Scholarship of Teaching and Learning Commons^™

Rethinking Online Education To Maximize Student Engagement, Matt Rahimian

Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium

International students face many challenges associated with the differences in their linguistic and socio-cultural backgrounds, and those of the host culture. Scholars have used the concept of communities of practice to elaborate on possible ways to increase international students’ engagement in learning and community. Participation in institutionally planned activities, and exploring networking opportunities in the community help these students build learning communities. In online education, however, the opportunities for participation in communities of practice can be burdensome. Adjustments of the course design and classroom activities are needed to increase the students’ participation in communities of practice, which can facilitate the …

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 …

Students’ Perceptions And Engagement Utilizing Group Assignments, Kathleen Mae Fischer, Taran Thomas Williams, Joseph David Hannigan, Pauletta Gay Baughman

Pedagogicon Conference Proceedings

Educators have a vast array of teaching and learning techniques available when planning classroom projects. When introducing lecture content, an educator needs to choose the method that focuses on maximizing student engagement while incorporating the students’ perceptions and needs. Research has widely shown that placing students in groups not only increases their educative retention level, but also maximizes student engagement skills necessary to prepare them for the workforce. For our exercise, we started by dividing the class into small groups. Each group received a specific classroom topic with project presentation guidelines. Next, we allotted students class time to meet as …

A Qualitative Case Study Of Student Persistence In A Bachelor Of Science In Forestry Program, Maxwell Holmes

Electronic Theses and Dissertations

Educational leaders in forestry have been challenged to increase and diversify the pipeline of ‘society ready’ foresters. To meet these challenges, leaders must shift their focus to student retention. By understanding the factors that influence student engagement and persistence, these leaders will be better positioned to support students in forestry programs, thus positively impacting retention. This qualitative case study investigated student persistence of second-year forestry students in an undergraduate forestry program. The study was guided by Social Cognitive Theory and Social Capital Theory and explored the malleable psychosocial mechanisms of self-efficacy, sense of belonging, emotion, and well-being proposed by Kahu …

Engaging Graduate Students In The Online Learning Environment: A Universal Design For Learning (Udl) Approach To Teacher Preparation, Marla J. Lohmann, Kathleen A. Boothe, Andrea R. Hathcote, Amy Turpin

Networks: An Online Journal for Teacher Research

Today’s classroom is more diverse than ever; it is imperative that universities find solutions for meeting these diverse learning needs. One potential solution is Universal Design for Learning (UDL), which is a promising practice in the K-12 classroom. UDL is based on the idea that diversity among students is predictable and systematic adjustments to the curriculum should be made based on that predictability. While there is strong research supporting the use of UDL for traditional K-12 classrooms, there is little research regarding its implementation in the online university teacher preparation classroom. This study explores the use of UDL for increasing …

Learning: It's Personal, Angela Atwell

Publications

If you have any questions about this presentation or would like a copy of the handout, please contact Angela Atwell. Her information can be found at the end of the presentation.

Contrary to popular belief, teaching and learning in an online environment is not easier or less work than a traditional classroom. It takes intentionality, discipline and commitment from both the instructor and the student. However, the flexibility offered by online programs makes this option increasingly appealing. With this growing demand, online instructors must think critically about the content, strategically plan activities and align outcomes with diverse student goals. All …

Becoming And Being A Student: A Heideggerian Analysis Of Physiotherapy Students’ Experiences, Claire Hamshire, Kirsten Jack

The Qualitative Report

This three-year, longitudinal, narrative study sought to explore physiotherapy students’ stories of their undergraduate experiences to gain an insight into the process of being a student, with an interpretation of the philosophy of Heidegger as a possible horizon for understanding. The central aim was to listen to students’ stories told in their own words over a series of narrative interviews throughout their degree programme. The first author [CH] interviewed six students a minimum of five occasions and at each interview they were encouraged with a narrative prompt to tell the stories of their experiences as a series of episodes beginning …

Investigating The Supplemental Instruction Leader Experience: A Phenomenological Study Of Undergraduate Peer Educators, James Eller

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the experiences of undergraduate students who serve as Supplemental Instruction (SI) leaders at a mid-sized, private research university in the Midwestern United States. Using Schlossberg’s transition theory as a theoretical framework, this study attempted to answer the central research question: What is the experience of students who serve as SI leaders at a mid-sized, private research university located in the Midwestern United States? Sub-questions sought to address student expectations moving into the experience, how expectations were met or not met as they moved through the SI leader experience, the expected …

Increasing Engagement In French And Francophone Studies: Structured Journaling On The Emotions In La Fayette's La Princesse De Clèves, Logan Connors

Faculty Journal Articles

No abstract provided.