Higher Education and Teaching Commons^™

Online Assessment In Large Undergraduate Courses During Covid-19 Emergency Response Teaching, Kate Maloney Williams, Alice E. Donlan

Journal of Educational Research and Practice

The transition to online instruction during the COVID-19 pandemic was unprecedented and forced many universities to quickly embrace online distance learning. This context created new challenges, particularly around assessment strategies. Empirical research has demonstrated that formative assessment fosters more active learning in online classrooms. However, formative assessment strategies are not always adapted well to online platforms based on the nature of the subject matter and the size of the class. This qualitative case study sought to understand instructors’ experiences and strategies for conducting assessment remotely, specifically for large-size undergraduate courses. The investigation relied on data from semi-structured interviews with University …

The Permanence Of Racism In Tennessee Public Schools, Jarral Yokley

Dissertations

The qualitative case study exposed the permanence of racism beginning in the antebellum public schools of Nashville and continued in the current actions in the Tennessee legislature with the expulsion of two Black male legislators. Critical race theory is used as the main descriptor for the actions of White politicians and legislators in Tennessee who continue the oppressive treatment of Black people in the state of Tennessee.

White members of the Tennessee legislature have attempted to strategically continue white supremacy in their decision to display a depiction of one of the most deplorable, racists in the history of the state …

An Inquiry Into Hope And Imagination In Jesuit Education: Ignatian Design Thinking As A Lens For Exploration, Stacy Neier Beran, Patrick M. Green

Jesuit Higher Education: A Journal

Hope and imagination are foundational to a Jesuit education, and as central tenets, inform teaching and learning through Ignatian pedagogy. The authors explore hope and imagination in the Jesuit context through the lens of scholar-practitioner inquiry, drawing from the local context and practice of an Ignatian design thinking course as a source of knowledge. This inquiry approach is rooted in practice-based research, and situates scholarly exploration through lines of inquiry and problems of practice, specifically exploring how design thinking fosters curiosity and creates space for teaching imagination and hope. The authors draw on their teaching experiences, course design, and professional …

Understanding Graduation Rates By Sex By Evaluating The Quality Of Student Interactions With Faculty And Academic Advisors, Michael John Bolen

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to assess whether student satisfaction with faculty and academic advisors varied based on the sex of the student and the students’ academic college at a large public university in the Southeast. With the university aiming to improve its graduation rates, particularly male graduation rates, the Theory of Student Departure was used as a guide in identifying student interactions with faculty and academic advisors as potential factors impacting student persistence to graduation. Previous research suggests that the quality of the interactions that students have with faculty and academic advisors can vary based on the sex …

Sjsu Erfa Board Minutes, November 6, 2023, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

October 6, 2023

Starting The Journey To Excellence With A College Faculty Onboarding Program, Robin Cooper, Judith Slapak-Barski

HCAS Instructional Design and Pedagogy

The journey to engaged, excellent teaching requires support and preparation for those doing the teaching. In this session, we describe a college Faculty Onboarding Program we developed in 2023 to introduce our new Halmos faculty to NSU (Nova Southeastern University) and to Halmos, and to provide them with the resources and information needed to succeed in their new role—driven by the belief that effective onboarding will lead to higher job satisfaction, better job performance, greater organizational commitment, and reduction in stress. Informed by feedback from recently hired faculty, we identified support strategies to help new faculty thrive by proactively removing …

Queer Perspectives On Mentorship In Higher Education: A Phenomenological Study, Anthony T. Fucci

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This qualitative study explored the way in which LGBTQ+ college students experienced mentorship. Despite improvements in LGBTQ+ rights over the last 50+ years, recent scholarship has shown that queer students still face unique challenges, including discrimination and harassment based on their queer identity. Mentorship has been found to be an effective resource for assisting marginalized student populations transition successfully into college. The purpose of this study was to investigate how LGBTQ+ students experienced mentorship in order to better understand how these relationships may (or may not) contribute to their experience on college campuses. A phenomenological research design and queer theory …

What Should Professors Know About Expensive Textbooks?, Charlene Martoni

All Things Open

Last year during Open Access Week, Georgia State University Library asked its students, "What should professors know about expensive textbooks?" and "What have you done when a textbook was too expensive?" Applying open pedagogical approaches, these questions were displayed on white boards at library service desks on each campus. Students were encouraged to respond to the first question in their own words, and they were asked to respond to the second question by selecting one of five responses. Responses were analyzed and anonymized, and they were then used in faculty professional development to demonstrate the local impact of expensive textbooks. …

An Introductory Course In Electrical Circuits And Coding For Deaf And Deafblind Middle School Students, Becca Leininger, Christina Yang, Makayla Quinn, Jeffrey Jalkio, Rahaf Bahajry, Mellissa Ingabire, Annmarie Thomas

