Higher Education and Teaching Commons^™

Teaching Excellence: The Core Of The Land-Grant Mission, Stephen M. Gavazzi

Journal on Empowering Teaching Excellence

The tripartite mission of the land-grant university – teaching, research, and community engagement – has evolved over the course of the past 150 years. The intensified concentration on empirical activities in the last half century, however, is thought to have created a mission-related imbalance that often has relegated teaching and community engagement activities to second-tier status within the academy. In tandem, there have been several unforced errors on the part of universities that have diminished the public’s belief in the return on investment associated with a college degree. The argument is made for an increased emphasis on teaching and learning …

The Impact And Importance Of Understanding The Role Of Land-Grant Universities In Higher Education, Robert Peterson

Journal on Empowering Teaching Excellence

Book Review:

Gavazzi, S. M., & Gee, E. G. (2018). Land-grant universities for the future: higher education for the public good. Baltimore: Johns Hopkins University Press.

• 171 Pages
• Available in hardback and Kindle
• Price $21.99 (hc), $19.22 (Kindle)
• Keywords: Land-Grant, teaching, public, service, community

Reviewer:

Robert Peterson, Director of Student Services

Utah State University Uintah Basin

[email protected]

Spring 2020--About This Issue, Kim Hales

Journal on Empowering Teaching Excellence

The Spring 2020 issue of the Journal on Empowering Teaching Excellence presents articles relative to the mission of the land grant institution, including a review of Gavazzi, Gee, and McGrath's (2018) book, "Land Grant Universities for the Future," followed by an article by Gavazzi arguing for greater emphasis on teaching in land-grant institutions. Additional contributions include articles on creating content for online courses, a literature review on faculty-undergraduate mentoring, a pilot study on open-access textbooks, and principles for discussion-based learning.

Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 1

Journal on Empowering Teaching Excellence

The full Spring 2020 issue (Volume 4, Issue 1) of the Journal on Empowering Teaching Excellence.

How Students Learn And Instructors Can, Too: Effective College Teaching According To Eyler (2018), Karin Dejonge-Kannan

Journal on Empowering Teaching Excellence

Book Review

Eyler, J. R. (2018). How Humans Learn: The Science and Stories behind Effective College Teaching. West Virginia University Press.

• 293 pages
• Available in hardback, paperback, and digital format
• Price $85 (hc), $22 (pb), $17 (ebook)
• Keywords: learning, teaching, college students, classroom practice

Reviewer:

Karin deJonge-Kannan, Principal Lecturer

Department of Languages, Philosophy, and Communication Studies

Utah State University

[email protected]

Reflective Practice: The Impact Of Self-Identified Learning Gaps On Professional Development, Joanna C. Weaver, Matthew Ryan Lavery, Sarah Heineken

Journal on Empowering Teaching Excellence

The ebb and flow of education creates unique challenges within educational programming. Universities are charged with the directive to offer more diverse field experiences within their course requirements. As a result of the directive, not every topic nor instructional scenario can be addressed in the program coursework, challenging the programs to bridge the pedagogical learning gaps of their candidates. The purpose of the professional development (PD) being studied was to connect pedagogical methods to candidates’ own learning by providing self-selected PD with instructional tools that candidates could directly put into practice. The self-selected PD based on self-reflection of knowledge had …

Assessing Community-Engaged Learning Impacts Using Ripple Effects Mapping, Benjamin J. Muhlestein, Roslynn Mccann

Journal on Empowering Teaching Excellence

Communicating Sustainability, an upper level undergraduate service-learning live broadcast course was created at Utah State University to help students gain critical skills in communicating and participating in local sustainability efforts. Community-Engaged Learning was a key component applied in gaining and using these skills. This study sought to capture the impacts of this course on both its students and the community partners who worked with those students using Ripple Effects Mapping. Key findings include: powerful impacts on student learning, growth and ability to engage in local movements; as well as clearly defined benefits for community partners. Included in this study …

“Does Increased Online Interaction Between Instructors And Students Positively Affect A Student’S Perception Of Quality For An Online Course?”, Jennifer Hunter Dr, Brayden Ross

Journal on Empowering Teaching Excellence

Online education is increasing as a solution to manage increasing enrollment numbers at higher education institutions. Intentionally and thoughtfully constructed courses allow students to improve performance through practice and self-assessment and instructors benefit from improving consistency in providing content and assessing process, performance, and progress.

The purpose of this study was to examine the effect of student to instructor interaction on the student’s perception of quality for an online course. “Does increased online interaction between instructors and students positively affect a student’s perception of quality for an online course?”

