Scholarship of Teaching and Learning Commons^™

Transparent Alignment And Integrated Course Design, David W. Concepción

Professional and Organizational Development Network in Higher Education: Archives

This essay addresses ways of making learning goals, and ways of reaching those goals, more transparent to our students, through a process called ‘alignment.’ After defining key terms, I illustrate integrated course design with an example from my Introduction to Philosophy class.

Research-Based Strategies To Promote Academic Integrity, Michele Dipietro

Professional and Organizational Development Network in Higher Education: Archives

A cursory glance at the literature on cheating paints a bleak picture. In the past decades, the prevalence of cheating has hovered at discouragingly high level, with about 75% of students admitting to some sort of cheating, and with peaks of over 90% in some prevalence studies. Given these figures, where does a wellintentioned instructor start? A good place to start untangling this complex problem is to understand it better. Academic dishonest behaviors vary in their frequency, seriousness, and motivations behind them, but they have been extensively researched, and we can abstract general principles to conceptualize this problem. Once we …

Deep/Surface Approaches To Learning In Higher Education: A Research Update, James Rhem

Professional and Organizational Development Network in Higher Education: Archives

Instead of looking at and trying to adjust to differences, the deep/surface researchers concentrated on observing commonalities. How did actual students actually study and what were the environmental cues that prompted them to take the approach (“deep” or “surface”) they chose? This research and renewed awareness of it here have had a powerful influence on thinking about teaching and learning in higher education in the United States especially with regard to assessment. Why? Because the research has found that students’ intention in studying/learning relates strongly to their perceptions of what they will be assessed on and how they will be …

Using Undergraduate Students As Teaching Assistants, Joseph "Mick" La Lopa

Professional and Organizational Development Network in Higher Education: Archives

Given the procedure for recruiting and selecting undergraduate students to be teaching assistants (TAs) and the pros and cons mentioned, there is every reason to continue using them to help administer my classes. I completely trust undergraduate TAs to keep an accurate record of attendance, grade assignments based on the rubric, and adhere to the course policies concerning attendance and assignment deadlines. Other educators should consider using the recruitment techniques suggested in this essay to select bright undergraduates to serve as a TA. They will reap many benefits from their work.

Facilitating Group Discussions: Understanding Group Development And Dynamics, Kathy Takayama

Professional and Organizational Development Network in Higher Education: Archives

Facilitating discussions requires the ability to engage different perspectives and skills in response to the needs of the group. How well a group works together depends upon the dynamics among participants and the ability of the facilitator to gauge and respond to these dynamics. An effective facilitator works to create an inclusive learning environment while being prepared to set boundaries and rules when necessary. Yet, even experienced facilitators can be confronted with situations or individuals that prevent the group from functioning. Such situations are even more daunting for new faculty and graduate student Teaching Assistants (TAs) who are new to …

The Value Of The Narrative Teaching Observation, Niki Young

Professional and Organizational Development Network in Higher Education: Archives

Narrative teaching observations allow educational developers to document a variety of teaching behaviors and, by framing these behaviors with the appropriate vocabulary, to highlight their pedagogical functions. We use the vocabulary not to obfuscate good teaching in educational jargon but to illuminate effective teaching behaviors using an agreed upon professional vocabulary and to make the teaching process more transparent (Hatzipanagos ND Lygo-Baker, 2006). Similarly, through its examples of narrative teaching observations, this essay adds to the literature by making our contribution as faculty developers more evident and making our professional practice more explicit.

Because You Can't Teach It All And They Won't Read It All: Student Response Systems Do Improve Learning, Steven G. Luke, Sarah Grison, Aya Shigeto, Patrick D.K. Watson

Psychology Faculty

In Introductory Psychology, 30 graduate TAs/faculty teach 2700 students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). Part of the program studied the pedagogical value of using student response systems to answer in-class multiple choice questions. Prior research lacks scientific rigor and provides equivocal evidence that SRSs improve learning (Caldwell, 2007).

