Scholarship of Teaching and Learning Commons^™

Empowering Hopeful Student Leaders At The Catholic Social Ministry Gathering, Nick Cardilino

Learning Teaching Forum

Since 2013, Campus Ministry's Center for Social Concern has brought a small group of students to the Catholic Social Ministry Gathering in Washington, D.C. In their Young Leaders Initiative program, students learn about social justice issues and how they relate to Catholic teaching. On the fourth day, they have the opportunity to meet with their congressional representatives and senators or their aides to discuss three legislative issues that the U.S. Bishops are advocating for. A panel of past participants will talk about what they learned, how they grew as leaders and how the experience gave them hope for positive change …

Educating The Whole Person: A Mini-Course Designed To Integrate Head, Heart, And Hands, Karen Lovett, Stephen Wilhoit, Elizabeth Ann Mackay, Meaghan Crowley

Learning Teaching Forum

How can a humanities-based mini-course that employs experiential learning help first-year students better understand their vocation by serving others? For the past year, teams of faculty and staff at UD have worked out answers to this complicated question, developing four versions of new mini-course students will take this spring: Educating the Whole Person. Each section of this mini-course will be taught collaboratively by a faculty or staff member with the aid of a community partner. By studying a core set of texts in the humanities, serving others through experiential learning, and reflecting deeply on their own vocations, students will learn …

The Journey Box: Promoting Language Development While Exploring One’S Identity, David Wolff

Open Educational Resources - Teaching and Learning

A Journey Box allows students to explore and share their family’s historical narrative using primary sources like interviews and artifacts. Students explore different facets of their own family’s history and journey to America while engaging in a larger shared experience among classmates to understand different perspectives. The Journey Box develops oral and written language skills while supporting individual’s exploration of their culture and identity.

Journey “Box” Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

The Journey “Box” allows preservice teachers to explore and share their own historical narrative as they different aspects of their own family’s journey to America. The Journey “Box” first asks preservice teachers to explore themes by reading children’s literature and then positions preservice teachers as interviewers as they seek out different facets of their family’s historical narrative from members of their family. Preservice teachers then use their experience with a Journey “Box” to design an inquiry that could be used in their field experience. The Journey “Box” integrates social studies standards and best practices with ELA standards.

Critical Teaching Behaviors: Defining, Documenting, And Discussing Good Teaching., Lauren Cornejo Barbeau, Claudia Cornejo Happel, Nancy L. Chick

Publications

What does “good” teaching mean, and how can we know it when we see it? Perhaps you have grappled with these questions at some point in your career, either as an instructor wanting to document or grow your teaching effectiveness or as a peer or administrator trying to provide guidance to or assess the teaching of others.This book serves three purposes: a condensed, evidence-based guide to effective teaching; a resource on creating a focused teaching narrative and teaching portfolio; and a toolkit that equips faculty to conduct peer observations, student midterm feedback, and productive conversations related to teaching.

The first …

Creating A Gifted-Friendly Classroom, David Wolff

Open Educational Resources - Teaching and Learning

The goal of undergraduate teacher preparation programs is to equip future teachers to work with all learners. Gifted and talented learners are likely found in every classroom regardless of where they reside. According to Rinn et al. (2022), Kansas, Missouri, Oklahoma, Colorado, and Nebraska do not require undergraduate teacher candidates to take university coursework on gifted education. The goal of this presentation is to provide a general overview of gifted education specific to Kansas. This presentation aims to address myths and misconceptions about gifted education and gifted learners, characteristics of gifted learners, a basic overview of a general identification process, …

Summary Of Effects: Impact Of Intersect On Student Math Achievement And Teacher Perceptions, Natalie Wright

STEM Research

This summary of project evaluation findings was presented to the InTERSECT team and DCPS leaders in February 2023 as a supplement to the Year 2 Summative Evaluation Report. The evaluation examined effects of Project InTERSECT on Cohorts 1 and 2, including student mathematics achievement and teacher perceptions. The project has had significant impacts on students’ mathematics achievement. Compared to a business-as-usual group (which was matched to the treatment group based on pretest scores, demographics, and grade level), students in Project InTERSECT classrooms performed significantly higher on iReady Math assessments. Treatment effects were particularly large for kindergarten (Hedges’ g = .34) …

Counseling Skills For Educators, Craig Hall

UNLV Best Teaching Practices Expo

The University of Nevada, Las Vegas is touted as a diverse campus. Indeed, students represent a wide range of demographics concerning race, gender, identity, socioeconomics, physical and mental ability issues, as well as non traditional students and those the intersectional representation of multiple demographic groups. It is incumbent upon educators to provide safe spaces for all students. This is an equitable practice. How can educators be more equitable? By using counseling skills in their education such as: empathy, active listening, belief in the capabilities of students, and avoiding labeling students. It must be noted that the use of counseling skills …

Why Ask That? Low Stakes Questions Build Engagement, Van Whaley

UNLV Best Teaching Practices Expo

A few low-stakes questions during the term build engagement, encourage persistence, and can improve learning outcomes.

