Pub Date : 2015-07-30DOI: 10.20429/IJSOTL.2015.090206
Dave S. Knowlton, David C. Sharp
This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students’ opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing bi-weekly reflection journals were the most valued strategies by students for elevating creative thinking. The course, as a whole, did have benefit in that students felt that it allowed them to transform themselves into more creative thinkers.
{"title":"Students’ Opinions of Instructional Strategies in a Graduate-Level Creativity Course","authors":"Dave S. Knowlton, David C. Sharp","doi":"10.20429/IJSOTL.2015.090206","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090206","url":null,"abstract":"This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students’ opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing bi-weekly reflection journals were the most valued strategies by students for elevating creative thinking. The course, as a whole, did have benefit in that students felt that it allowed them to transform themselves into more creative thinkers.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121551094","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}
Pub Date : 2015-07-30DOI: 10.20429/IJSOTL.2015.090207
G. Guy, J. Cornick, Ian Beckford
Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT’s Engage survey measuring motivation, academic-related skills and social engagement, as well as the ATMI (Attitudes Toward Math Inventory) survey. Student performance on the course was measured by a common 25 question multiple choice final exam. Of the affective variables measured, ATMI Motivation was statistically significant in positive correlation with final exam score, and ATMI Confidence had a statistically significant negative correlation. More general measures of motivation and confidence were not significant suggesting a potential difference affective measures for mathematics learning. Longer term persistence models indicated ATMI Value of Mathematics and Engage Academic Discipline were positive predictors of success.
{"title":"More than Math: On the Affective Domain in Developmental Mathematics.","authors":"G. Guy, J. Cornick, Ian Beckford","doi":"10.20429/IJSOTL.2015.090207","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090207","url":null,"abstract":"Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT’s Engage survey measuring motivation, academic-related skills and social engagement, as well as the ATMI (Attitudes Toward Math Inventory) survey. Student performance on the course was measured by a common 25 question multiple choice final exam. Of the affective variables measured, ATMI Motivation was statistically significant in positive correlation with final exam score, and ATMI Confidence had a statistically significant negative correlation. More general measures of motivation and confidence were not significant suggesting a potential difference affective measures for mathematics learning. Longer term persistence models indicated ATMI Value of Mathematics and Engage Academic Discipline were positive predictors of success.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127731850","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}
Pub Date : 2015-07-30DOI: 10.20429/IJSOTL.2015.090203
Nanette S. Levinson, Kaitlin E Davidson
There has been tremendous growth both in study abroad and intercultural exchange options in the United States and also in on-line learning options in higher education. Reviewing 91 cross-cultural experiences with at least one type of formal on-line component, this paper provides an overview and categorization of these offerings as well as a discussion of trends. It also offers recommendations to help strengthen and shape further offerings and related research.
{"title":"Linking Trajectories: On-line Learning and Intercultural Exchanges","authors":"Nanette S. Levinson, Kaitlin E Davidson","doi":"10.20429/IJSOTL.2015.090203","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090203","url":null,"abstract":"There has been tremendous growth both in study abroad and intercultural exchange options in the United States and also in on-line learning options in higher education. Reviewing 91 cross-cultural experiences with at least one type of formal on-line component, this paper provides an overview and categorization of these offerings as well as a discussion of trends. It also offers recommendations to help strengthen and shape further offerings and related research.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130109600","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}
Pub Date : 2015-07-30DOI: 10.20429/IJSOTL.2015.090208
Sara L. Sohr-Preston
Non-parent college students enrolled in a lifespan developmental psychology course were assessed at two time points (beginning of the semester and shortly after midterm) on knowledge and attitudes that would likely to be useful for the transition to parenthood. Students reported perceived change in knowledge and attitudes, and repeated measures analysis of variance (ANOVA) revealed statistically significant increases in knowledge of infant and child development, knowledge of reproduction and sexuality, rejections of vaccination myths, and appropriate expectations for children. Participants also reported significantly reduced belief in the use and value of corporal punishment, and parent-child role reversal.
{"title":"Change in Knowledge and Attitudes among Students in an Undergraduate Developmental Psychology Class","authors":"Sara L. Sohr-Preston","doi":"10.20429/IJSOTL.2015.090208","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090208","url":null,"abstract":"Non-parent college students enrolled in a lifespan developmental psychology course were assessed at two time points (beginning of the semester and shortly after midterm) on knowledge and attitudes that would likely to be useful for the transition to parenthood. Students reported perceived change in knowledge and attitudes, and repeated measures analysis of variance (ANOVA) revealed statistically significant increases in knowledge of infant and child development, knowledge of reproduction and sexuality, rejections of vaccination myths, and appropriate expectations for children. Participants also reported significantly reduced belief in the use and value of corporal punishment, and parent-child role reversal.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125118420","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}
Pub Date : 2015-07-30DOI: 10.20429/IJSOTL.2015.090210
R. Tannebaum, Susan Cridland-Hughes
An extensive body of empirical data emphasizes the numerous benefits of incorporating discussion into the social studies classroom. Therefore, it is necessary to better understand how educators view discussion and what experiences they have with in throughout their college courses. The authors conducted a single-case study at a large southeastern university that sought to explore how 12 preservice social studies teachers experience discussion in their college-level coursework. The study also sought to discover the extent to which the participants valued discussion within their coursework and whether they considered discussion as a practical approach for their own classroom. Findings suggest that the participants mostly experience lecture in their lower-level core curriculum courses as well as their teacher preparation coursework. Additionally, the study demonstrates that the participants valued discussion as a pedagogical approach, but they viewed it as a less practical strategy than more traditional forms of pedagogy such as lecturing.