Journal of Science Education for Students with Disabilities

in is the first Deaf charter school in the United States, opening in 1993. The school serves students in the Twin Cities and Western Wisconsin from ages 2 to 21 who are primarily Deaf, DeafBlind and Hard of Hearing students, often being visual and/or tactile learners. All students who attend have Individualized Education Plans (IEPs) and fall under the special education category, defined by the Minnesota Department of Education as students who “have a disability and need specialized instruction” (Minnesota Department of Education, n.d.). At , students are instructed in American Sign Language (ASL) and English is primarily taught through …

Play And Higher Education: Incorporating Playfulness In The College Classroom, Alicia Cater

Together We RISE (Making Excellence Inclusive)

No abstract provided.

An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber

Northwest Journal of Teacher Education

While representation of teachers of color remains startlingly low nationwide, it is critical to recognize that increasing diversity is not enough to increase access to an inequitable system. Centering the strengths of Black students, on both an individual and institutional level, through culturally and historically-responsive pedagogical and curricular practices is a crucial step toward equitizing the teaching workforce. Using a culturally and historically-responsive literacy (HRL) framework, we discuss and reflect upon practical classroom-based approaches to engage community college preservice teachers in responsive pedagogical practices that are aligned with the legacy of Black literary societies. The paper is divided into four …

Steps On Establishing A Faculty Development Curriculum For Health Science Educators In A New Medical School, Beatriz Tapia, Karina Madrigal, Robert Nelson

Research Colloquium

Purpose: New Medical Schools need health science educators, to teach throughout the medical education continuum from basic science to clinical years. The need to establish a defined faculty development curriculum for health science educators will aid in standardizing best teaching practices and build a potential master teacher to move the curriculum toward active learning and innovation. The UTRGV SoM is a distributed campus, to achieve increase outreach we will offer synchronous and asynchronous online faculty development during the pandemic. This poster will share our progress to date.

Methods: A pilot, faculty development program, was established from faculty needs assessment data, …

The Sci – Dot: A New Dimension Of Scientific Innovation For Persons With Blv., Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Throughout history, students with blindness and low vision (BLV) have been vastly underrepresented in science, technology, engineering, and mathematics (STEM) disciplines with regards to both K-12 education and post-secondary endeavors (Burgstahler, 1994; Supalo, 2010). This underrepresentation of students with BLV in STEM is due to limitations in technology that allow them to access data in a laboratory setting, thus inhibiting their abilities to partake actively in data acquisition with their peers. The Sci-Dot, a multiline, refreshable braille and tactile graphics display capable of logging scientific data in real time with the support of Vernier Science Education’s (VSE) Go-Direct Bluetooth sensors, …

“A Word For Nature”: A Reflection On A Contemplative Teacher-Training Course In The Desert, Netta Baryosef-Paz, Nirit Assaf

Journal of Contemplative and Holistic Education

This paper reflects on an interdisciplinary, environmental, and contemplative course the authors taught at Kibbutzim College of Education in Tel Aviv. Entitled “I am in Nature,” the course was co-taught by an ecologist and a literary scholar. It included a two-day base camping and hiking experience in the Negev Desert and three on-campus meetings. The students read Nature Writing and Ecopoetry, practiced guided mindfulness meditations in the field, and kept contemplative-writing journals. In this community voices piece, we offer an innovative pedagogy for higher education that centers on the integration of the learner’s mind, body, and heart through interdisciplinary, contemplative, …

الرضا الحركي وعلاقته بمستوى التعلم المهاري (الأداء) لسباحة الزحف على البطن لدى طالبات كلية التربية الرياضية في جامعة اليرموك, Ghaid Mandoub Obedat

Journal of the Association of Arab Universities for Research in Higher Education مجلة اتحاد الجامعات العربية للبحوث في التعليم العالي

هدفت الدراسة التعرف إلى علاقة مستوى الرضا الحركي بمستوى التعلم المهاري (الأداء) لسباحة الزحف على البطن لدى طالبات كلية التربية الرياضية في جامعة اليرموك على عينة تكونت من (49) طالبة من الطالبات المسجلات في مساقات السباحة في كلية التربية الرياضية في جامعة اليرموك. واستخدمت الباحثة المنهج الوصفي، ومقياس الرضا الحركي والاختبارات المهارية لقياس مستوى الأداء في السباحة. توصلت الدراسة إلى أن أفراد عينة الدراسة يتمتعن بمستوى متوسط من الرضا الحركي، وأن هناك علاقة وثيقة ما بين مستوى الرضا الحركي ومستوى الأداء لسباحة الزحف على البطن. وتوصي الباحثة على ضرورة التأكيد على مفهوم الرضا الحركي وتعزيزه لدى المتعلمين للمهارات الرياضية من …