During labs, students work together to learn Anatomy & Physiology… plus answer these Engagement Booster Questions.

The Need
/="/">Students need to meet classmates. After two years of online-only education, returning to in-person labs is a new experience many students find uncomfortable and challenging.

The Existing Resources
/="/">Students in the same lab have several similarities that include enrolling in the same lecture section, similar schedules, the same completed prerequisites, similar majors, and career aspirations.

The Goal
/="/">Building engagement between students should help …

The Expectations, Experiences And Satisfaction Of Students Within A Nutrition And Dietetics Program Regarding Faculty Academic Advising Using A Prescriptive Or Developmental Advising Lens, Nettie Puglisi Freshour

Graduate Theses, Dissertations, and Problem Reports (ETD)

This research study examined student’s expectation, experiences and satisfaction with faculty academic advising using a prescriptive vs. developmental lens. The intent was to explore the student’s expectations of academic advising, determine if their experiences aligned with their expectation and if this led to satisfaction of their academic advising. This study utilized the Systems theory to determine how academic advising is performed by the program and if that experience for the student is how the systems (institution, college, department, and program) are promoting the form of advising. This study utilized a qualitative case study approach, guided by three research questions. Data …

A Return To Humanity In Teaching, Stephanie Foote

Pedagogicon Conference Proceedings

In The Courage to Teach, Parker Palmer (1998) writes, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (p. 10). As Palmer (1998) suggests, teaching and identity are interwoven, making teaching an act of vulnerability. Despite this, we often create our courses in ways that protect us, and ultimately, create distance from the students we teach. This piece explores ways to return to the humanity in teaching by understanding ourselves and our students and using these collective understandings to create inclusive and responsive learning environments, regardless of course modality.

Building Relationship-Rich Opportunities Online, Shirley P. O'Brien, Kelli Spayd

Pedagogicon Conference Proceedings

Mentoring is an important process in building rich relationships in learning. The use of e-mentoring as an innovative strategy to promote a relationship rich experience for faculty and students is described. Data collected reinforces learner-centered professional value in the promotion of student engagement.

The Importance Of Relationships In Service-Learning Projects: A Case Study From Eastern Kentucky University, Tara Pulaski, Josiah Coleman, William Mccann, Erin Presley

Pedagogicon Conference Proceedings

A graduate course at Eastern Kentucky University included a significant Service-Learning project that evaluated and made recommendations about the University’s Writing Intensive program in collaboration with University administrators. The project’s goals included making sure that students have quality writing courses, that faculty are supported in teaching Writing Intensive courses, and that students develop the writing skills necessary to be successful in their professional lives. Additionally, the goals of Service-Learning center both on learning outcomes and community engagement, making it an effective method for cultivating this collaboration.

Humanizing Learning: Concepts And Strategies To Design And Implement Now, Melony Shemberger

Pedagogicon Conference Proceedings

Humanizing teaching supports the affective and cognitive dimensions of learning. The concept often is used in online education, but it is necessary for any modality to build a learning environment that is relationship-rich. This article discusses the principles and elements of humanized learning, helpful theoretical frameworks, and strategies that can be implemented and practiced in any instructional setting.

When Love Hurts: Confronting William Styron’S Racial Misery In College Composition Classrooms, Natasha D. Moore

Pedagogicon Conference Proceedings

Acknowledging and attending to how professors feel about their students is an often ignored but fundamental component in creating relationship-rich pedagogy. This paper references William Styron’s “This Quiet Dust” to facilitate a transparent discussion about how we truly feel about Black Language, its role and use in the academy, and how these feelings ultimately shape how our Black students experience our encounters with them.

