by U.S. News and World Report) during the Spring 2020 semester regarding their experiences, both positive and negative, in shifting to remote learning. The students described …
Enhancing Technology-Based Distance Education Delivery Using Collaborative Team-Teaching Methods, Susan Egbert, Sean Camp
Enhancing Technology-Based Distance Education Delivery Using Collaborative Team-Teaching Methods, Susan Egbert, Sean Camp
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
Present pandemic-related circumstances have created unique challenges for educators and students alike. Information and communication technology (ICT) based team-teaching and collaborative course design can effectively mitigate feelings of isolation and disconnection, and enhance student engagement within a remote education context. This article presents a theory-driven framework and ‘how-to’ practical strategies for utilizing team-teaching methodology through web-based delivery platforms. Content focuses on student participation and active learning, curriculum- and technology-related issues, and challenges inherent in synchronous web-based course delivery.
Pivoting At The Midpoint: How Midpoint Course Adjustments Influence Student Engagement, Alexander C. Romney, Mitchell Pound
Pivoting At The Midpoint: How Midpoint Course Adjustments Influence Student Engagement, Alexander C. Romney, Mitchell Pound
Journal on Empowering Teaching Excellence
In higher education, instructors must often pivot to new methods, approaches, and exercises to help students achieve learning objectives in a particular course. These course pivots can be challenging to navigate; however, they are often the difference between a successful course and an unsuccessful one. Research on the punctuated equilibrium model of group development provides important insights for instructors on managing and navigating course pivots. This article reviews research on midpoint transitions and discusses the benefits of implementing midpoint pivots. It then introduces an example of a midpoint course pivot: The Stop-Start-Continue exercise. It concludes with a discussion of the …
The Value Of Instructor Interactivity In The Online Classroom, Greg Lucas, Gary Cao, Shaunna Waltemeyer, B. Jean Mandernach, Helen G. Hammond
The Value Of Instructor Interactivity In The Online Classroom, Greg Lucas, Gary Cao, Shaunna Waltemeyer, B. Jean Mandernach, Helen G. Hammond
Journal on Empowering Teaching Excellence
As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated “online” as their primary mode of teaching. Three key “value” themes emerged as significantly …
Implementation Of A 25-Minute Mini-Lecture On Learning And Studying In Large-Enrollment First-Year General Chemistry Courses, Shawn M. Miller
Implementation Of A 25-Minute Mini-Lecture On Learning And Studying In Large-Enrollment First-Year General Chemistry Courses, Shawn M. Miller
Journal on Empowering Teaching Excellence
Poor results on the first exam in a course can be a shock to freshmen college students who found great success in high school. The experience can be demoralizing and put students in the mindset that academic success is out of reach. To convince such students that not only is academic success possible but readily achievable, I presented a 25-minute mini-lecture on learning and studying in two large-enrollment general chemistry courses (total N = 289) based on author Dr. Saundra McGuire’s work. The mini-lecture discussed human learning and practical study tools. The purposes of the mini-lecture were to: 1) examine …
Assessing Community-Engaged Learning Impacts Using Ripple Effects Mapping, Benjamin J. Muhlestein, Roslynn Mccann
Assessing Community-Engaged Learning Impacts Using Ripple Effects Mapping, Benjamin J. Muhlestein, Roslynn Mccann
Journal on Empowering Teaching Excellence
Communicating Sustainability, an upper level undergraduate service-learning live broadcast course was created at Utah State University to help students gain critical skills in communicating and participating in local sustainability efforts. Community-Engaged Learning was a key component applied in gaining and using these skills. This study sought to capture the impacts of this course on both its students and the community partners who worked with those students using Ripple Effects Mapping. Key findings include: powerful impacts on student learning, growth and ability to engage in local movements; as well as clearly defined benefits for community partners. Included in this study …
“Does Increased Online Interaction Between Instructors And Students Positively Affect A Student’S Perception Of Quality For An Online Course?”, Jennifer Hunter Dr, Brayden Ross
“Does Increased Online Interaction Between Instructors And Students Positively Affect A Student’S Perception Of Quality For An Online Course?”, Jennifer Hunter Dr, Brayden Ross
Journal on Empowering Teaching Excellence
Online education is increasing as a solution to manage increasing enrollment numbers at higher education institutions. Intentionally and thoughtfully constructed courses allow students to improve performance through practice and self-assessment and instructors benefit from improving consistency in providing content and assessing process, performance, and progress.
The purpose of this study was to examine the effect of student to instructor interaction on the student’s perception of quality for an online course. “Does increased online interaction between instructors and students positively affect a student’s perception of quality for an online course?”