{"title":"Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study","authors":"R. Tannebaum, Susan Cridland-Hughes","doi":"10.20429/IJSOTL.2015.090210","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090210","url":null,"abstract":"An extensive body of empirical data emphasizes the numerous benefits of incorporating discussion into the social studies classroom. Therefore, it is necessary to better understand how educators view discussion and what experiences they have with in throughout their college courses. The authors conducted a single-case study at a large southeastern university that sought to explore how 12 preservice social studies teachers experience discussion in their college-level coursework. The study also sought to discover the extent to which the participants valued discussion within their coursework and whether they considered discussion as a practical approach for their own classroom. Findings suggest that the participants mostly experience lecture in their lower-level core curriculum courses as well as their teacher preparation coursework. Additionally, the study demonstrates that the participants valued discussion as a pedagogical approach, but they viewed it as a less practical strategy than more traditional forms of pedagogy such as lecturing.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125596366","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}
Pub Date : 2015-07-30DOI: 10.20429/IJSOTL.2015.090204
Rebecca M. Achen, A. Lumpkin
The purpose of this action research was to examine the use of class time through classroom observation and student feedback. Students’, the teacher’s, and whole class activities during class were categorized every two minutes. Students also were given preand post-course surveys to assess perceptions on lecture time, impact of learning strategies, and enjoyment of learning strategies. Results indicated students spent the majority of class time actively engaged in their learning instead of passively listening to lectures. However, their views of the optimal amount of lecture time did not change. Even though students overwhelmingly enjoyed engaging learning activities and found them helpful, they still believed teachers should lecture more than 60% of the time, even though the teacher in this course only lectured 30% of the time. Evaluating the way class time was spent was very useful to the teacher for course assessment and planning.
{"title":"Evaluating Classroom Time through Systematic Analysis and Student Feedback","authors":"Rebecca M. Achen, A. Lumpkin","doi":"10.20429/IJSOTL.2015.090204","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090204","url":null,"abstract":"The purpose of this action research was to examine the use of class time through classroom observation and student feedback. Students’, the teacher’s, and whole class activities during class were categorized every two minutes. Students also were given preand post-course surveys to assess perceptions on lecture time, impact of learning strategies, and enjoyment of learning strategies. Results indicated students spent the majority of class time actively engaged in their learning instead of passively listening to lectures. However, their views of the optimal amount of lecture time did not change. Even though students overwhelmingly enjoyed engaging learning activities and found them helpful, they still believed teachers should lecture more than 60% of the time, even though the teacher in this course only lectured 30% of the time. Evaluating the way class time was spent was very useful to the teacher for course assessment and planning.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130070796","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}
Pub Date : 2015-01-30DOI: 10.20429/IJSOTL.2015.090104
Sara B. Marcketti, A. VanDerZanden, Jennifer R. Leptien
The benefits of conducting SoTL impact individual faculty, staff, students, as well as disciplines, departments, and institutions. In spite of these benefits, colleges and universities, as well as faculty members, do not consistently embrace a broader vision of scholarship, including SoTL. This research explored individual experiences within the institutional framework of one land-grant institution to further institutionalize SoTL practice. A qualitative methodology of individual, semi-structured interviews was used to collect data. Eighteen faculty members with ranks from assistant to full professor revealed why they became involved in SoTL and the personal and professional benefits that went beyond those that “counted” for promotion and tenure decisions. Institutionalizing SoTL through definition and valuing in the faculty handbook and exempt review opportunities enabled SoTL work. Suggestions for strategically using SoTL to promote the university in efforts to increase recruitment and retention were offered.