A Student-Faculty Partnership In Redesigning Renewable Assignments, Cindy Hayden, Haley Rickard, Amanda S. Hansford, Tyler Bush

Pedagogicon Conference Proceedings

This article explores the experiences of OTD students and one faculty who redesigned assignments as a method for students to co-create their own learning. Twenty-two students completed five newly designed renewable assignments in a clinical orthopedic course. Students then provided feedback individually and as a group at midterm and the end of the semester on the assignments including templates, grading rubrics, and assignment instructions. Redesigning course assignments can take more time before and during the semester. The gain is more student involvement and effective engagement with the course materials in the teaching-learning process.

New Normal Feels Anything But: Practical Strategies For Mental Wellness In The Pandemic Classroom, Maria Bane, Maggie Freeman

Pedagogicon Conference Proceedings

The COVID-19 pandemic continues highlighting the need for relationship-rich education, even while presenting challenges related to mental health and isolation for students and faculty. Return to face-to-face instruction has signaled a “new normal” that might feel anything but normal. This discussion draws on James Lang’s principles of small teaching, the idea that faculty can make small, manageable changes to teaching that significantly improve student learning and avoid faculty burnout. Specifically, motivation and growth mindset are explored to offer practical tips for promoting mental well-being in the classroom.

Building Faculty Relationships To Enrich The Educator And The Educated, Katie Twist, April Hatcher

Pedagogicon Conference Proceedings

At the University of Kentucky College of Medicine, we implemented a longitudinal faculty development program for interested educators to practice applying foundational teaching concepts and to provide space to discuss sensitive and challenging teaching experiences. The program was created to help develop and maintain a community of medical educators and assist with their teaching portfolio for promotion. Here we describe the thematic organization of the faculty development program organized into pre-work, in-session, and post-work components.

Relationship-Rich Pedagogy: Cultivating Positive Classroom Experiences For Undergraduate And Graduate Students, Casey E. Humphrey, José Juan Gómez-Becerra, Susan Skees Hermes, Gaby Bedetti, Russell Carpenter

Pedagogicon Conference Proceedings

Felten and Lambert’s (2020) relational pedagogy encourages faculty to create educational experiences that ensure every student experiences a genuine welcome and deep care; is inspired to learn; encounters a web of significant relationships; and explores questions of meaning and purpose. These principles promote student success at both the undergraduate and graduate levels. This essay will provide methods to incorporate Felten and Lambert’s relationship-rich strategies into courses ranging from general education to the graduate level.

Applying Universal Design For Learning (Udl) Principles For Building Intentional Student-Faculty Relationships In An Online Graduate Program, Robert Legary Jr.

Pedagogicon Conference Proceedings

Student engagement in learning and relationship building among faculty and students can be challenging in an online learning environment. Relatedness and positive engagement with other students and faculty foster positive learning outcomes. The intentional application of the Universal Design for Learning (UDL) engagement guidelines and checkpoints (CAST, 2018) with Chickering and Gamson’s (1999) Seven Principles for Good Practice accommodates learner variability and promotes relationship-building experiences. In an online M.Ed. program, key elements and strategies of the UDL engagement guidelines and the Seven Principles are integrated in curriculum, teaching methods, and learning activities. Implications for practice related to the application of …

Guide To Relationship-Rich Education In Teaching & Learning: Introduction To The 2022 Pedagogicon Proceedings, Russell Carpenter, Kevin Dvorak

Pedagogicon Conference Proceedings

The Guide to Relationship-Rich Education is a compilation of teaching strategies that promote relationship-rich education strategies (Felten & Lambert, 2020) across higher education contexts. In this guide, teacher-scholars present relationship-rich strategies and corresponding analyses across teaching and learning environments.

Ungrading General Education: Preliminary Results From A Pilot Study, Stacey J. Korson, Eric B. Meiners, Matthew Howell, Alison Buck, Kaitlynn Moody, Matthew P. Winslow, Travis L. Martin, Anne Fleischer

Pedagogicon Conference Proceedings

A group of faculty members representing more than 20 courses listed in the Eastern Kentucky University General Education curriculum participated in a pilot program to test and measure the effectiveness of “ungraded” pedagogy. “Ungrading,” as defined by the group, can be any conscious effort to move student emphasis away from grades and onto learning. Given this definition, ungrading took many forms in the pilot: gradeless classrooms, grading contracts, and greater choice of assignments by students, to name a few. At the end of the semester, quantitative and qualitative data was gathered from student course evaluations; DFW and retention rates were …

Training University Tutors To Work With Bilingual Students, Sara Incera, Haleigh Hamilton, Angie J. Marroquin, Socorro Zaragoza, Trenia Napier, Lara Kristin Vance, Ashley Matthews Sweat, Judith L. Jenkins

Pedagogicon Conference Proceedings

The purpose of this project was to train university tutors to improve their support of bilingual students (ESL/ELL students). We developed an evidence-based training session that emphasizes university connectedness and cultural inclusion. This one-hour training included background information, tutoring tips, and time for discussion. The majority of tutors (44 out of 47) reported learning something helpful they could use when tutoring. While this intervention was specifically designed to target bilingual students, most evidence-based tips discussed here are applicable to all students. It is crucial to provide tutors with the skills and resources necessary to better connect with their students.

