Jafeth E. Sanchez, Kelly Humphreys, Kevin S Carroll
This article presents a case study conducted by three co-instructors (one faculty member and two practicing principals) who examined their experiences co-teaching a newly revised, graduate-level, principal preparation course. Three themes were identified through their experiential stories: strengths of the co-teaching model, supports and needs, and hindrances. These primary themes, along with notable subthemes are detailed. A discussion on coteaching as an innovative teaching method in higher education is provided with a particular focus at the graduate level. Implications for practice and suggestions for future research are discussed in light of these unique findings on co-teaching experiences.
{"title":"Exploring the Co-Teaching Experience in a Graduate-Level, Principal Preparation Course","authors":"Jafeth E. Sanchez, Kelly Humphreys, Kevin S Carroll","doi":"10.46504/14201907sa","DOIUrl":"https://doi.org/10.46504/14201907sa","url":null,"abstract":"This article presents a case study conducted by three co-instructors (one faculty member and two practicing principals) who examined their experiences co-teaching a newly revised, graduate-level, principal preparation course. Three themes were identified through their experiential stories: strengths of the co-teaching model, supports and needs, and hindrances. These primary themes, along with notable subthemes are detailed. A discussion on coteaching as an innovative teaching method in higher education is provided with a particular focus at the graduate level. Implications for practice and suggestions for future research are discussed in light of these unique findings on co-teaching experiences.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84089860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Overcoming Gender Bias in STEM: The Effect of Adding the Arts (STEAM)","authors":"Clara Wajngurt, P. Sloan","doi":"10.46504/14201901wa","DOIUrl":"https://doi.org/10.46504/14201901wa","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"158 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77218721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"SoTL’s Impact on Teaching Goals: A Case Study from a Regional University","authors":"Kelley Shaffer, James E. Gentry, S. Maben","doi":"10.46504/14201905sh","DOIUrl":"https://doi.org/10.46504/14201905sh","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"147 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73745331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Disciplines that incorporate field education into their curriculum face similar challenges around fidelity and tracking of the integration of course work, field learning, and attainment of educational competencies. In social work curriculum, field education is identified as its signature pedagogy (CSWE, 2015), underscoring the importance of in-vivo learning. In this paper, the author’s explore challenges associated with integration and assessment of competencies reflective of signature pedagogical principles through a social work lens. The authors propose a model for upholding field education as signature pedagogy through a combination of utilizing a faculty field liaison, housing field education within a course, and by instituting a comprehensive field education learning plan. While specific to social work, the model may generalize to other disciplines struggling to uphold quality in clinical and field education experiences.
{"title":"Strengthening Field Education: An Integrated Model for Signature Pedagogy in Social Work","authors":"Debra Olson-Morrison, Tami Radohl, Geri Dickey","doi":"10.46504/14201904ol","DOIUrl":"https://doi.org/10.46504/14201904ol","url":null,"abstract":"Disciplines that incorporate field education into their curriculum face similar challenges around fidelity and tracking of the integration of course work, field learning, and attainment of educational competencies. In social work curriculum, field education is identified as its signature pedagogy (CSWE, 2015), underscoring the importance of in-vivo learning. In this paper, the author’s explore challenges associated with integration and assessment of competencies reflective of signature pedagogical principles through a social work lens. The authors propose a model for upholding field education as signature pedagogy through a combination of utilizing a faculty field liaison, housing field education within a course, and by instituting a comprehensive field education learning plan. While specific to social work, the model may generalize to other disciplines struggling to uphold quality in clinical and field education experiences.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81969924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on a study that investigated student perceptions of the effectiveness of collaborative mapping as a teaching strategy to facilitate interdisciplinary learning. Forty-five students enrolled in an introduction to interdisciplinary studies course participated in the study. Qualitative data, collaborative maps and student evaluations were analyzed using content and thematic analysis. Findings provide new understandings about using student perceptions of learning experiences to inform classroom practice. These understandings have implications for addressing the increasing pressure to demonstrate teaching effectiveness and learning outcomes in higher education.
{"title":"Using Student Perceptions of Collaborative Mapping to Facilitate Interdisciplinary Learning","authors":"M. Everett","doi":"10.46504/14201908ev","DOIUrl":"https://doi.org/10.46504/14201908ev","url":null,"abstract":"This article reports on a study that investigated student perceptions of the effectiveness of collaborative mapping as a teaching strategy to facilitate interdisciplinary learning. Forty-five students enrolled in an introduction to interdisciplinary studies course participated in the study. Qualitative data, collaborative maps and student evaluations were analyzed using content and thematic analysis. Findings provide new understandings about using student perceptions of learning experiences to inform classroom practice. These understandings have implications for addressing the increasing pressure to demonstrate teaching effectiveness and learning outcomes in higher education.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89381758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While there exists a considerable body of research focusing on international teaching assistants’ (ITAs’) linguistic, sociocultural, and instructional challenges, less is known about the successful developmental trajectories of this group of international educators of American students. This research aims to fulfill this research gap using a case study approach (Yin, 2003). The study involved ITAs from STEM majors in six collaborative mentoring sessions prior and upon video recording of three lessons taught by the ITAs to undergraduate students. The mentoring sessions were designed to facilitate ITAs’ reflections on their teaching with the use of structured protocols to help guide the discussions. All the collected data were analyzed using content analysis (Miles & Huberman, 1994). The results highlight the incidents of professional growth exhibited by the participating ITAs during their actual teaching. This study also tracks the ITAs’ reflections on teaching through the mediational dialogues (Vygotsky, 1978) with the mentor. Finally, the paper discusses lessons learned through launching a mentoring project with a group of ITAs.
