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Articles 1 - 23 of 23
Full-Text Articles in Education
Building Capacity For Socio-Ecological Change Through The Campus Farm: A Mixed-Methods Study, Francesca A. Williamson, Amber J. Rollings, Grant A. Fore, Julia L. Angstmann, Brandon H. Sorge
Building Capacity For Socio-Ecological Change Through The Campus Farm: A Mixed-Methods Study, Francesca A. Williamson, Amber J. Rollings, Grant A. Fore, Julia L. Angstmann, Brandon H. Sorge
Scholarship and Professional Work - LAS
Given the ongoing socio-ecological crises, higher education institutions need curricular interventions to support students in developing the knowledge, skills, and perspectives needed to create a sustainable future. Campus farms are increasingly becoming sites for sustainability and environmental education toward this end. This paper describes the design and outcomes of a farm-situated place-based experiential learning (PBEL) intervention in two undergraduate biology courses and one environmental studies course over two academic years. We conducted a mixed-method study using pre/post-surveys and focus groups to examine the relationship between the PBEL intervention and students’ sense of place and expressions of pro-environmentalism. The quantitative analysis …
The Role Of Place Attachment And Situated Sustainability Meaning-Making In Enhancing Student Civic-Mindedness: A Campus Farm Example, Brandon H. Sorge, Francesca A. Williamson, Grant A. Fore, Julia L. Angstmann
The Role Of Place Attachment And Situated Sustainability Meaning-Making In Enhancing Student Civic-Mindedness: A Campus Farm Example, Brandon H. Sorge, Francesca A. Williamson, Grant A. Fore, Julia L. Angstmann
Scholarship and Professional Work - LAS
This research explores the role that place attachment and place meaning towards an urban farm play in predicting undergraduate students’ civic-mindedness, an important factor in sustainability and social change. In 2017 and 2018, three STEM courses at a private university in the Midwest incorporated a local urban farm as a physical and conceptual context for teaching course content and sustainability concepts. Each course included a four to six-week long place-based experiential learning (PBEL) module aimed at enhancing undergraduate STEM student learning outcomes, particularly place attachment, situated sustainability meaning-making (SSMM), and civic-mindedness. End-of-course place attachment, SSMM, and civic-mindedness survey data were …
Models Of The Sociology Minor At Institutions Of Higher Education In The United States, Melinda Messineo, Jay R. Howard
Models Of The Sociology Minor At Institutions Of Higher Education In The United States, Melinda Messineo, Jay R. Howard
Scholarship and Professional Work - LAS
Although the structure and content of the sociology major has been addressed by a variety of scholars and several American Sociological Association (ASA) task forces over the past three decades, the structure, content, and even the purpose of the sociology minor has been ignored. In this article, we address this gap in the literature through two investigations. The first utilizes an examination of the websites and academic handbooks of 248 bachelor’s degree-granting institutions to discern the structure and contents of the sociology minor. We identify four models for the sociology minor found in U.S. higher education. The second study utilizes …
Study Abroad In The Neoliberal Academy: Shifting Geographies, Terri Carney
Study Abroad In The Neoliberal Academy: Shifting Geographies, Terri Carney
Scholarship and Professional Work - LAS
No abstract provided.
North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard
North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard
Scholarship and Professional Work - LAS
Instructors and students must overcome a course’s special pedagogical challenge in order for meaningful and important learning to occur. While some suggest that the special pedagogical problem varies by course, I contend that the special pedagogical problem is likely to be shared across a discipline’s curriculum, rather than being unique to each course. After reviewing a three-part typology of learning outcomes for sociology, I argue that the development of students’ sociological imaginations is sociology’s special pedagogical challenge; I then offer some general guidelines for teaching strategies to enhance the students’ success in developing a sociological imagination.
Another Nibble At The Core: Student Learning In A Thematically-Focused Introductory Sociology Course, Jay R. Howard, Katherine B. Novak, Krista M.C. Cline, Marvin B. Scott
Another Nibble At The Core: Student Learning In A Thematically-Focused Introductory Sociology Course, Jay R. Howard, Katherine B. Novak, Krista M.C. Cline, Marvin B. Scott
Scholarship and Professional Work - LAS
Identifying and assessing core knowledge has been and continues to be a challenge that vexes the discipline of sociology. With the adoption of a thematic approach to courses in the core curriculum at Butler University, faculty teaching Introductory Sociology were presented with the opportunity and challenge of defining the core knowledge and skills to be taught across course sections with a variety of themes. This study of students (N = 280) enrolled in 12 sections of a thematically-focused Introductory Sociology course presents our attempt to both define and assess a core set of concepts and skills through a pretest-posttest questionnaire …
"Experimenting With An Embedded Librarian In An American Government Class", Shyam Sriram
"Experimenting With An Embedded Librarian In An American Government Class", Shyam Sriram
Scholarship and Professional Work - LAS
No abstract provided.