The study included over 1200 courses over a three year time …
Questionable Behavior In The Writing Lab, David Bates
Questionable Behavior In The Writing Lab, David Bates
Writing Center Analysis Papers
In the setting of a writing center tutoring world where calibrated questioning is typically a core strategy of connecting with, evaluating, and ultimately counseling student writers, my work is an attempt to discover by examination and evaluation the effectiveness of questioning tools and techniques used by writing tutors and teachers. My purpose is to offer potential refinements to common questioning methods so as to help tutors better facilitate student writers in generating their own solutions to writing quandaries, as opposed to being led to preconceived tutor-generated solutions. The content of this paper is based upon my observations of tutoring sessions …
Self-Discovery, Self-Sufficiency: Assuming The Role Of A Listener While Tutoring, Adrian Thomson
Self-Discovery, Self-Sufficiency: Assuming The Role Of A Listener While Tutoring, Adrian Thomson
Writing Center Analysis Papers
My discovery of the method of student self-discovery in tutor sessions established itself early on in my path of wearing the ‘two different hats’ of tutor and lecturer. By forming a spiel that represents my own personality within established Writing Center philosophy, I attempt to allow the student to control the session and discover improvements of their paper on their own. I do so by taking the role of a listener, which may lend itself as well to my teaching endeavors.
Hats: Being A Tutor, Teacher, Student, And Mother Learning When To Wear What Hat, Holly Vasic
Hats: Being A Tutor, Teacher, Student, And Mother Learning When To Wear What Hat, Holly Vasic
Writing Center Analysis Papers
“Chapter One” of The Bedford Guide for Writing Tutors (Ryan & Zimmerelli, 2016) breaks down the ways in which tutors may interact with students with the metaphor of hats and “the many hats tutors wear” (Ryan & Zimmerelli, 2016). This paper explores the way in which these hats have been worn in the USU Writing Center, in my experience, as well as how they translate into other roles I play.
Forget Power Dynamics: Why You Should Be Bbfs With Your Students And Professors, Maygan Barker
Forget Power Dynamics: Why You Should Be Bbfs With Your Students And Professors, Maygan Barker
Writing Center Analysis Papers
This paper is half personal narrative and half reflection on the nature of power dynamics in the classroom and writing center. The paper examines the nature and nuances of the word “relationship,” how we interact with the concept of relationships and power, and the ways we limit our joys through limiting the types of relationships we engage in. From there it discusses how to challenge those power dynamics in the classroom and writing center, and the benefits of doing so.
The Wall Of Silence: Disrupting Kairotic Spaces, Victoria Jaye
The Wall Of Silence: Disrupting Kairotic Spaces, Victoria Jaye
Writing Center Analysis Papers
Every class has a balance of kairotic space where teachers have power and students accept that power within the confining space of the classroom. Power defines our world as well as our relationships to one another; without power there is no control which can be key to governing a classroom. Disruption of this power dynamic can open dialogue between teachers and students that might not have existed otherwise because students feel confined to the strictures binding their power creating a wall of silence. Using brainstorming and reflecting as well as peer tutoring, I experimented with breaking down the wall of …
High, Cry, Hesitant: A Lesson In Effective Teaching, Macy Marin Keith
High, Cry, Hesitant: A Lesson In Effective Teaching, Macy Marin Keith
Writing Center Analysis Papers
There are no rules or perfect structures when it comes to teaching, tutoring, or learning. To be concerned with them will inevitably create a wall between the student and the teacher. That wall eliminates the possibility of open communication which leads to effective discussions—a back and forth—that results in true learning. Sometimes we need to kick the rules, the guides, and the formulas out the window and instead, remember what it is to be a student first.
Successful Tutoring Sessions, Successful Student Conferences, Elsa C. Torgersen
Successful Tutoring Sessions, Successful Student Conferences, Elsa C. Torgersen
Writing Center Analysis Papers
Many students come into their writing center appointments and student-teacher conferences with largely negative “writing baggage.” These students often have the expectation that these sessions will be what they were like in high school—the teacher marks what they have done wrong and though there may be positive things said, the students often remember the negative. So how can tutors and teachers create a new environment to help students feel comfortable with their writing while still teaching? This paper explores two potential solutions: beginning sessions and determining a session’s agenda. Through treating students like they matter and letting them help determine …
From Statia To School, Frances Avery
From Statia To School, Frances Avery
Writing Center Analysis Papers
This paper discusses how marginalized voices in the writing center and in the classroom can be heard. The atmosphere differences in the classroom and in the writing center contribute a great deal to the differences in communication that occur there. This paper does not define the term marginalization; basically, it refers to the exclusion that occurs because someone or a group of people are different than the people or group of people who are spear-heading the conversation. The paper begins with a personal story of marginalization and then moves into how marginalization takes places in academia. At the end of …
Of Writing, Teaching, And Tutoring: Banishing The Presence Of The Inner Critic In The Writing Center, Andrew Romriell
Of Writing, Teaching, And Tutoring: Banishing The Presence Of The Inner Critic In The Writing Center, Andrew Romriell
Writing Center Analysis Papers
