Scholarship of Teaching and Learning Commons^™

Intentional Planning To Differentiate, David Wolff

Open Educational Resources - Teaching and Learning

The proficiency model expects all students to meet the same standards, regardless of their readiness nor ability. The essay discusses how Gentry’s (2014) 2 P’s, 2 C’s, and 2 F’s of Differentiation framework may help teachers plan lessons to meet the array of learning needs in their classroom.

Evaluation Of A Simulation-Based, E-Learning Intervention To Develop Prelicensure Nursing Students' Clinical Competency To Recognize Tracheostomy Airway Complications, Ruth Bargainer Tobin

Nursing Dissertations - Archive

Tracheostomy airway patient safety errors are a global, yet preventable problem. Unrecognized tracheostomy airway complications lead to patient deterioration, resulting in hypoxic brain damage and death or permanent disability. The majority of preventable tracheostomy events occur after patient discharge from the intensive care setting. These catastrophic events are attributed to deficiencies in competent and safe nursing care. Prelicensure nursing students have few clinical opportunities to learn tracheostomy management and may enter nursing practice lacking the clinical competency (CC) to recognize a tracheostomy airway problem. Simulation is a modality for learning high-risk skills such as tracheostomy care (TC) in a setting …

Digital Storytelling As An Innovative Approach To Prehospital Education: The Experiences Of Teaching Academics., Andrew Van Noordenburg, Georgina Seaman

Health Professions Education

Purpose. To explore teaching academics' experiences of utilising digital storytelling as an innovative approach to prehospital education.

Method. This study describes an innovative learning activity, digital storytelling, developed for an undergraduate paramedicine program. The experiences of teaching academics were then explored through semi-structured interviews. Thematic analysis was used to evaluate the data.

Results. Three themes were identified through thematic analysis. The first theme was ‘the impact of friction on learning’ which describes how a learning activity’s design can negatively impact learning. The second theme ‘connecting with the teaching resources’ outlines how having access to sufficient resources is necessary to facilitate …

Honors Online: Teaching, Learning, And Building Community Virtually In Honors Education, Victoria M. Bryan, Cat Stanfield

National Collegiate Honors Council Monographs

Contents

Introduction, Victoria M. Bryan and Cat Stanfield

Part I: Harnessing Virtual Connection in Program and Course Design

1. Through the Looking Glass: Honors in Virtual Reality, Betsy Greenleaf Yarrison

2. Exploring Incoming Honors Students’ Beliefs About Online Courses, Kristy Spear and Pavlo D. Antonenko

3. Reimagining Honors Curriculum—Delivered Through Technology Utilizing Our Alumni Community, Mollie Hartup, Amy Cossentino, and Lexi Rager

4. Online Faculty Professional Development and Community as Nexus, John Zubizarreta, Beata M. Jones, and Marca V. C. Wolfensberger

5. Building a Pipeline for Transfer and Scholarship Through (Virtual) Honors Research Partnerships, …

Language Learning Simulation Using Duolingo Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

It is likely that preservice teachers will work with students learning English as their second (third, fourth, etc.) language. For preservice teachers to better understand the language learning process, Duolingo was used to simulate the learning experience. The assignment description outlines how preservice teachers can reflection pre-simulation and post-simulation about what they learned about language learning.

Virtual Learning Walks Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

Learning Walks are structured walkthroughs with the purpose of professional development and growth. Learning Walks include multiple people so that immediate reflections may occur through collaboration. In higher education, model classrooms are not readily available for preservice teachers to practice and apply coursework knowledge. Virtual Learning Walks are a creative approach to resolve this challenge. This assignment asks preservice teachers to watch a recorded lesson with the mindset that they are visiting a colleague’s classroom to observe them for professional growth. Students take notes during the observation then analyze the observation for their own growth.