About Us And Not About Us: Theorizing Student Resistance To Learning About Race And Racism From Underrepresented Faculty, Eve Tuck, Karanja Keita Carroll, Michael D. Smith

Publications and Research

Three early-career scholars write across their experiences as underrepresented faculty who teach required diversity courses to future educators in a predominantly white, small, state college. The authors theorize student resistance to course material and to faculty of color teaching about race and racism in a series of tableaus of their classrooms. They examine the ways that students' tactics of avoidance, consuming the Other, and "I won't learn from you" are simultaneously ''about us and not about us," unmasking uneven assumptions about the role of diversity courses in teacher preparation programs.

A 21st Century Communication Sciences And Disorders Program, Judith Montgomery, Janet L. Dodd, Sallyann Giess, Kamica Barnes

Communication Sciences and Disorders Faculty Articles and Research

The focus of graduate programs in communication sciences and disorders has changed greatly in the last decade to reflect changes in society in general. Newly formed graduate programs must account for these societal changes as they prepare students for practice in the 21st century. This article will discuss what is expected of new graduates, how teaching philosophies influence course content, and how a new graduate program in communication sciences and disorders came to be.

Creating The Credit Il Course In A University Setting., Catherine A. Cardwell, Colleen Boff

USF St. Petersburg Campus Faculty Publications

No abstract provided.

Building Better Scientists Through Cross-Disciplinary Collaboration In Synthetic Biology: A Report From The Genome Consortium For Active Teaching Workshop 2010, Michael J. Wolyniak, Consuelo J. Alvarez, Vidya Chandrasekaran, Theresa M. Grana, Andrea Holgado, Christopher J. Jones, Robert W. Morris, Anil L. Pereira, Joyce Stamm, Talitha M. Washington, Yixin Yang

Biological Sciences Research

A common problem faced by primarily undergraduate institutions is the lack of funding and material support needed to adequately expose students to modern biology, including synthetic biology. To help alleviate this problem, the Genome Consortium for Active Teaching (GCAT) was founded in 2000 by Malcolm Campbell at Davidson College to bring genomics into the undergraduate curriculum. GCAT’s first tangible activity was to serve as a central clearinghouse both for the purchase and reading of DNA microarrays and for information on how to execute genomics experiments at undergraduate institutions. In response to the evolution of molecular biology in the last decade, …

Cohort Learning For Graduate Students At The Dissertation Stage, Barbara Holmes, Kimberly Birds, Angela D. Seay, Debra B. Smith, Kimberly N. Wilson

Education Doctorate Faculty Works

Doctoral students discuss the power of collaborative cohort learning in transforming the dissertation phase of doctoral study. Innovative components of doctoral cohort learning and dissertation preparation are detailed.

University Of Nebraska- Lincoln: Fact Book 2009-2010

University of Nebraska-Lincoln Administration: Reports, Papers, Publications, and Presentations

Fact Book Table of Contents

General Information

UNL Core Values ....................................................................... 4

Role and Mission Statement .............................................................................. 5

Institutional & Professional Accreditations ........................................................... 8

UNL Organizational Chart ............................................................................... 10

Student Credit Hours

Fall SCH Since 1979 .......................................................................... 11

SCH by College and Student Level, Fall & Spring Semesters, 5 Year Trend ...... 12

SCH by College and Student Level, Fall Semester, 5 Year Trend .................... 13

SCH by College and Student Level, Spring Semester, 5 Year Trend ................. 14

Summer Sessions Student Credit Hours ............................................ 15

Retention, Degrees and Majors

Student Retention & Graduation Rate Analysis ................................................. 16

Total Degrees …

Producción Intelectual En Pequeñas Universidades Privadas Latinoamericanas: Una Situación Paradójica, Gus Gregorutti