{"title":"SoTL Champions: Leveraging Their Lessons Learned","authors":"Sara B. Marcketti, A. VanDerZanden, Jennifer R. Leptien","doi":"10.20429/IJSOTL.2015.090104","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090104","url":null,"abstract":"The benefits of conducting SoTL impact individual faculty, staff, students, as well as disciplines, departments, and institutions. In spite of these benefits, colleges and universities, as well as faculty members, do not consistently embrace a broader vision of scholarship, including SoTL. This research explored individual experiences within the institutional framework of one land-grant institution to further institutionalize SoTL practice. A qualitative methodology of individual, semi-structured interviews was used to collect data. Eighteen faculty members with ranks from assistant to full professor revealed why they became involved in SoTL and the personal and professional benefits that went beyond those that “counted” for promotion and tenure decisions. Institutionalizing SoTL through definition and valuing in the faculty handbook and exempt review opportunities enabled SoTL work. Suggestions for strategically using SoTL to promote the university in efforts to increase recruitment and retention were offered.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117197384","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}
Pub Date : 2015-01-30DOI: 10.20429/IJSOTL.2015.090103
N. Chick, C. Brame
This study offers an investigation of three graduate-level SoTL programs offered since 2007 at a mid-size, highly selective, private, research-intensive university in the southeastern United States. We identify patterns in these early experiences with the scholarship of teaching and learning, specifically the choices made while carrying out their first SoTL projects and their perceptions of the impact of the program. We analyzed 72 project posters and 39 impact survey responses. Drawn from the rich particularities of a single institution, this study offers insight into novice SoTL work and recommendations for developing introductory SoTL programs on other campuses.
{"title":"An Investigation of the Products and Impact of Graduate Student SoTL Programs: Observations and Recommendations from a Single Institution","authors":"N. Chick, C. Brame","doi":"10.20429/IJSOTL.2015.090103","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090103","url":null,"abstract":"This study offers an investigation of three graduate-level SoTL programs offered since 2007 at a mid-size, highly selective, private, research-intensive university in the southeastern United States. We identify patterns in these early experiences with the scholarship of teaching and learning, specifically the choices made while carrying out their first SoTL projects and their perceptions of the impact of the program. We analyzed 72 project posters and 39 impact survey responses. Drawn from the rich particularities of a single institution, this study offers insight into novice SoTL work and recommendations for developing introductory SoTL programs on other campuses.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130210955","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}
Pub Date : 2015-01-30DOI: 10.20429/IJSOTL.2015.090106
Trent W. Maurer, J. Longfield
This study compared students’ daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item quiz over the assigned readings. With the exception of the control section, all students had access to an instructor-designed reading guide for each of the 20 assigned readings. Results revealed that reading guides significantly increased student learning as demonstrated by increased scores on the in-class reading quizzes, with marginal additional gains when practice quizzes were also utilized. The addition of online graded quizzes resulted in lower scores on in-class quizzes. Results held even after multiple subsidiary analyses controlling for time spent studying. These findings suggest that reading guides may be a valuable study aid for improving student learning.
{"title":"Using Reading Guides and On-line Quizzes to Improve Reading Compliance and Quiz Scores","authors":"Trent W. Maurer, J. Longfield","doi":"10.20429/IJSOTL.2015.090106","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090106","url":null,"abstract":"This study compared students’ daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item quiz over the assigned readings. With the exception of the control section, all students had access to an instructor-designed reading guide for each of the 20 assigned readings. Results revealed that reading guides significantly increased student learning as demonstrated by increased scores on the in-class reading quizzes, with marginal additional gains when practice quizzes were also utilized. The addition of online graded quizzes resulted in lower scores on in-class quizzes. Results held even after multiple subsidiary analyses controlling for time spent studying. These findings suggest that reading guides may be a valuable study aid for improving student learning.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133377225","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}
Pub Date : 2015-01-30DOI: 10.20429/IJSOTL.2015.090109
Kenneth H. Kolb, Kyle C. Longest, Alexa J. Singer
Writing intensive first-year seminars are well situated within the curriculum to teach about issues like cheating and plagiarism. Although most research on academic integrity focuses on how—and how much—students cheat, we take a different approach. We assess whether participation in writing intensive first-year seminars produces measurable changes in students’ rationales for choosing not to cheat. Relying upon data collected via pre and post-test in-depth interviews, we propose a framework to measure these changes that is grounded in students’ accounts of how they negotiated real-life opportunities to cheat on campus. In general, we find that writing intensive first-year seminars produce no positive qualitative changes in students’ rationales for choosing not to cheat. In the conclusion, we offer a new perspective on the possible consequences of creating “cheat proof ” tests and assignments on students’ ethical development.
{"title":"Choosing Not to Cheat: A Framework to Assess Students’ Rationales for Abiding by Academic Integrity Policies","authors":"Kenneth H. Kolb, Kyle C. Longest, Alexa J. Singer","doi":"10.20429/IJSOTL.2015.090109","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090109","url":null,"abstract":"Writing intensive first-year seminars are well situated within the curriculum to teach about issues like cheating and plagiarism. Although most research on academic integrity focuses on how—and how much—students cheat, we take a different approach. We assess whether participation in writing intensive first-year seminars produces measurable changes in students’ rationales for choosing not to cheat. Relying upon data collected via pre and post-test in-depth interviews, we propose a framework to measure these changes that is grounded in students’ accounts of how they negotiated real-life opportunities to cheat on campus. In general, we find that writing intensive first-year seminars produce no positive qualitative changes in students’ rationales for choosing not to cheat. In the conclusion, we offer a new perspective on the possible consequences of creating “cheat proof ” tests and assignments on students’ ethical development.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126119574","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：