"To Be A Rock And Not To Roll: Promoting Political Literacy Through Music And Mixtapes", Shyam Sriram
"To Be A Rock And Not To Roll: Promoting Political Literacy Through Music And Mixtapes", Shyam Sriram
Scholarship and Professional Work - LAS
No abstract provided.
Enabling Faculty To Write; A Short Course On Successful Scholarly Publication For Faculty At A Liberal Arts College, Carolyn Richie, David Mason, Michael Zimmerman
Enabling Faculty To Write; A Short Course On Successful Scholarly Publication For Faculty At A Liberal Arts College, Carolyn Richie, David Mason, Michael Zimmerman
Scholarship and Professional Work - LAS
This paper describes a course on scholarly publication that was offered to faculty at a liberal arts college. The course was designed to increase scholarly productivity by offering information and resources, developing a sense of community, and showing how teaching and research can co-exist for faculty with heavy teaching loads. The course was innovative because faculty who differed in terms of discipline and experience orchestrated it, and the participants comprised a similarly diverse group. Lessons learned from implementation of the course are shared, as well as the results of a survey administered to participants on its conclusion.
Idk Lol: Text Messaging During Class Impairs Comprehension Of Lecture Material, Amanda C. Gingerich
Idk Lol: Text Messaging During Class Impairs Comprehension Of Lecture Material, Amanda C. Gingerich
Scholarship and Professional Work - LAS
After leading a PIE at NITOP 2010 on text messaging during class, I incorporated a new demonstration into my Cognitive Processes course. In this exercise, students either text message each other during lecture or they listen to the lecture without the distraction of text messaging. Everyone then takes a quiz on the material. Results suggest that text message during lecture leads to impaired comprehension of material.
Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension Of Lecture Material, Amanda C. Gingerich
Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension Of Lecture Material, Amanda C. Gingerich
Scholarship and Professional Work - LAS
For the unit on divided attention in my Cognitive Processes course, I created a demonstration in which half of the class is randomly assigned to text message each other while I lecture on time management strategies. The other half of the class does not text message during the lecture. Following the 10-minute lecture, all students complete a multiple-choice quiz. Results from 67 students over the past three semesters show that, in their proportion of answers correct, the Text condition performed statistically significantly worse on the quiz (M = .602, SD = .238) than did those in the No Text …
Study Smarter, Not Harder, Tara T. Lineweaver, Amanda C. Gingerich
Study Smarter, Not Harder, Tara T. Lineweaver, Amanda C. Gingerich
Scholarship and Professional Work - LAS
Provides tips for studying.
2009 Hans O. Mauksch Address: Where Are We And How Did We Get Here? A Brief Examination Of The Past, Present, And Future Of The Teaching And Learning Movement In Sociology, Jay R. Howard
Scholarship and Professional Work - LAS
The teaching and learning movement in sociology in general and within the American Sociological Association specifically has a surprisingly long history. This history can be divided into three periods of activity: early efforts (1905 to 1960), innovation and implementation (1960 to 1980), and the institutionalization of gains (1980 to 2009). Beginning in the first period, sociologists interested in teaching and learning focused cycles of attention on the introductory sociology course in higher education, high school sociology courses, and the formation of sections within the American Sociological Association. Hans Mauksch led a period of significant innovation in the 1960s and 1970s. …
How Sweet It Is: Candy-Based Demonstrations In Introductory Psychology, Amanda C. Gingerich
How Sweet It Is: Candy-Based Demonstrations In Introductory Psychology, Amanda C. Gingerich
Scholarship and Professional Work - LAS
especially those involving candy (e.g., Cherny, 2008), I created a collection of demonstrations in introductory psychology that involve the use of candy. To test their effectiveness in helping students learn concepts introductory psychology, I asked students to provide feedback about the how enjoyable some of the activities were, how useful they were in illustrating their intended topic, and whether they made the concepts more memorable. Results suggest that the “Twizzlers” exercise was the most memorable (as measured by accuracy to question #1) and that the “Jelly Bellies” exercise was the most enjoyable (as measured by responses to question #6).
When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
Scholarship and Professional Work - LAS
Inadvertent plagiarism was investigated in participants who had been induced into a happy or sad mood either before encoding or before retrieval of items generated in a puzzle task. Results indicate that participants in a sad mood made fewer memory errors in which they claimed as their own an idea generated by another source than did those in a happy mood. However, this effect occurred only when mood was induced before encoding.