{"title":"Mentoring International Teaching Assistants: A Case Study of Improving Teaching Practices.","authors":"Ekaterina Arshavskaya","doi":"10.46504/14201806AR","DOIUrl":"https://doi.org/10.46504/14201806AR","url":null,"abstract":"While there exists a considerable body of research focusing on international teaching assistants’ (ITAs’) linguistic, sociocultural, and instructional challenges, less is known about the successful developmental trajectories of this group of international educators of American students. This research aims to fulfill this research gap using a case study approach (Yin, 2003). The study involved ITAs from STEM majors in six collaborative mentoring sessions prior and upon video recording of three lessons taught by the ITAs to undergraduate students. The mentoring sessions were designed to facilitate ITAs’ reflections on their teaching with the use of structured protocols to help guide the discussions. All the collected data were analyzed using content analysis (Miles & Huberman, 1994). The results highlight the incidents of professional growth exhibited by the participating ITAs during their actual teaching. This study also tracks the ITAs’ reflections on teaching through the mediational dialogues (Vygotsky, 1978) with the mentor. Finally, the paper discusses lessons learned through launching a mentoring project with a group of ITAs.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"13 1","pages":"101-117"},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning of a study group. Data was collected and evaluated to explore the effectiveness of this change. The author also offers reflections on how the course redesign encouraged social learning via study groups and how the redesign made daily class discussions more deliberate and robust.
{"title":"Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions","authors":"Shawn R. Tucker","doi":"10.46504/14201802tu","DOIUrl":"https://doi.org/10.46504/14201802tu","url":null,"abstract":"As recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning of a study group. Data was collected and evaluated to explore the effectiveness of this change. The author also offers reflections on how the course redesign encouraged social learning via study groups and how the redesign made daily class discussions more deliberate and robust.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79872286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This process and outcome qualitative study describes and critically assesses the experiences of the faculty who participated in the one-semester FLC addressing CLTs through a content analysis of individual narratives completed at the end and ten months after the FLC ended. The existence and contributions of four prerequisites for successful collaboration (Einbinder, Robertson, Garcia, Vuckovic & Patti, 2000) are introduced to explain this FLC’s success and then extended to suggest how future FLC initiatives can expand and improve on these accomplishments.
{"title":"A Process and Outcome Evaluation of a One-Semester Faculty Learning Community: How Universities Can Help Faculty Implement High Impact Practices","authors":"Susan D. Einbinder","doi":"10.46504/14201803ei","DOIUrl":"https://doi.org/10.46504/14201803ei","url":null,"abstract":"This process and outcome qualitative study describes and critically assesses the experiences of the faculty who participated in the one-semester FLC addressing CLTs through a content analysis of individual narratives completed at the end and ten months after the FLC ended. The existence and contributions of four prerequisites for successful collaboration (Einbinder, Robertson, Garcia, Vuckovic & Patti, 2000) are introduced to explain this FLC’s success and then extended to suggest how future FLC initiatives can expand and improve on these accomplishments.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89798665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Engaging in Scholarly Teaching to Transform Practice: Encouragement for Reluctant Colleagues","authors":"G. Wentzell","doi":"10.46504/14201800we","DOIUrl":"https://doi.org/10.46504/14201800we","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89898356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rosalie S. Aldrich, Beth A. Trammell, Stefania Poli, Sara E Potter, Kourtney Garringer
Students’ perceptions of assessment used within the learning environment greatly influence their approach to learning. Therefore, this study aims to explore whether various student or course characteristics (age, gender, course format) impact perceptions regarding effectiveness of assessment type (e.g., exam, participation, presentation) and question format. As faculty develop their courses they may wish to consider these perceptions in order to better facilitate learning and to clearly articulate to their students the benefits of the assessment types that the students see as less effective.
{"title":"How Age, Gender, and Class Format Relate to Undergraduate Students' Perceptions of Effective Course Assessments","authors":"Rosalie S. Aldrich, Beth A. Trammell, Stefania Poli, Sara E Potter, Kourtney Garringer","doi":"10.46504/14201807AL","DOIUrl":"https://doi.org/10.46504/14201807AL","url":null,"abstract":"Students’ perceptions of assessment used within the learning environment greatly influence their approach to learning. Therefore, this study aims to explore whether various student or course characteristics (age, gender, course format) impact perceptions regarding effectiveness of assessment type (e.g., exam, participation, presentation) and question format. As faculty develop their courses they may wish to consider these perceptions in order to better facilitate learning and to clearly articulate to their students the benefits of the assessment types that the students see as less effective.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74248668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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