The study included over 1200 courses over a three year time …

Enhanced Teaching Requirements: A Case Study Of Instructional Growth On Student Academic Performance And Satisfaction In An Online Classroom, Mingzhen Bao, Adam L. Selhorst, Teresa Taylor Moore, Andrea Dilworth

Journal on Empowering Teaching Excellence

Online and brick-and-mortar universities are continually looking for a model that maximizes the student experience with the goal of enhancing retention and graduation rates among all student populations. Online education with its asynchronous nature and adult student populations need to hold faculty accountable for student performance in the classroom. This case study examined the effect of enhanced faculty requirements developed for online teaching on student academic performance and satisfaction. The enhanced requirements focused on increased faculty communication, subject-matter expertise, discipline mentoring, immediate assistance, and relationship building. Researchers compared student performance and satisfaction in courses taught under regular requirements with those …

About This Issue

Journal on Empowering Teaching Excellence

The Fall 2019 issue of the Journal on Empowering Teaching Excellence presents studies that identify specific factors impacting the quality of the learning experience. Areas of study include the impact of enhanced teaching requirements on student performance in online classes, the effect of increased student-to-teacher interaction on students' perception of online course quality, assessment of community-engaged learning impacts, and the impact of self-identified learning gaps on professional development. The journal concludes with a book review of Josh Eyler's book, "How Humans Learn: The Science and Stories behind Effective College Teaching."

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 2

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 2) of the Journal on Empowering Teaching Excellence.

Coming Up: The Usu Empowering Teaching Excellence Conference

Journal on Empowering Teaching Excellence

A preview of the topics to be addressed in the upcoming Empowering Teaching Excellence conference at Utah State University, with proceedings to appear in the upcoming Spring 2020 issue of the journal.

Teachers’ Stories About Teaching: Collaborative Dialogues As Open Educational Resources, Ekaterina Arshavskaya

Journal on Empowering Teaching Excellence

This paper examines the nature of teacher learning through a social-constructivist perspective and describes instructional strategies utilized with teachers during an international teaching assistants’ (ITAs’) training workshop offered at the Utah State University (USU). The strategy used involved eliciting and structuring exemplary teachers’ stories about teaching to serve as a basis for class discussions and other assignments. These teachers’ stories, recorded on video, were then shared online through the university website and YouTube. In this way, new teachers gained access to co-constructed and pedagogically appropriate teacher knowledge represented by authentic teachers’ voices.

About This Issue, Kim Hales

Journal on Empowering Teaching Excellence

The Spring 2019 issue of the Journal on Empowering Teaching Excellence features articles that emphasize the use of meta-analysis to improve teaching in higher education.

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 1) of the Journal on Empowering Teaching Excellence, Spring 2019

Design And Development Of An Mph Program For Online Delivery, Steven R. Hawks, Julie A. Gast

Journal on Empowering Teaching Excellence

The Master of Public Health (MPH) degree is growing in popularity and is now delivered fully online by a large number of highly respected, fully accredited universities. This paper offers an overview of program design and development strategies that promote successful online delivery of MPH programs. Design and development challenges are discussed in terms of new accreditation standards, student demand, faculty development, user needs, course content, and plan of study. The development of an online MPH program at Utah State University with a concentration in health education and promotion is used to highlight and consider various aspects of this important …

The Relative Influence Of Instructor Training On Student Perceptions Of Online Courses And Instruction, Mary Bowne, Melissa Wuellner, Lisa Madsen, Jessica R. Meendering, John Howard

Journal on Empowering Teaching Excellence

Online learning opportunities have greatly increased in past years. Various studies have examined online courses and instructor practices but have not examined students’ perceptions of their online courses and online instructors who were offered a voluntary online certification program. Students who took online courses at a Midwestern university completed a survey related to their perceptions of their individual online course and instructor. Results showed that instructors who were certified received higher, positive ratings than instructors who were not certified. The certification program utilizes a “faculty as student’ model, where faculty take courses from a student learner perspective, to provide experiential …

Empowering Faculty Using Distance Learning Mentoring Programs, Nicole Luongo, Sara T. O'Brien

Journal on Empowering Teaching Excellence

This article discusses the value of developing mentoring programs for the empowerment of distance learning faculty. The paper describes various ways mentoring relationships enhance the development and teaching of distance learning courses. Distance learning faculty mentoring programs consist of a process where a more experienced faculty member assists a newer faculty member in developing a distance learning course. By creating and supporting distance learning faculty mentoring programs, higher education institutions can provide an efficient and valuable way for new distance learning faculty to gain empowerment as well as the skills and knowledge they need to teach online. This article asserts …

Classrooms On The Frontier: Integrating Original Research Into Lectures, Matthew D. Meng, Lucas Rentschler

Journal on Empowering Teaching Excellence

The role of an academic is often spread across two main areas: researching and teaching. Although some argue that the scarcity of time, energy, and commitment precludes the ability to do both well, and are therefore substitutes, we argue that these roles can be complementary. That is, by incorporating original research into the classroom, several benefits can be gleaned by both faculty and students. We feel that if done correctly, a professor’s research and teaching can mutually benefit, as well. To illustrate and support this argument, we have included two specific examples of using original research to teach relevant concepts …

Educators, Question Your Level Of Cultural Responsiveness, China M. Jenkins

Journal on Empowering Teaching Excellence

Institutions of higher education are becoming increasingly diverse, while faculty of these institutions generally lack the diversity of the student population they teach. This imbalance necessitates educators implement culturally responsive teaching within their classrooms. The intent of this article is to guide educators in determining whether they practice and implement culturally responsive teaching within their classrooms. To make this examination, I present questions that educators should ask themselves to determine their level of cultural responsiveness. In response, educators should look to investigate their level of cultural competency, analyze social constructions that reflects growth in cultural responsiveness, and verify their transformation …

Five Instructional Practices To Optimize Peer Feedback Activities Among Adult Learners, Regina C. Rodriguez, Laurie A. Sharp

Journal on Empowering Teaching Excellence

There is a significant need for adult learners to improve their writing proficiency within a variety of contexts. Thus, postsecondary instructors require effective research-based teaching strategies to support adult learners hone their writing skills. While studies on peer feedback abound, little has been done to date to consider ways in which postsecondary instructors design quality peer feedback activities within their courses. The purpose of this article was to describe five instructional practices to optimize peer feedback activities among adult learners.