Living Library Assignment Description, David Wolff, Hannah Andrews, Kim Ballew, Alexis Durman, Macayla Mcclure, Lexi Nowlin, Rachel Pace, Brecca Peter, Lauren Shinn

Open Educational Resources - Teaching and Learning

The goal of this assignment is for preservice teachers to articulate their WHY. Having a strong ‘why’ can help you figure out ‘how’. In the case of resilience, if one knows why they are doing what they are doing, why they want or desire something, or why they are on this planet at this given time, they are likely to feel more confident about their purpose as well as have a core belief to rely on to overcome adversity and move towards their goals. We all have a story. Our stories are valuable and worthy to be heard. This assignment …

The Apprenticeship Of Observation In Gifted Education, David Wolff

Open Educational Resources - Teaching and Learning

The ‘Apprenticeship of Observation’ is described as one’s perception of ‘good teaching’ as informed by our own experiences as a student observing teaching for thirteen years in a K-12 school system. Perception of gifted education is susceptible of the ‘apprenticeship of observation’ and often influencing teachers’ actions and beliefs about the needs of gifted learners.

Supporting New Colleagues In Gifted Education: Finding Your Starting Point, David Wolff

Open Educational Resources - Teaching and Learning

Newly hired teachers and administrators often lack experience with gifted learners. The goal of this essay is to share four books to act as primers to introduce new teachers and administrators to gifted education and understanding gifted learners.

Higher Order Thinking ‘On The Go’, David Wolff

Open Educational Resources - Teaching and Learning

Educators of gifted learners often teach in non-traditional spaces and need to be adaptable. This essay shared five cognitive models that support higher order thinking which can be implemented anywhere and with few materials.

Dueling Abilities, Behaviors, And Characteristics Of Gifted Learners, David Wolff

Open Educational Resources - Teaching and Learning

Using the Star Wars’ characters, R2-D2 and C-3PO as analogies, educators can better conceptualize the diverse ability, behaviors, and characteristics of gifted learners. Gifted learners do not fit a single profile and this essay aims to help challenge stereotypes teachers may have of gifted learners and highlight the diverse cognitive, social, and emotional needs gifted learners may have.

Catching Up To Yesterday: An Argument For A Practical Application Of Creativity For Inspiring Change From A Content-Based Course Delivery To A 21st-Century Skills-Based Delivery, Darren Chapman

Creativity and Change Leadership Graduate Student Master's Projects

This project is a creative vision for how college-level courses could be changed to deliver the most important skills students need in the 21st century—moving toward an essential employability skills-based delivery process while training vocational (content) skills. Technology is outpacing humans' ability to adapt and adopt to it, making it increasingly difficult to keep pace with technological change. This has wide-ranging effects on each of us – productively, emotionally, and perhaps physically. Colleges are at the forefront of educating citizens about the working world to improve their productivity, incomes and their sense of intrinsic motivation. However, these same colleges are …

Using A Career Research Project In The Introductory Communication Course To Develop Agency, Self-Efficacy, Self-Determination, And Adaptability In Career Exploration, Stephen A. Klien, John Elmer, Patrick J. Rottinghaus

Journal of Communication Pedagogy

Helping students make connections between the disciplinary study of communication and the development of student agency in career exploration can be an important part of the mission of the introductory course in communication. This study incorporates social cognitive career theory to examine the effects of a semester-long communication career awareness research project as an intervention in an introductory communication course at a large public university in the Midwest. Survey data from 83 undergraduate students were analyzed to measure perceptions of self-efficacy, perceived competence, autonomy support, and adaptability for career exploration. The results of paired samples t-tests found significant gains on …

Post-Truth's Effect On The Brain And The Future Self: A Critical Communication Pedagogy Response, David H. Kahl Jr.

Journal of Communication Pedagogy

The university was created for the critical examination of ideas to seek truth. However, the proliferation of post-truth messages has made this goal more difficult to reach, creating an important communication pedagogy problem. Hegemonic forces create post-truth messages to mislead people and play to their existing beliefs in order to maintain and advance power. Post-truth messages are particularly effective because they cause cognitive overload and temporal discounting. Critical communication pedagogy (CCP) is a means by which instructors and students can evaluate post-truth messages. CCP allows for dialogue to reduce the cognitive issues that post-truth messages cause and allow for the …

Occupational Therapy Educators’ Self-Efficacy To Teach In A Blended Curriculum, Inti A. Marazita, Amy Adcock, Mary Shotwell