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda C. Gingerich
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda C. Gingerich
Scholarship and Professional Work - LAS
The recent influx of films addressing different aspects of memory loss inspired the development of an upper-level undergraduate seminar that focuses on investigating amnesia through the lens of popular cinema. This discussion-based course included several written assignments and, at the end of one semester, a comprehensive take-home exam. Over the course of four semesters, a bank of student-authored discussion questions for each reading was collected and a list of topics and corresponding movies was honed.
The Effect Of Emotional State On Inadvertent Plagiarism Memory Errors, Amanda C. Gingerich
The Effect Of Emotional State On Inadvertent Plagiarism Memory Errors, Amanda C. Gingerich
Scholarship and Professional Work - LAS
We investigated inadvertent plagiarism by inducing participants into a happy or sad mood before they generated items in a puzzle task. Compared to happy mood, participants induced into a sad mood made fewer memory errors in which they claimed a previously-generated idea to be new; confidence ratings in these errors, however, was higher.
A Training Framework And Follow-Up Observations For Multiculturally Inclusive Teaching: Is Believing That We Are Emphasizing Diversity Enough?, Joelle D. Elicker, Mindi N. Thompson, Andrea F. Snell, Allison L. O'Malley
A Training Framework And Follow-Up Observations For Multiculturally Inclusive Teaching: Is Believing That We Are Emphasizing Diversity Enough?, Joelle D. Elicker, Mindi N. Thompson, Andrea F. Snell, Allison L. O'Malley
Scholarship and Professional Work - LAS
The authors present a theoretically and empirically grounded training for multiculturally inclusive teaching for new instructors. After implementing this training, qualitative data were gathered from instructors to identify their experience of the training and concerns related to incorporating issues of diversity into their classrooms (Study 1). At the end of the semester immediately following the training, quantitative data were gathered from instructors and their students to examine the interaction between students’ and instructors’ perceived diversity emphasis (Study 2). When allowed to choose the extent to which they incorporated issues of diversity in their classes, the instructors differentially reported emphasizing diversity …
Practicing Mentorship: Graduate-Student Supervision Of Undergraduate Research Assistants, O. K. Lima, Amanda C. Gingerich, J. P. Seder
Practicing Mentorship: Graduate-Student Supervision Of Undergraduate Research Assistants, O. K. Lima, Amanda C. Gingerich, J. P. Seder
Scholarship and Professional Work - LAS
Many research universities rely on graduate students to supervise undergraduate research assistants (RAs) who collect data and handle research logistics. This experience can be mutually beneficial, as RAs receive hands-on learning, and graduate students practice mentorship in preparation for assuming a faculty role. However, assistantships must be intentionally designed to meet educational (not just practical) goals. What training and support do graduate students receive to take on this mentorship role? In two surveys, RAs reported on their satisfaction, educational benefit, and desired changes; while graduate students reported on their goals, challenges, and the support they receive.
The Role Of The Introductory Sociology Course On Students' Perceptions Of Achievement Of General Education Goals, Jay R. Howard, Aimee Zoeller
The Role Of The Introductory Sociology Course On Students' Perceptions Of Achievement Of General Education Goals, Jay R. Howard, Aimee Zoeller
Scholarship and Professional Work - LAS
As higher education accreditation agencies emphasize achievement of general education learning goals for undergraduate students, departments are increasingly required to identify and assess the contributions of their disciplines to achievement of these goals. This exploratory study conducted at a large urban university and its satellite campus seeks to identify students' perceptions of the contributions of the Introduction to Sociology course to the general education goals specified by a single university. This study also seeks to identify the most frequently used pedagogies used by introductory sociology instructors. Results indicate students perceive that Introduction to Sociology facilitates achievement of critical thinking skills, …
The Digital Teaching Portfolio Handbook: A How‐To Guide For Educators, Amanda C. Gingerich
The Digital Teaching Portfolio Handbook: A How‐To Guide For Educators, Amanda C. Gingerich
Scholarship and Professional Work - LAS
Book review.
The Consolidation Of Responsibility And Students' Definitions Of Situation In The Mixed-Age College Classroom, Jay R. Howard, Roberta Baird
The Consolidation Of Responsibility And Students' Definitions Of Situation In The Mixed-Age College Classroom, Jay R. Howard, Roberta Baird
Scholarship and Professional Work - LAS
This study tests for the norm of the consolidation of responsibility for participation in discussion in the mixed-age college classroom. Students who accept and reject this responsibility are identified through observation. The definitions of the college classroom employed by each group of students are contrasted through interviews and survey.
Perestroika In Central Europe, David S. Mason
Perestroika In Central Europe, David S. Mason
Scholarship and Professional Work - LAS
Syllabus for Political Science 380, "Perestroika in Central Europe".