The inner critic is the internal voice inside all of us that impedes us with negative messages about ourselves and our own capabilities (Elliot 111). In this essay, I illustrate the impact an inner critic can have in Writing Centers for both students and tutors alike and structure strategies to silence that critic. Three specific strategies are provided: (1) to name the inner critic in order to grant control over it, (2) to practice freewriting and understanding poor first drafts, and (3) to assist the student in understanding the allowance for imperfection within writing. By implementing these strategies alongside awareness …
Well, How Do You Feel About That Semicolon? Striking A Balance Between Instruction And Discovery As A Tutor And Teacher, Mark Smeltzer
Well, How Do You Feel About That Semicolon? Striking A Balance Between Instruction And Discovery As A Tutor And Teacher, Mark Smeltzer
Writing Center Analysis Papers
The paper explores the relationship between experiences with teaching and tutoring in the English Department at Utah State University. It examines observations of a first-year graduate instructor; it also draws conclusions on how to navigate the different environments of the USU Writing Center and the 1010 classroom, incorporating strategies and lessons from both
Phd Technical Communication Writing Fellows: A Proposal, Rachel Bryson
Phd Technical Communication Writing Fellows: A Proposal, Rachel Bryson
Writing Center Analysis Papers
New master’s and doctoral graduate instructors in the English department at Utah State spend two hours each week during their first semester working in the campus Writing Center as peer tutors. This practice has many positive outcomes for new students, including building familiarity with composition theory, understanding Writing Center pedagogy, and working with student writers and their texts. These outcomes are particularly beneficial to new master’s students who are entering graduate coursework and university teaching for the first time. On the other hand, new PhD students in Technical Communication & Rhetoric are typically experienced students and teachers but may be …
Learning On Equal Grounds, Andrea Diamond
Learning On Equal Grounds, Andrea Diamond
Writing Center Analysis Papers
Utah State University welcomes students to its beautiful campus where they can achieve their potential in an environment where everyone is welcome and each is promised that their voice will be heard and valued. The “Diversity Statement” facilitates this by encouraging discourse in a “free and respectful exchange of ideas.” Certainly, the opportunity to collaborate with students, scholars, and instructors in such an environment would help each gain command of the English language and improve their writing skills. As a graduate student, graduate instructor, and Writing Center tutor, I looked forward to this opportunity from many angles. Navigating my campus …
Audience Awareness In The Writing Center: Guiding Introductory Writing Students With More Directive Comments, Samantha Clem
Audience Awareness In The Writing Center: Guiding Introductory Writing Students With More Directive Comments, Samantha Clem
Writing Center Analysis Papers
Looking at the demographics of the students utilizing the writing center (WC) at a university in the US mountain west, the author questions whether the commenting styles in which WC tutors are trained accurately address the needs of the user population. Data on what courses WC visitors are enrolled in shows that the majority of WC user are introductory English students, with 70% of users being enrolled in one of the two required introductory level English courses (ENGL 1010 or ENGL 2010). Tutor training focuses on facilitative commenting styles, tactics that may not be effective for this given population of …
Old Buildings Have Old Drafts, Emma D. L. Chadwick
Old Buildings Have Old Drafts, Emma D. L. Chadwick
Writing Center Analysis Papers
This is a reflection of my experiences as a tutor at the Utah State University Writing Center in comparison with my time at the Dixie State University Writing Center. Although both have provided opportunities for me to learn and practice pedagogy as well as improve my own writing, both have also provided entirely different experiences and atmospheres. The physical differences between the buildings and the departments that house each writing center are reflective of the processes emphasized in their instruction of writing. Consequently, they impact the way that students view the writing process and the role of the Writing Center, …
Wearing A Hat Or A Mask: How To Consolidate The Teacher/Tutor Identity, Tyler Hurst
Wearing A Hat Or A Mask: How To Consolidate The Teacher/Tutor Identity, Tyler Hurst
Writing Center Analysis Papers
What is a tutor and what is a teacher? What roles do they play in the construction of writing and the teaching of it? These identities, and their unique approaches to teaching, initially served as struggling points of my pedagogical identity. Many individuals who have ever tutored writing or taught composition can relate to this pedagogical trial by fire. So, then, while under the duress of identity how can a teacher/tutor consolidate these distinct practices? What may seem to be a crisis of identity is actually a crisis of self, best solved by identifying these frustrations and compiling the best …
The Relative Influence Of Instructor Training On Student Perceptions Of Online Courses And Instruction, Mary Bowne, Melissa Wuellner, Lisa Madsen, Jessica R. Meendering, John Howard
The Relative Influence Of Instructor Training On Student Perceptions Of Online Courses And Instruction, Mary Bowne, Melissa Wuellner, Lisa Madsen, Jessica R. Meendering, John Howard
Journal on Empowering Teaching Excellence
Online learning opportunities have greatly increased in past years. Various studies have examined online courses and instructor practices but have not examined students’ perceptions of their online courses and online instructors who were offered a voluntary online certification program. Students who took online courses at a Midwestern university completed a survey related to their perceptions of their individual online course and instructor. Results showed that instructors who were certified received higher, positive ratings than instructors who were not certified. The certification program utilizes a “faculty as student’ model, where faculty take courses from a student learner perspective, to provide experiential …