Faculty Publications

Durante las tres últimas décadas, Latinoamérica ha experimentado un incrementovertiginoso de la educación privada superior, incluyendo a las universidades.Este fenómeno ha estimulado la creación de diversas agenciasacreditadoras que buscan certificar la calidad de los programas de esas universidades.Se exige, entre otras dimensiones, que haya producción de conocimientocomo una forma de originar cambios socioeconómicos. Así las universidadesse ven impulsadas a producir investigación. Este estudio busca sabercómo los docentes de ocho pequeñas universidades privadas latinoamericanasperciben el proceso de producción intelectual en el contexto de sus tareas profesionales.Con una metodología mixta, se encontró que los mayores factoresque afectan a la investigación están relacionados …

Will Peer Review Still Function And How?, Sheri Spaine Long

College of Arts & Sciences Professional Work

Editors of scholarly journals increasingly use web-based peer review and tracking systems to offer enhanced speed, communication, automation and a complete record of submissions and peer review history. Such digital tools are likely to increase frequency of revisions and ultimately lead to a higher quality published article. However, with the larger and ever more dispersed reviewer pool that is facilitated by web-based systems, there is less reliance on elite reviewers. Therefore, there is more pressure on editors to assign manuscripts for review appropriately due to more peer reviewers, academic globalization, and the inherent depersonalization of the digital editorial assistant.

Inclusive Teaching Circles : Mechanisms For Creating Welcoming Classrooms., Sharon E. Moore, Sherri L. Wallace, Gina Schack, M. Shelley Thomas, Linda Lewis, Linda Wilson, Shawnise Miller, Joan D'Antoni

Faculty and Staff Scholarship

This essay examines the Inclusive Teaching Circle (ITC) as a mechanism for faculty development in creating instructional tools that embrace an inclusive pedagogy reflecting diversity, cultural competence and social justice. We describe one group’s year-long participation in an ITC at a large, metropolitan research university in the south. Next, we share several members’ strategies for promoting more inclusive and equitable learning for students in our classrooms. Finally, we consider the implications of ITCs for its group participants and the professorate at large.

A Model For The Measurement And Presentation Of Participation Awareness In Online Groupware Systems, Greg Baatard

Theses: Doctorates and Masters

The need to support effective group work in online environments has become a prominent issue in both education and enterprise. Universities continue to adopt constructivist-based learning strategies which see learners engage in group work to build knowledge, coupled with an increase in online and distance learners. In enterprise, where group or team based work is commonplace, the prevalence of the Internet has seen the emergence of teams that collaborate wholly or partially online.

In response to this emergent need, groupware, software used to support online group work, has become widely used in both education and enterprise. Although based upon sound …

The Messy Teaching Conversation: Toward A Model Of Collegial Reflection, Exchange, And Scholarship On Classroom Problems, Heidi L. Johnsen, Michelle Pacht, Phyllis E. Vanslyck, Ting Man Tsao

Publications and Research

Whether we teach in junior or senior colleges, we often represent our teaching in the best possible light, leaving little room for acknowledgment or discussion of uncertainty or errors. It seems that the only way to discuss a set back is as part of a larger narrative, one where a failure is simply a precursor to success, a way of highlighting a challenge overcome.This wall of silence about our "messes" prevents us from honestly discussing our day-to-day work in the classroom. This article models just such a "messy teaching conversation."

Re-Envisioning The Dissertation Stage Of Doctoral Study: Traditional Mistakes With Non-Traditional Learners, Barbara Holmes, Angela D. Seay, Kimberly N. Wilson

Education Doctorate Faculty Works

Doctoral students discuss the shift from learning in isolation to collaborative learning during doctoral study. Pros and cons of learning in isolation and collaborative learning will be detailed with various types of collaboration being discussed.