Journal of Occupational Therapy Education

Educational trends have influenced occupational therapy education as evidenced by the adoption of new teaching methods such as blended learning. Blended learning is a combination of both synchronous and asynchronous learning that occurs online as well as portions of the learning occurring in a brick-and-mortar. As more occupational therapy programs design their curriculum to include blended learning, it is essential to understand occupational therapy educators' self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators' self-efficacy to teach in a blended curriculum. This qualitative study aimed to examine the …

Visualize Whole-Self Model - An Instructional Design For Occupational Therapy Education, Mark White, Mary Smith, Adebimpe Obembe, Kristin Haas

Journal of Occupational Therapy Education

Innovative teaching approaches are changing traditional approaches by using a variety of teaching and learning methods to allow learners to succeed. This paper describes a new instructional model for healthcare education based on the science of learning, educational theories, and best practices in lesson design. The Visualize Whole-Self (VW) Model was designed to provide a learning structure for faculty as they guide the instruction of students in health professions. From the beginning of the program, students visualize themselves as professionals while working with faculty to learn content. The Visualize Whole-Self Model requires students to continually assess their strengths and weaknesses …

Preliminary Pages, Jennifer L. Brown

Perspectives In Learning

Preliminary Pages for Volume 20, Issue 2

Lessons Learned: Using Faculty Learning Communities To Foster Pedagogical Skills And Cultivate Community, Caitlin Brez, Linda Behrendt

Perspectives In Learning

Academic expertise has traditionally served as the measure of faculty’s effectiveness in the classroom. Twenty-first century changes in the landscape of higher education have brought the need for sound pedagogy as a foundational tool in the college classroom. Faculty learning communities (FLCs) are an effective method to facilitate the development of pedagogy, which, in turn, has shown to have a direct effect on student success and graduation rates. This article examines the experiences of two faculty members at a Midwestern university who developed a 10-week inter-disciplinary FLC that was offered over 5 semesters, as well as participant feedback.

Supporting Elementary Preservice Teachers’ Design Of Differentiated Instruction With A Transparent Lesson Plan Template, Charlotte A. Mundy-Henderson, Aaron Gierhart, Saoussan Maarouf

Perspectives In Learning

Planning and differentiation are key components of elementary teachers’ work in classrooms. Therefore, teacher education programs must prepare their preservice teachers for this future responsibility. This study examines how the integration of a more targeted lesson plan template and increased explicit in-class instruction impacts preservice teachers’ knowledge and implementation of differentiated instruction in an Elementary Education teacher certification program. Findings indicate that the new, more targeted lesson plan template and increased time dedicated to explicit differentiated instruction across the Elementary Education program led candidates to feel more knowledgeable about differentiated instruction and how to design and implement instruction for diverse …

A Preliminary Investigation Into The Impact Of A First-Year Stress Management Seminar, Lisa B. Smith, Mary E. Ignagni

Perspectives In Learning

Research reveals that high stress levels in undergraduate students may negatively impact their emotional and physical well-being. Short-term approaches to introducing stress management on college campuses have been explored. The purpose of this preliminary study was to determine whether a first-year stress management seminar course helped students reduce their stress a year after completing the course, identify which stress management skills students preferred, and assess the effectiveness of specific teaching techniques on student learning. Participants included students enrolled in two sections of a first-year stress management course. A survey was administered in 4 waves during the 2020 to 2021 academic …

Implications Of A Community-Based Learning Faculty Fellows Program To Facilitate Teaching And Learning In The Jesuit Tradition, Debra Fetherman, Julie Schumacher Cohen, Ovidiu Cocieru, Gerard Dumancas, Brian Snee, Patricia Wisniewski

Jesuit Higher Education: A Journal

The University of Scranton is one of the 28 Jesuit institutions of higher education located in the United States. Committed to community engagement and the development of Ignatian educators, a Community-Based Learning (CBL) Faculty Fellows Program was implemented academic year 2022-2023. The Ignatian Pedagogical Paradigm and the Engagement of Hope framework were used as models to develop, implement, and assess a CBL faculty development program. Program activities were designed to build faculty skills, capacities, and their identity as community-engaged practitioners. Lessons learned through program assessment on the impact on faculty’s transformation to Ignatian educators and their ability to imagine new …

Imagination Grasping Reality: An Ignatian Foundation For Critical Hope In Jesuit Education, Susan Haarman

Jesuit Higher Education: A Journal

As public faith in higher education faces an all time low, the need for hope to both infuse and be a product of our institutions of higher learning is paramount. Rather than a simple hopeful optimism, Henry Giroux conceptualized critical hope - an educated hope that will form students capable and willing to view themselves and the world through a critical lens and then imagine new ways of proceeding that serve the public good and honor human dignity. Jesuit education, at its best, is rooted in expressions of critical hope with a world-affirming commitment to depth of thought and imagination …

Call For Manuscripts, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Teaching Learning Newsletter Vol 3 Issue 3, Sastra Deemed To Be University

TLC Newsletter

No abstract provided.

