Polysynchronous learning involves the use of educational technologies to enable remote and face-to-face students to simultaneously participate in live classes. This article uses teaching observation and focus group data to explore the perspectives and instructional practices employed by teaching assistants tasked with facilitating polysynchronous classes. This study’s findings suggest that without a sufficient knowledge base, community, and structure to facilitate a teaching environment that extended beyond lecturing, the assistants adopted a knowledge transmission perspective. Based on these findings we discuss teaching practices that could be addressed to train and support instruction in polysynchronous environments.
{"title":"Pedagogical Practices of Teaching Assistants in Polysynchronous Classrooms: The Role of Professional Autonomy","authors":"G. Mayer, Dia N. R. Sekayi","doi":"10.46504/14201807ma","DOIUrl":"https://doi.org/10.46504/14201807ma","url":null,"abstract":"Polysynchronous learning involves the use of educational technologies to enable remote and face-to-face students to simultaneously participate in live classes. This article uses teaching observation and focus group data to explore the perspectives and instructional practices employed by teaching assistants tasked with facilitating polysynchronous classes. This study’s findings suggest that without a sufficient knowledge base, community, and structure to facilitate a teaching environment that extended beyond lecturing, the assistants adopted a knowledge transmission perspective. Based on these findings we discuss teaching practices that could be addressed to train and support instruction in polysynchronous environments.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79623343","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":"Place-Based Learning across the Disciplines: A Living Laboratory Approach to Pedagogy","authors":"Karen Goodlad, A. Leonard","doi":"10.46504/14201808GO","DOIUrl":"https://doi.org/10.46504/14201808GO","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79477134","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 study had two aims. The first was to explain the process of using the Rasch measurement model to validate tests in an easy-to-understand way for those unfamiliar with the Rasch measurement model. The second was to validate two final exams with several shared items. The exams were given to two groups of students with slightly differing English listening proficiency. The two exams, a low-advanced and a high-advanced exam, were given to 76 and 45 Japanese university students, respectively. Each exam had 56 questions with 26 shared questions linking the two exams. After conducting a simple Rasch analysis, it was determined that up to 33 questions needed to be modified or deleted from subsequent versions of the exam. The unexpected number of recommended modifications and deletions suggests that, even for experienced teachers, the Rasch measurement model can be of tremendous value by offering greater precision in the assessment of students, as well as greater assistance in the validation of tests.
{"title":"Making Better Tests with the Rasch Measurement Model","authors":"Omar Karlin, Sayaka Karlin","doi":"10.46504/14201805ka","DOIUrl":"https://doi.org/10.46504/14201805ka","url":null,"abstract":"This study had two aims. The first was to explain the process of using the Rasch measurement model to validate tests in an easy-to-understand way for those unfamiliar with the Rasch measurement model. The second was to validate two final exams with several shared items. The exams were given to two groups of students with slightly differing English listening proficiency. The two exams, a low-advanced and a high-advanced exam, were given to 76 and 45 Japanese university students, respectively. Each exam had 56 questions with 26 shared questions linking the two exams. After conducting a simple Rasch analysis, it was determined that up to 33 questions needed to be modified or deleted from subsequent versions of the exam. The unexpected number of recommended modifications and deletions suggests that, even for experienced teachers, the Rasch measurement model can be of tremendous value by offering greater precision in the assessment of students, as well as greater assistance in the validation of tests.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80969852","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":"How Faculty Create Learning Environments for Diversity and Inclusion","authors":"Keonya C. Booker, Gloria D. Campbell-Whatley","doi":"10.46504/14201801bo","DOIUrl":"https://doi.org/10.46504/14201801bo","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87685315","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":"\"Why did I get a C?\": Communicating Student Performance Using Standards-Based Grading","authors":"Michael H. Scarlett","doi":"10.46504/14201804SC","DOIUrl":"https://doi.org/10.46504/14201804SC","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74239389","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}
There is little research on teaching futurology, which is surprising, given that instructors with a future-oriented perspective can encourage students to express constructive hope about controversial problems (e.g., climate change) rather than denying problems (Ojala, 2015). This study evaluates what learning outcomes can be accomplished through three different future-oriented in-class group activities: a future-oriented discussion, a future-oriented roleplay activity, and a backcasting activity. Analysis of student feedback suggests that these three activities encourage similar levels of student interest, understanding, and productive discussion while helping students practice both general college skills and skills specifically related to futurology. The main strength of future-oriented discussion is general understanding of both a topic and one's own perspective on it; of future-oriented roleplay, debate and emotional engagement; and of backcasting, evaluation of different potential futures and a sense of ownership over the future.
