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Journal of Science Education for Students with Disabilities

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Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites

Designing An Active Learning Popular Culture Experience

Library Faculty and Staff papers

Designing an Active Learning Popular Culture Experience is an overview of various techniques faculty can use to incorporate active learning into their curriculum and pedagogy. Popular culture studies provides a great platform for engaging students, but also provides them opportunities for active review of materials and discussion in and out of class. Innovative spaces, classroom design and technology to support active learning will also be reviewed.

The 2014 Credo Survey, Allen Mckiel

Charleston Library Conference

The Credo Survey addressed student research skills. Two parallel surveys over the same questions were addressed separately to students and faculty, which had respectively 2,606 and 472 respondents. Just less than 90% of the students were undergraduates split nearly evenly in progress to completion, with 87% of respondents attending full‐time and a fairly representative spread of majors. Just less than 50% of the faculty had taught over 10 years with nearly even proportions spread across the first 10 years and with a representative sampling of disciplines. Seventy‐seven percent were full‐time. The majority of responses came from about a dozen institutions—half …

The Multimedia Developmental Process, Joel Gardner, Carolyn Levally

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

Multimedia is becoming an increasingly important part of elearning and online learning. Over the past several years, many different tools for creating multimedia have become available and easily used. However, without good process, grounded in research-based instructional principles, multimedia often falls short of its potential to increase student learning and success. At Franklin University's International Institute for Innovative Instruction, we have developed and refined a streamlined, collaborative process for developing high quality, effective multimedia. In this poster session, we describe the process we use to conceptualize and develop targeted multimedia for our online and face-to-face courses. We also share specific …

Gourmet Gamification: Creating Meaningful Classroom Simulations As A Student Project, Brenda Jones, Daniel Bell

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

Engaging students and providing meaningful learning experiences that connect to professional contexts is a challenge met in part through the use of simulations and games. Students from Interactive Media Design {IMD) created interactive learning games for Communication (COMM) and Public Relations {PR) courses.

Hybrid Learning Design, Younghee Jessie Kong

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

Many researchers have compared the characteristics of online and face-to-face learning to find out best learning approach over last decades. This research led to a new learning concept-hybrid learning - that combines the best features of both approaches and overcomes many of their limitations. The major benefits of the hybrid approach are that the students can directly interact with their instructor and classmates in the face-to-face setting, while they have more time for thoughtful reflection and participation through asynchronous written communication in the online setting. With the benefits of hybrid learning, there has been a large increase in the number …

Design Implications Of Changing Student Demographics, Andy Igonor, Natalya Koehler

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

Many non-traditional higher education institutions have built their cyber security and computer science programs {CSCS) to cater to the needs of adult, working learners. Focusing on this demographic has implications for course and program design. Design approaches have therefore focused on strategies aimed at translating knowledge into learning nuggets specific to the adult learner, enabling day one job-readiness upon graduation. Recently, there has been increased focus on CSCS education at the high school level. The computer science for all initiative was announced recently by US President Obama, and there have been increased creativity on the part of higher education institutions …

Curriculum Design Framework In The Digital Age, Xiaopeng David Ni

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

Constant technological changes, especially the adoption of learning management systems, have been significantly altering higher education curriculum environment and practice. Research on effective design frameworks and principles for technology-based instructional environments is crucial to meet the growing needs of online curriculum and to maximize corresponding investment. The purpose of this poster is to propose a design framework to help curriculum designers and developers plan their curriculum in ways that embrace new technologies and cope with the design complexity.

Statistical Strategies: Meeting The Needs Of Struggling Math Students Through Self-Guided Interactive Multimedia, Nimet Alpay, Natalya Koehler, Carolyn Levally, Tawana Washington

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

As part of the MATH 215 redesign, we developed weekly web-based interactive multimedia lectures, based on the 12 principles of multimedia learning (Mayer, 2001). The goal of our research study was to determine, using formative evaluation, if these multimedia pieces were useful and if they should continue to be used.

Results Of A Successful Redesign Of An Introductory Statistics Course: Improved Student Performance, Retention, And Course Satisfaction, Nimet Alpay, Natalya Koehler, Carolyn Levally

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

No abstract provided.

Accessible Game-Based Learning: A Method For Establishing Educational Games Across A Broad Variety Of Subjects, Brad Birmingham, Richard Shoop

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

A reusable game platform was developed that accepts a question and answer format. This format provides access to a variety of game types including: true/false, multiple choice, and terms/definitions. The result is a subject agnostic foundation on which numerous game ideas and themes can be added.