A Simulated Qualitative Study Exploring Higher Education Faculty's Perceptions Of Factors That Influence Dynamic Decision-Making When Choosing Opportunities For Student Engagement In Asynchronous Online Courses, Leticia De La Garza

Graduate Theses and Dissertations

The purpose of this study was to explore higher education faculty’s perceptions of factors that influence dynamic decision-making when choosing opportunities for student engagement in asynchronous online courses. More specifically, this study sought to understand how faculty in higher education perceived these factors to prevent and facilitate dynamic decision-making when designing instructor presence, student-to-student collaboration, and student-to-academic content engagement opportunities in asynchronous online courses, as Garrison et al. (1999) suggest, for a community of inquiry. There has not been much focus on the dynamic decision-making of online instructors in higher education and a call to continue exploring factors that influence …

An Analysis Of The Statewide Shortage Of Aba Professionals In New York, Leanna S. Mellon, Noor Syed, Lauren Lestremau Allen

Excelsior: Leadership in Teaching and Learning

Support services for many Autistic students in schools is critical. Behavior analysts are one type of service provider who offer support services in and outside of school settings to Autistic students. As behavioral support services are increasing in educational settings, it is important to ensure there are a sufficient number of professionals trained to provide high quality and compassionate support. However, there may not be enough state licensed providers to meet the growing need of students across the state of New York (NY). The supply of state licensed behavior analysts (LBAs) was calculated for the state of NY, its six …

Teacher Certification During Multiple Pandemics In The Epicenter Of It All, Deborah Greenblatt 4509457

Excelsior: Leadership in Teaching and Learning

Teacher certification exams were put on hold as New York City became the epicenter of the COVID-19 crisis in March of 2020. State officials closed testing centers and school buildings, and teacher candidates began to panic as administrators at their student teaching placements worked feverishly to adjust. This changed teacher candidates’ ability to complete the performance assessment required for certification (edTPA). Concurrently, COVID-19 was disproportionally affecting the Black community (Phillips et al., 2020) and areas with limited financial resources. Based on the demographics of students at The City University of New York, there were extensive health challenges for many of …

Looking Back In Order To Move Forward: Lessons From Covid-19 For Teacher Education, Kiersten Greene, Lizabeth Cain, Elizabeth Brennan, Brianna Vaughan

Excelsior: Leadership in Teaching and Learning

This article provides critical perspectives on education technology integration in a teacher education context in a post-pandemic world. The authors—two early career teachers, one in a pre-school and one in an elementary school, and two elementary teacher education faculty members at a mid-sized public university—use the U.S. Department of Education’s 2016 guiding principles for educational technology in teacher education for analysis. The commentary evolves directly from and reflects the authors’ collective experience across the P-20 spectrum in education technology, with close attention paid to what was learned during the onset of the COVID-19 pandemic and subsequent pivot to remote learning …

The Other Fifty Percent: Expressions From Special Education Teachers About Why They Persist In The Profession, Laron A. Scott, Christine Powell, Lauren Bruno, Christopher J. Cormier, Joshua P. Taylor, Katherine Brendli

Excelsior: Leadership in Teaching and Learning

We examined reasons special educators are motivated to persist in the profession despite challenges that often lead to attrition for this group. Participants were 21 special education teachers with six or more years of teaching experience across multiple grade levels. Data were collected via the Zoom virtual meeting platform with four focus groups. Semi-structured interview techniques were used, and data were analyzed using deductive coding procedures. Participants shared external, employment, and personal factors associated with Billingsley’s (1993) career decision framework that influenced their persistence, such as supports from school administrators with expertise in special education law, passion for students and …