Citation: Holmes, B. D., Seay, A. D., & Wilson, K. N. (2009). Re-Envisioning The Dissertation Stage Of Doctoral Study: Traditional Mistakes With Non-Traditional Learners. Journal of College Teaching & Learning (TLC), 6(8). https://doi.org/10.19030/tlc.v6i8.1109

The Link, Vol 3, No. 11, December 2009/January 2010, Illinois State University, Center For Integrated Professional Development

The Link

Newsletter for the Illinois State University Center for Integrated Professional Development

The Link, Vol 3, No. 10, November 2009, Illinois State University, Center For Integrated Professional Development

The Link

Newsletter for the Illinois State University Center for Integrated Professional Development

In Transit Vol 4 Fall 2009, Laguardia Community College

LaGuardia Community College Publications

In Transit is the LaGuardia Journal on Teaching and Learning. It is published by the Center for Teaching and Learning at LaGuardia Community College, CUNY.

Nefdc Exchange, Volume 21, Number 1, Fall 2009, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the President: A Reflection of a Different Light - Tom Thibodeau, New England Institute of Technology

From the editors - Jeanne Albert, Donna Qualters, and Naomi Migliacci

New England Faculty Development Consortium Fall 2009 Conference, November 13, 2009, Worcester, Massachusetts, United States; theme: When Questioning is the Answer: Reflective Practice for College Faculty; keynote presentation by Stephen Brookfield, University of St. Thomas

Excerpt from Becoming a Critically Reflective Teacher, Jossey-Bass, 1995 by Stephen Brookfield

NEFDC Fall 2009 Conference Agenda

Connecting with others

Contemplative and Transformative Pedagogy - Arthur Zajonc, Amherst College

SAVE the date! NEFDC 2010 Spring …

The Link, Vol 3, No. 9, October 2009, Illinois State University, Center For Integrated Professional Development

The Link

Newsletter for the Illinois State University Center for Integrated Professional Development

The Catholic Educational Tradition Between The Pinchers Of The Classical And Political Liberal Educational Ideals, Edward Papa

Presidential Seminar on the Catholic Intellectual Tradition

In this paper Edward Papa propose a brief investigation of the main questions which arise when one places the Catholic Intellectual Tradition in battle with its most important opponents. There are two main opponents of the Catholic educational tradition. Pressing from the one side is the classical educational ideal of the ancient Greeks. Bearing in from the other is the contemporary liberal educational ideal.

The Link, Vol 3, No. 8, August/September 2009, Illinois State University, Center For Integrated Professional Development

The Link

Newsletter for the Illinois State University Center for Integrated Professional Development

Western Guide To Curriculum Review, Margaret Mcnay

Purple Guides

The Curriculum Review guide offers ideas about how to get started on the review process—questions to ask at the beginning of and during the process, suggestions about information to be gathered and how, issues to think about as you decide what to include in the curriculum, and ideas about how to teach the curriculum involving new and alternative pedagogies.

A Manual For Improving The Working Relationship Of Teachers Through The Implementation Of A Peer Coaching Model, Mitchell Bennett Richards

All Graduate Projects

The challenges that teachers face today with educational standards are daunting. Many teaching practices have evolved over the last several years due to the constraints of standardized testing. These constraints require students and teachers to be held accountable for their performance. Teachers are now required to do more than simply educate students based on their beliefs of best practices. Teacher professional development is paramount to provide teachers with the tools needed to face the challenges in education today. This project presents a peer coaching model to foster teacher development, reviews the related research in the field of peer coaching, and …

The Link, Vol 3, No. 7, July 2009, Illinois State University, Center For Integrated Professional Development

The Link

Newsletter for the Illinois State University Center for Integrated Professional Development

Market Simulation Programming As A Culminating Experience For Students Interested In Entrepreneurship And Pursuing An M.S. In Engineering Technology, W. Andrew Clark, Craig A. Turner

ETSU Faculty Works

Many of our students enrolled in our Master of Science in Technology program have expressed an interest in learning about entrepreneurship and the development and management of a technology driven company. Students interested in entrepreneurship can pursue a 12 credit concentration that includes classes in developing a cohesive marketing and technology strategy, comparing and contrasting technology strategies for companies within the same market niche, developing an entrepreneurial business plan and coursework in either small business management or entrepreneurial finance. One critical component of this concentration is the utilization of the Marketplace™ Venture Capital simulation game to provide students with real …