Student Usability Analysis Of Bluequill Lms, Tawana Washington

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

• The purposes of this usability evaluation are to address the lack of student input and guide future enhancements to BlueQuill.
• Franklin University invested in the design, development, and maintenance of its own learning management system (BlueQuill).
• It does not appear the university conducted an analysis of students' needs concerning an LMS (formative) nor the usability from students' perspectives (summative).

Realigning A Graduate Program, Rob L. Wood, Joel Gardner

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

No abstract provided.

I'M Engaged! Maximizing The Online Learning Experience, Joanna Williamson, Matthew Barclay, Jacinta Banks

Learning Showcase 2016: A Celebration of Discovery, Transformation and Success

How do we engage learners online? In this poster, we present design and teaching solutions to help engage students in online learning.

Integrating 3d Printing Across The Liberal Arts Curriculum, Adam Konczewski, Jonathan Carlson, Aaron Utke

Oberlin Digital Scholarship Conference

3D modeling technology is a great way to approach a broad range of educational pedagogies. Participants learned how to integrate 3D technology into your classroom. This presentation focused on the pedagogical applications of 3D printing and design in the classroom that we have implemented with chemistry, art and environmental studies faculty and students. During this intensive workshop participants learned how 3D printing and design can be used as a tool for creative problem solving.

PLEASE NOTE: Participants installed the following software before attending the workshop: Sketchup (free trial version) from http://www.sketchup.com/ iPad app for Makerbot PrintShop https://itunes.apple.com/us/app/makerbot-printshop/id884304128?mt=8 (the presenters also …

Theoretical Modelling To Explain Lecturers’ Use Of Educational Support Systems For Teaching In University-Based Library Schools In Nigeria: Extending The Technology Acceptance Model (Tam)., Taiwo Adetoun Akinde

Library Philosophy and Practice (e-journal)

Abstract

This work is an attempt at theoretical modelling. The result of a search for a theoretical framework and a conceptual model to explain lecturers’ use of Educational Support Systems (ESS) for teaching in university-based library schools in Nigeria. The applicability, similarity and relevance of Theory of Reasoned Action (TRA), Theory of Planned Behaviour (TPB) and the Technology Acceptance Model (TAM) were discussed. TAM was found to be the most appropriate framework for the research based on its variables and/or constructs; hence, a research model, an adaptation of TAM was drawn and used to guide the research. Based on the …

Use Of An Lms In Undergraduate Business Communications Courses, Arlene J. Nicholas

Faculty and Staff - Articles & Papers

Does the current college population embrace the use of technology for classwork? They may be devoted users of text messaging, Facebook and even Google, but do they take advantage of the learning tools created for their specific coursework? Does it advance their knowledge or understanding of course objectives? The cost for the university licensing, faculty and staff effort to create, upload, troubleshoot and maintain is considerable. A small case study of Business Communication students who used a learning management system (LMS) was conducted. Analysis of this study and other recent research in this pedagogical method will be reported.

Pre-College Deaf Students’ Understanding Of Fractional Concepts: What We Know And What We Do Not Know, Keith Mousley, Christopher Kurz

Journal of Science Education for Students with Disabilities

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively measured by their ability to describe the properties of fractional numbers, convert between fractional numbers and their visual representations, and determine the order and equivalence of fractional numbers. Furthermore, the qualitative study was supplemented by interviews with the deaf participants and surveys with their parents and teachers to examine use …

Fostering An Inclusive Stem Workforce, Cary A. Supalo Dr.

Journal of Science Education for Students with Disabilities

The following keynote address was delivered by Dr. Cary A. Supalo at the 2015 Training Workforce and Development and diversity conference which is one of the divisions that is part of NIH’s general medical sciences. This conference was attended by over 500 program directors from all of the T32 sponsored projects in 2015. This presentation discussed the importance of a full inclusive STEM workforce that includes persons with disabilities

Digital Distractions In The Classroom Phase Ii: Student Classroom Use Of Digital Devices For Non-Class Related Purposes, Bernard R. Mccoy