About This Issue, Kim Hales

Journal on Empowering Teaching Excellence

The Fall 2018 issue of the Journal on Empowering Teaching Excellence focuses on the development of teaching and learning communities. Topics include peer feedback, cultural responsiveness, bringing research into the classroom, and training faculty through mentorship and online certification programs. The issue finishes off with a review of the design and development of an online Master's of Public Health degree.

Full Issue: Journal On Empowering Teaching Excellence, Volume 2, Issue 2, Fall 2018

Journal on Empowering Teaching Excellence

The full Spring 2018 issue (Volume 2, Issue 2) of the Journal on Empowering Teaching Excellence, Fall 2018

Promoting Second Language Socialization Through Course Projects, Elena Shvidko

Journal on Empowering Teaching Excellence

For many international students who are second language (L2) learners, successful integration in the new academic and socio-cultural environment is inseparable from their language socialization. Classroom teachers are well positioned to support students’ adaptation, and through course materials, projects, and activities they can encourage students’ successful socialization and promote their learning. Based on the principles of L2 socialization theory, this article describes how the projects of the course taught in the Intensive English Language Institute aimed at achieving two objectives: 1) foster students’ cross-cultural interaction and participation in various activities in- and outside the classroom, and 2) increase students’ opportunities …

Semester In The Parks: Engaging Students With Common Intellectual Experiences, Jacqualine B. Grant, John S. Maclean

Journal on Empowering Teaching Excellence

High-impact educational practices (HIP) such as Common Intellectual Experiences (CIE) enhance student engagement and positively affect student learning. At Southern Utah University we created a new HIP-focused program to enrich our students and faculty: Semester in the Parks (SIP). Students lived outside of Bryce Canyon National Park in the gateway community of Bryce Canyon City while they worked for Ruby’s Inn Resort and learned about the national parks. Faculty commuted to this off campus venue and redesigned their courses to incorporate national parks thinking and experiential learning opportunities. The CIE of a national parks-focused semester enhanced student engagement and developed …

Design Case: Implementing Gamification With Arcs To Engage Digital Natives, Travis N. Thurston

Journal on Empowering Teaching Excellence

Gamification is an emerging topic for both student engagement and motivation in higher education online courses as digital natives become post-secondary students. This design case considers the design, development, and implementation of a higher education online course using the ARCS model for motivational design combined with the four-phase model of interest development as a framework for gamification implementation. Through “designerly ways of knowing,” this design case explores engaging digital native students with a gamified online course design, which will be of interest to instructional designers and instructors in higher education. Overall, students in the pilot course responded favorably to the …

From Outside To Online: Unanticipated Directions For Utah Master Naturalist, Mark Larese-Casanova, Jennifer Perkins

Journal on Empowering Teaching Excellence

Utah Master Naturalist is an award-winning Utah State University Extension program that promotes stewardship of Utah’s natural world through place-based, experiential field courses across the state. Although successful in eliciting positive short- and long-term impacts, Utah Master Naturalist’s traditional five-day field courses were unavailable to many students and instructors due to constraints of time and location. This case study examines Utah Master Naturalist’s first hybrid course, Desert Explorations, and describes the positive results from our pilot study, how a hybrid course solves availability issues, and how field-based learning theories can be adapted to online education through careful design.

Approaches To Evaluating Blended Courses, Mateja R. Savoie-Roskos, Stacy Bevan, Rebecca Charlton, Marlene Israelsen Graf

Journal on Empowering Teaching Excellence

Blended learning, sometimes referred to as hybrid or flexible learning, is becoming increasingly common in higher education. Unfortunately, many instructors receive limited training on how to effectively evaluate blended courses, and as a result, commonly rely solely on end-of-semester evaluations. Due to the more complex nature of how blended courses are designed and implemented, instructors should consider utilizing a variety of course evaluation methods. This article includes researched-based approaches for evaluating blended courses based on feedback from students, peers, and instructional designers. This combination of formalized feedback is offered as one strategy to ensure instructors achieve course learning objectives and …

About This Issue, Mike A. Christiansen

Journal on Empowering Teaching Excellence

Volume two, issue one is here! With great enthusiasm, we welcome you back to the Journal on Empowering Teaching Excellence, or JETE.

Full Issue: Journal On Empowering Teaching Excellence, Volume 2, Issue 1

Journal on Empowering Teaching Excellence

The full Spring 2018 issue (Volume 2, Issue 1) of the Journal on Empowering Teaching Excellence.