Sjsu Erfa Board Minutes, October 2, 2023, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

October 2, 2023

Meaningful Work When Work Won't Love You Back: Sociological Imagination And Reflective Teaching Practice (Reports From The Field), Andrea Baer

Libraries Scholarship

This essay explores the tension between pursuing meaningful work in instruction librarianship and the realities of working in a society in which many jobs provide little fulfillment or pleasure, or, as the journalist Sarah Jaffe puts it, “Work won’t love you back.” Drawing on a recent conference keynote by Anne Helen Petersen, C. Wright Mills’s conception of sociological imagination, and an ecological model of teacher agency, I propose that one way librarians can sustain their teaching practices and preserve their well-being is by actively investigating how social structures and relationships influence their teaching roles.

Designing For Impact: The Center For Teaching And Learning As A Cultivator Of A Faculty Learner-Leader Praxis, Monica Stitt-Bergh, Debra Fowler, Jonan Phillip Donaldson, Ra'sheedah Richardson, Truth Hunter, Clinton A. Patterson

To Improve the Academy: A Journal of Educational Development

Centers for teaching and learning (CTLs) address external and internal factors that influence teaching and learning. To accomplish this, often without additional resources, CTLs need an efficient and effective solution. By combining evidence-based practices in faculty development and a distillation of effective practices at three different institutions, the authors developed a sustainable, generative, learner-leader model for CTLs and others in faculty development to employ. The model emerged from an analysis of the authors’ collective and independent professional experiences, is grounded in a community of practice framework, and innovatively addresses the need for faculty leadership development. The authors describe the components …

Evidencing The Value Of Educational Development: Charting A Course On The Waves And Winds Of Change, Jovan Groen, Carolyn Hoessler, Carolyn Ives, Veronica Bamber, Corinne Laverty, Klodiana Kolomitro

To Improve the Academy: A Journal of Educational Development

Across higher education, educational developers and their supporting campus communities are being called upon to scale up evidence-informed practices, to enhance student experiences, and to document the changes. This article builds on the work of scholars who have taken up this evaluative challenge, by examining varied aspects of the evidencing process using an adaptation of Saunders’s (2000) RUFDATA framework for evidencing value. Reflections on emerging patterns and tensions in the evidencing of educational development are subsequently discussed. We argue for making evidencing value a purposeful and intentional process, and we chart a path forward for creating and implementing a vision …

An Exploration Of Trauma-Inclusive Pedagogy And Students’ Perceptions Of Academic Success, R. Jason Lynch, Krista Wojdak

To Improve the Academy: A Journal of Educational Development

While trauma-inclusive approaches to student learning have been well documented in K–12 contexts, postsecondary education has done little to incorporate trauma-inclusive pedagogy into college classrooms. Using a sample (n = 529) of graduate and undergraduate students at a public rural-serving regional serving university, this study aims to explore differences in students’ perception of academic success in courses where trauma-inclusive practices were used and courses where these practices were not. Findings provide evidence that students felt more successful in courses where trauma-inclusive practices were used. Additionally, researchers were able to demonstrate that differences in perceptions of success were more pronounced …

Exploring The Impact Of Student-Faculty Partnership Program At A Hispanic Serving Institution, Alyssa Guadalupe Cavazos, Lesley Chapa, Javier Cavazos-Vela

To Improve the Academy: A Journal of Educational Development

Guided by a strength-based framework and counter-storying lens, we use a qualitative case study approach (Cook-Sather, 2020; Cook-Sather and Motz-Storey, 2016; Lechuga-Peña and Lechuga, 2018) to explore students’ and instructors’ experiences with a students as learners and teachers (SaLT) partnership program at a Hispanic Serving Institution (HSI). This study includes five students and five faculty members who participated in the student-faculty partnership program. Data collection involved student partners’ self-assessment reflections and faculty members’ pre- and post-program reflections on their experiences. Several themes were identified following a phenomenological analysis of students’ and faculty partners’ self-reflections. Themes emerging from student participants included …

Writing Communities To (Re-)Engage Faculty: The U See I Write Initiative, Ilona S. Yim, Nina Bandelj, Olga V. Razorenova, Peiyi Wang

To Improve the Academy: A Journal of Educational Development

The COVID-19 pandemic has taken a toll on university faculty, unduly those from underrepresented groups, causing many faculty to disengage. Writing communities represent a promising tool to (re-)engage faculty and build an inclusive climate. As part of U See I Write, a faculty development initiative at the University of California, Irvine, we convened a series of monthly writing retreats between March and June of 2021, with between-retreat weekly writing sessions in smaller groups and an expectation to write daily for at least 30 minutes. In a diverse cohort of 34 faculty writers, program participation resulted in a significant increase in …

