Educational Assessment, Evaluation, and Research Commons^™

How To Parlay Your Phone Interview To An On Campus Interview, Pamela Wells, Richard E. Cleveland

Leadership, Technology & Human Development: Faculty Presentations

This presentation was given during the Association for Counselor Education and Supervision Annual Conference.

Quantitative Reasoning In Environmental Science: Rasch Measurement To Support Qr Assessment, Robert L. Mayes Dr., Kent Allan Rittschof, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Lisa C. Watson, Franziska Peterson

Curriculum, Foundations & Reading: Faculty Publications

Original work is hosted at USF Libraries Scholar Commons publisher of Numeracy, the electronic journal of the National Numeracy Network (NNN).

Abstract : The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression, with associated QR assessments in the content areas of biodiversity, water, and carbon, was developed based on three QR progress variables: quantification act, quantitative interpretation, and quantitative modeling. Diagnostic instruments were developed specifically for the progress variable quantitative interpretation (QI), each consisting of 96 Likert-scale items. Each content version of …

Characteristics Of Successful Nursing Students, Sergey G. Pugachov, David Maxwell, Jacob Youmans, Kurt Wahnschaff

Phi Kappa Phi Research Symposium (Archived)

In an attempt to look into ways to reduce attrition rates in nursing programs, we did a study to look into what non-academic factors can be looked at in addition to the current standard admission data. The research question of interest was “What non-academic characteristics of students can lead to best chance of success in nursing school?” Our sample included 115 students at Georgia Southern University School of Nursing, who have already completed at least one semester of nursing school. Instrument of collection was an IRB approved 20-item self-reported questionnaire with anonymous and passive content. Data was analyzed using SPSS …

Global Perspectives: Exploring School-Based Brazilian Librarianship Through Institutional Ethnography, M. Johnston, Lucy Santos Green

Leadership, Technology & Human Development: Faculty Presentations

No abstract provided.

Week Four Introduction, Judith Longfield

Teaching Academy

After reviewing Chapter 4 with a jigsaw activity, we will revisit lesson planning by using a rubric to evaluate two different plans. We also learned how to use low tech "clickers" and discuss the students' inertia including ways to overcome it using simulations and other teaching strategies. If there is time, we will talk about Just in Time Teaching (JiTT), a technique to get students to read.

Week Five Introduction, Judith Longfield

Teaching Academy

After investigating hazardous classroom materials, we will learn about diverse students and how to teach them. We will also write learning biographies for different students and used them to consider a variety of teaching-learning issues, including college student development. In addition, we will shared our CAT implementation reports and discuss the impact of classroom climate on student learning.

Week Eight Introduction, Judith Longfield

Teaching Academy

We used what we have learned about smart teaching to provide advice to the instructor in a YouTube video, and then identified causes of and solutions for common disruptive behaviors. We ended the series with a "Thought Museum" activity and an assessment of the Teaching Academy.

Teaching Academy 2015: Tuesday Syllabus, Judith Longfield

Teaching Academy

The purpose of the Teaching Academy is to help you understand how learning works so you can develop the competencies needed to create active, learning-centered courses. By the end of the Academy you will have (a) created a list of common misconception in your content area, (b) constructed and used a CAT (classroom assessment technique) to measure student learning, (c) created a lesson plan that addresses a disciplinary or course related misconception, and (d) written test or quiz questions.

Teaching Academy 2015: Syllabus Review, Judith Longfield

Teaching Academy

The following questions answer everything you need to know to succeed during the Teaching Academy.

Reading Guide For “Teaching & Human Memory, Part 1” Article, Judith Longfield

Teaching Academy

Supplemental questions for Teaching & Human Memory, Part 1.

Reading Guide For “Discrepant Teaching Events” Article, Judith Longfield

Teaching Academy

Supplemental questions for Discrepant Teaching Events.

Week One: Introduction To Learning-Centered Teaching, Judith Longfield

Teaching Academy

The following is an introduction and overview of Learning-Centered Teaching.

Week One: Certificate Requirements, Judith Longfield

Teaching Academy

The Centers for Teaching and Technology’s Certificate of Teaching in Higher Education is designed to foster experiential, investigative, and reflective approaches to teaching and student learning. It calls for a commitment to learning-centered teaching. All requirements are to be completed within two years of the start date

Cat Examples, Judith Longfield

Teaching Academy

The following are descriptions of selected classroom assessment techniques.

Excerpt From The “Curse Of Knowledge”, Judith Longfield

Teaching Academy

The following is an excerpt from the "Curse of Knowledge" or why intuition about teaching often fails by Carl Wieman.

Week Two: Chapter 2 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter two.

Guide For “How To Use Clickers Effectively”, Judith Longfield

Teaching Academy

Learning guide for "how to use clickers effectively."

Winning Ticket, Judith Longfield

Teaching Academy

Thanks for your "random act of learning." Your active participation helps make this course a success!

Week Three: Chapter 3 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter three.

Week Four: Engaging Students In The Learning Process, Judith Longfield

Teaching Academy

The following is an overview of Engaging Students in the Learning Process and how students develop mastery.

Just-In-Time Teaching, Judith Longfield

Teaching Academy

Just-In-Time Teaching resources span the spectrum from web and classroom items to books and articles on effective teaching and assessment of learning. Here is a sampling.

Rubric For Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield

Teaching Academy

The following is a rubric for the lesson plan with misconception/ bottleneck focus.

Abcd Cards, Judith Longfield

Teaching Academy

No abstract provided.

Student Information Card, Judith Longfield

Teaching Academy

No abstract provided.

Week Seven: Effective Grading - A Tool For Learning, Judith Longfield

Teaching Academy

The following is an overview of Effective Grading: A Tool for Learning.

Pardon Me Disruption Cards, Judith Longfield

Teaching Academy

No abstract provided.

Six Steps To Making Positive Changes In Your Teaching, Judith Longfield

Teaching Academy

I’m working my way through a 33-page review of scholarship on instructional change in Science, Technology, Engineering and Math (STEM) disciplines. The authors reviewed an impressive 191 conceptual and empirical journal articles. However, what they found isn’t impressive both in terms of the quality of the scholarship on this topic and in terms of instructional change in general. It’s not the first article I’ve read of late on the various barriers that stand in the way of change in higher education. The literature is not encouraging, but I think there are some fairly straightforward principles that give any new teaching …

Week Three Introduction, Judith Longfield

Teaching Academy

After revisiting CATs and lesson planning, we will learn about additional teaching idea sources. We will then discuss motivation, illustrate a Chapter 3 concept, and learn ways to salt students' food before applying these ideas to our own lessons and assignments which are not currently motivating.

Examples Of Engaugements, Judith Longfield

Teaching Academy

The following form lists examples of EnGaugements.

Evaluation Of Weeks 1-3, Judith Longfield

Teaching Academy

Rate the first three weeks of the Academy by writing a BRIEF response to the following statements.