{"title":"Futurology in the College Classroom.","authors":"Skylar Davidson","doi":"10.46504/12201703da","DOIUrl":"https://doi.org/10.46504/12201703da","url":null,"abstract":"There is little research on teaching futurology, which is surprising, given that instructors with a future-oriented perspective can encourage students to express constructive hope about controversial problems (e.g., climate change) rather than denying problems (Ojala, 2015). This study evaluates what learning outcomes can be accomplished through three different future-oriented in-class group activities: a future-oriented discussion, a future-oriented roleplay activity, and a backcasting activity. Analysis of student feedback suggests that these three activities encourage similar levels of student interest, understanding, and productive discussion while helping students practice both general college skills and skills specifically related to futurology. The main strength of future-oriented discussion is general understanding of both a topic and one's own perspective on it; of future-oriented roleplay, debate and emotional engagement; and of backcasting, evaluation of different potential futures and a sense of ownership over the future.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"51-63"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555260","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 study takes a grounded theory approach as a basis for a case study examining a crossdisciplinary artistic and academic collaborative project involving faculty from the areas of English, music, dance, theatre, design, and visual journalism resulting in the creation of research, scholarly, and creative activity that fosters student engagement with feedback, reflection, and mentorship. An emergent conceptual model of artistic and academic collaboration was developed featuring a combination of collaborative partnership, creative process, and product dissemination with feedback and reflection leading to greater collaborative partnership as well as a new community of practice for cross-disciplinary collaboration.
{"title":"Making It All Count: A Cross-Disciplinary Collaboration Model Incorporating Scholarship, Creative Activity, and Student Engagement.","authors":"R. Dailey, Melissa Hauschild-Mork","doi":"10.46504/12201704da","DOIUrl":"https://doi.org/10.46504/12201704da","url":null,"abstract":"This study takes a grounded theory approach as a basis for a case study examining a crossdisciplinary artistic and academic collaborative project involving faculty from the areas of English, music, dance, theatre, design, and visual journalism resulting in the creation of research, scholarly, and creative activity that fosters student engagement with feedback, reflection, and mentorship. An emergent conceptual model of artistic and academic collaboration was developed featuring a combination of collaborative partnership, creative process, and product dissemination with feedback and reflection leading to greater collaborative partnership as well as a new community of practice for cross-disciplinary collaboration.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"64-78"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555303","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 paper addresses how professors in a Social Work and Human Services Program in the Southeastern United States include voices of the oppressed and vulnerable through art forms to develop analytical thinking to prepare human service practitioners. This pedagogical practice is based on Gardner’s discussion of Multiple Intelligences. The authors also offer examples, discuss outcome measures for each, cite student responses, and provide considerations for inclusion in course work. This article is focused on human services curricula, such as social work, psychology, clinical psychology, and counseling, but the concepts can be used in a variety of human services professional education settings.
{"title":"Arts across the Disciplines: Using the Voices of the Oppressed and Vulnerable to Inspire Analytical Thinking in the Human Services Curricula.","authors":"Ardith A. Peters, Irene S. McClatchey","doi":"10.46504/12201705pe","DOIUrl":"https://doi.org/10.46504/12201705pe","url":null,"abstract":"This paper addresses how professors in a Social Work and Human Services Program in the Southeastern United States include voices of the oppressed and vulnerable through art forms to develop analytical thinking to prepare human service practitioners. This pedagogical practice is based on Gardner’s discussion of Multiple Intelligences. The authors also offer examples, discuss outcome measures for each, cite student responses, and provide considerations for inclusion in course work. This article is focused on human services curricula, such as social work, psychology, clinical psychology, and counseling, but the concepts can be used in a variety of human services professional education settings.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"79-93"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555365","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}
Steven Sumner, Sandra Sgoutas-Emch, L. M. Nunn, E. Kirkley
A mixed methods approach analysis examines the impact of incorporating diversity education focusing on sexual diversity at an independent, Roman Catholic university, a site where Lesbian, Gay, Bisexual, Transgender, Questioning/Queer (LGBTQ) individuals face discrimination, harassment, and homophobia. The analysis demonstrates the positive impact of incorporating the sexual diversity education implemented in a cluster-course approach using common learning experiences and outcomes. In comparison to the beginning of the semester, by the end of the semester students were better able to articulate and implement culturally sensitive language, express an understanding of marginalization of sexual minorities as well as discuss heterosexual privilege.
{"title":"Implementing Innovative Pedagogy and a Rainbow Curriculum to Expand Learning on Diversity.","authors":"Steven Sumner, Sandra Sgoutas-Emch, L. M. Nunn, E. Kirkley","doi":"10.46504/12201706su","DOIUrl":"https://doi.org/10.46504/12201706su","url":null,"abstract":"A mixed methods approach analysis examines the impact of incorporating diversity education focusing on sexual diversity at an independent, Roman Catholic university, a site where Lesbian, Gay, Bisexual, Transgender, Questioning/Queer (LGBTQ) individuals face discrimination, harassment, and homophobia. The analysis demonstrates the positive impact of incorporating the sexual diversity education implemented in a cluster-course approach using common learning experiences and outcomes. In comparison to the beginning of the semester, by the end of the semester students were better able to articulate and implement culturally sensitive language, express an understanding of marginalization of sexual minorities as well as discuss heterosexual privilege.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"94-119"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555400","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":"Reading Effectively Across the Disciplines (READ): A Strategy to Improve Student Success","authors":"Juanita C. But, Pamela Brown, D. Smyth","doi":"10.46504/12201702bu","DOIUrl":"https://doi.org/10.46504/12201702bu","url":null,"abstract":"","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"12 1","pages":"30-50"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70555718","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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