College of Journalism and Mass Communications: Faculty Publications

A 2015 survey of American college students examined classroom learning distractions caused by the use of digital devices for non-class purposes. The purpose of the study was to learn more about Millennial Generation students’ behaviors and perceptions regarding their classroom uses of digital devices for non-class purposes. The survey included 675 respondents in 26 states. Respondents spent an average of 20.9% of class time using a digital device for non-class purposes. The average respondent used a digital device 11.43 times for non-class purposes during a typical school day in 2015 compared to 10.93 times in 2013. A significant feature of …

Learning Through Personal Connections: Cogenerative Dialogues In Synchronous Virtual Spaces, Stephanie Bondi, Tareq Daher, Amy Holland, Adam R. Smith, Stacy Dam

Department of Educational Administration: Faculty Publications

This study describes the role of cogenerative dialogues in a synchronous virtual classroom. Cogenerative dialogues are a way for students and instructors to reflect upon in-class events and work collaboratively during the course to optimize teaching and learning. In the present study, cogen has been found to be a tool for enhancing connections among graduate students in the class leading to a reported increase of motivation and engagement. Cogenerative dialogues were essential in shifting responsibilities so that students took a more active role in their own learning while supporting each other.

The Relationship Between Successful Completion And Sequential Movement In Self-Paced Distance Courses, Janine Lim

School of Distance Education Faculty Publications

A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of …

Nursing Faculty Reports Of Their Intention To Design Instruction To Support Student Learning In Community College Classrooms, Ann-Marie Evans

Nursing Faculty Publications

The purpose of this exploratory case study was to describe community college nursing faculty members' reports of their intention to design instruction to support learning for a broad range of students in their classrooms. Specifically, Ajzen's (1985) Theory of Planned Behavior (TPB) was the conceptual framework used to analyze nursing faculty members' reports of their attitudes, normative beliefs, and control beliefs related to the three Universal Design for Learning (CAST, 2011) principles. Ajzen theorized that individuals base their behaviors on intention and intentions are based on the individuals' attitudes toward the behavior, their perceptions of how others wanted them to …

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …

Medulla: A 2d Sidescrolling Platformer Game That Teaches Basic Brain Structure And Function, Joey R. Fanfarelli, Stephanie Vie

Faculty Scholarship and Creative Works

This article explores the design and instructional effectiveness of Medulla, an educational game meant to teach brain structure and function to undergraduate psychology students. Developed in the retro-style platformer genre, Medulla uses two-dimensional gameplay with pixel-based graphics to engage students in learning content related to the brain, information which is often pre-requisite to more rigorous psychological study. A pretest posttest design was used in an experiment assessing Medulla’s ability to teach psychology content. Results indicated content knowledge was significantly higher on the posttest than the pretest, with a large effect size. Medulla appears to be an effective learning tool. These …

Individual Differences In Digital Badging: Do Learner Characteristics Matter?, Joey R. Fanfarelli, Thomas Rudy Mcdaniel

Faculty Scholarship and Creative Works

Badge use has rapidly expanded in recent years and has benefited a variety of applications. However, a large portion of the research has applied a binary useful or not useful approach to badging. Few studies examine the characteristics of the user and the impact of those characteristics on the effectiveness of the badging system. This study takes preliminary steps toward that cause, examining the effectiveness of a badging system across two web-based university courses in relation to the individual differences of the learners. Individual differences are examined through the lens of Long-Dziuban reactive behavior types and traits. Results revealed differences …

From The Co-Editors, Todd Pagano

Journal of Science Education for Students with Disabilities

We continue to work diligently to improve JSESD. One of the largest challenges to the journal remains the solicitation of manuscript submissions. As such, we are asking the journal’s readership to assist us in advertising the journal. If you are familiar with individuals who might be interested in submitting a manuscript, please pass along the JSESD author link provided above. We are especially interested in articles on science education for students with varying types of disabilities and at a full range of grade levels (K-12 and postsecondary).

A Historical Perspective On The Revolution Of Science Education For Students Who Are Blind Or Visually Impaired In The United States, Cary A. Supalo Dr.

Journal of Science Education for Students with Disabilities

The following was an invited presentation given by Dr. Cary A. Supalo to the National Federation of the Blind of Illinois annual state convention that was held in Chicago, Illinois on Saturday, October 28, 2011. These remarks were slightly modified for the Journal of Science Education for Students with Disabilities.

Cary A. Supalo

What does the term Revolution mean? To some it can simply mean change. To others, it can mean drastic change, and still to others, revolution is no more than a descriptor for something else. In this context, I believe revolution refers to a time of significant change.1 …