Fiction, Literature, And Visual Art As Case Studies In Introductory Courses, Kelly Grenier

Pedagogicon Conference Proceedings

This paper explores the usage of art in the college classroom to teach political theories and concepts. Rethinking how instructors can teach introductory political science courses to students socialized in a contentious political culture, this paper argues that art-based assignments in lieu of traditional case studies are well-suited to this challenge. Offering examples from an introductory political science course, this paper demonstrates the approach in action and offers suggestions to apply this approach in other disciplines and institutional settings.

In-Class Laptop Use For Student Learning: A Pilot Study, Jiyeon Park, Abigail Aulbach

Pedagogicon Conference Proceedings

While laptops are considered an effective and critical learning tool, the effects of in-class laptop use on student learning remain controversial. Although many recent studies have found that in-class laptop use may produce negative effects in higher education, college students increasingly utilize their laptops in classrooms. To effectively integrate laptop use into lessons, we examined the effects of behavior strategies concerning in-class laptop use by undergraduate students. Throughout the course of a semester, participants were provided visual prompts, including "Red", “Yellow,” and "Green" codes, in accordance with class activities. The students’ attitudes and perspectives regarding the strategy were surveyed and …

Transforming Education: Using The Connectedness Cycle As A Framework For Instruction, Kimberly Vigil

Pedagogicon Conference Proceedings

The connectedness cycle is an emerging framework for practice that advances the understanding and implementation of relationship-rich educational practices. These relationship-rich educational practices allow for more meaningful student engagement, and they serve to enhance academic outcomes. When embodied and implemented by faculty, the connectedness cycle has the ability to transform education.

Using Interteaching In A Fully Asynchronous Online Honors Seminar Course, Steffen Wilson, Steven Shisley Dr.

Pedagogicon Conference Proceedings

This paper describes the modification of the Interteaching approach to simulate a seminar course in the asynchronous online course format. Each unit began with students answering a set of questions about a reading. Next, students had an interteaching discussion by reading and provided a brief comment on their classmate’s answers to each question. After this discussion, students completed a record sheet summarizing their reaction to the discussion and providing the course instructor with any remaining questions about the article content. Each unit ended with the course instructor providing students with a recorded wrap up video that discussed their unanswered questions …

First And Lasting Impressions: Creating Course Tour Videos To Guide Online Students, Melony Shemberger

Pedagogicon Conference Proceedings

Online course design has gained increased attention in education, given the global health crisis brought on by COVID-19. Students need to familiarize themselves at the beginning of an online course to be successful. An important item often overlooked, however, is the inclusion of a course tour video, which can help serve as an effective orientation for a student new to the course. This article will share best practices and insights on how to make a brief video guiding students to navigate a course more effectively, setting them up for success.

Does Your Student Know? Being Intentional With Quality In Designing Online Instruction, Melony Shemberger

Pedagogicon Conference Proceedings

This article guides instructors to incorporate intentionality as a communication construct when designing a learning experience, especially online. Intentionality is communication planned around a learning goal by the instructor through cognitive decisions. Based on the research, the author shares the details of a faculty development course she created.

Feed More Back: Multimodal Feedback Toward Relationship-Rich Writing Courses, Jessica Mattox, Cyndy Lopez Guerrero

Pedagogicon Conference Proceedings

Our goal is to use feedback to increase student understanding of audience and purpose in collaborative writing projects. One-on-one feedback is difficult to accomplish in classes with large caps and multiple process-based writing assignments per semester. Providing detailed feedback is time-consuming, so writing instructors often resort to generic comments or even quantitative rubrics. We implement multimodal feedback strategies that foster meaningful connections in the classroom. In these proceedings we have integrated a multimodal feedback plan into two of our assignment sequences: 1.) an Instruction Set, Usability Test, and Results Memo, and 2.) The Freshmen “Theory of Writing” research paper process.