Impacts Of Campus Disruption On Educational Developers’ Role-Identity And Teamwork, William V. Pilny, Benjamin Brock, Stephanie Laggini Fiore

To Improve the Academy: A Journal of Educational Development

In times of crises, educational developers (EDs) work to ameliorate the teaching- and learning-related impacts caused by campus-wide disruptions such as health-related emergencies, mass shootings, and environmental disasters. These incidents may impact the personal-psychological factors and processes of EDs that, in turn, influence their engagement with team members and faculty. Given the vital role EDs play in improving faculty teaching and student learning across higher education (Dawson et al., 2010; Grupp, 2014; Schroeder et al., 2010), understanding the impacts of campus-wide disruptions on their functioning is critical. The present, novel study uses a psychological-phenomenological methodology and the Dynamic Systems Model …

Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo

Research and Reflection on Learning and Teaching in Higher Education

The “core” of an engineering degree program typically comprises the concepts, equations, and technical skills needed, as well as their practical application to common problems of the profession. This core is then divided into the “content” that must be covered in each course. It is widely recognized, however, that successful individuals do not thrive as professionals on content alone. Thus, there is significant and increasing emphasis across higher education to “educate the whole person.” These efforts aim to develop “deep” qualities like grit, critical thinking, perseverance, learning from failure, valuing diversity, teamwork, leadership, curiosity, recognizing opportunity, creating value, and acting …

Grades Or No Grades? Promoting Deeper Learning In A Middle Level Mathematics Methods Course, Shelli L. Casler-Failing

Journal of Practitioner Research

This action research investigated pre-service teachers (PSTs) experiences with ungrading practices in a mathematics methods course designed for middle level PSTs (grades 4-8). This study analyzed archival data through the lenses of pedagogical content knowledge, growth mindset, and self-efficacy to investigate how PSTs’ experiences with the process of ungrading supported their development of pedagogical content knowledge. Throughout the course, verbal feedback was provided during class discourse and the interactive lectures and written feedback was provided for all submitted assignments. The feedback provided was both positive and constructive in nature. Based on the assignment or activity, constructive feedback was either provided …

Proceedings Of The Cuny Games Conference 9.0, Robert O. Duncan, Grace L. Axler-Diperte, Joseph Bisz, Christina Boyle, Devorah Kletenik, Carolyn Stallard

Publications and Research

The CUNY Games Network is an organization dedicated to encouraging research, scholarship and teaching in the developing field of games-based learning. We connect educators from every campus and discipline at CUNY and beyond who are interested in digital and non-digital games, simulations, and other forms of interactive teaching and inquiry-based learning.

Collegiate Aviation Students’ Perceptions Towards The Integration Of Diversity And Inclusion Training: A Qualitative Case Study, Jorge L. D. Albelo, Nicola M. O'Toole, Eugene Kim

Journal of Aviation/Aerospace Education & Research

Multiple industries have become more supportive and engaging places to work by embedding diversity, equity, and inclusion within their institutional processes. Institutions of higher education have seen the educational benefits of integrating diversity and inclusion principles within their program outcomes. Notably, the aviation industry has seen an increase in diversity, equity, and inclusion practices to attract more customers and increase the number of potential applicants. Yet, there is scant literature on how aviation students at collegiate flight institutions perceive the integration of diversity and inclusion training within the airline industry as part of their career development. This study aimed to …

Instructors At A Crossroad: Perceptions Of Collaboration And Support Intersect With Intentions To Implement A Cure, Justin Berl

Dissertations and Theses

An ongoing crisis of student drop-off from undergraduate science, technology, engineering and mathematics (STEM) education has led to a sustained call over the last 15+ years for the increased implementation of updated practices in undergraduate STEM education. Though over the past few decades many researchers have developed and analyzed the efficacy of various evidence-based teaching practices (EBTPs) designed to improve the state of undergraduate STEM education throughout the country, the rate at which these EBTPs are implemented in undergraduate STEM classrooms remains low.

In order to better understand the specific factors that affect individual instructors' efforts to implement EBTPs, we …

Jcctl Mailer – September 12, 2023, Josef Brandauer

JCCTL Mailers

Updates on training and support and useful pedagogical resources compiled and sent by the JCCTL on September 12, 2023.

Contents: Wed 9/13 sessions, mid-semester pilot, and more

Upcoming Events:

• Toward GenAI resistant assignments
• Mid-semester feedback pilot program

Sjsu Erfa Board Minutes, September 11, 2023, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

September 11, 2023