Pub Date : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.17
Jonathan Graves
This paper compares undergraduate course-based research experiences to field-based research experiences to understand the relationship between these different forms of experiential learning. I study undergraduate research experiences across an economics department at a large Canadian research university. Statistical analysis indicates there are not large differences between field- and course-based experiences. The main differences favour course-based instruction, with course-based experiences associated with more independent thinking and relevant task engagement. Overall, I conclude curriculum designers should focus attention on proper course-based curriculum design rather than simply trying to adapt “research-like” experiences into the classroom.
{"title":"Course-Based Versus Field Undergraduate Research Experiences","authors":"Jonathan Graves","doi":"10.20343/teachlearninqu.9.2.17","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.17","url":null,"abstract":"This paper compares undergraduate course-based research experiences to field-based research experiences to understand the relationship between these different forms of experiential learning. I study undergraduate research experiences across an economics department at a large Canadian research university. Statistical analysis indicates there are not large differences between field- and course-based experiences. The main differences favour course-based instruction, with course-based experiences associated with more independent thinking and relevant task engagement. Overall, I conclude curriculum designers should focus attention on proper course-based curriculum design rather than simply trying to adapt “research-like” experiences into the classroom.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"303 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77938680","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 : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.14
R. Michael, Deandra Little, Emily Donelli-Sallee
In this article, we share themes and tensions experienced by humanities faculty undertaking a scholarship of teaching & learning (SoTL) project as part of a multi-campus, grant-funded initiative. Faculty participants in the project iteratively transformed a course to improve one or more aspects of their students’ learning over a three-year period and documented the process and results in a course portfolio. To support their individual and collaborative work, each of the four campuses had a local leader, and participants met regularly with campus teams, convening with the full group annually for cross-campus knowledge exchange and peer review. At the project conclusion campus leaders gathered participant reflections and discovered a pattern of tensions that included: disciplinary ways of knowing, ways to represent knowing, and ways of writing and sharing. These tensions are similar to those identified elsewhere and can be potential impediments to this work for some in the humanities. Explicitly addressing those potential tensions while helping faculty see how their own disciplinary approaches can help them investigate their course practices is a useful first step toward more contributions from humanities scholars.
{"title":"SoTL and the Humanities","authors":"R. Michael, Deandra Little, Emily Donelli-Sallee","doi":"10.20343/teachlearninqu.9.2.14","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.14","url":null,"abstract":"In this article, we share themes and tensions experienced by humanities faculty undertaking a scholarship of teaching & learning (SoTL) project as part of a multi-campus, grant-funded initiative. Faculty participants in the project iteratively transformed a course to improve one or more aspects of their students’ learning over a three-year period and documented the process and results in a course portfolio. To support their individual and collaborative work, each of the four campuses had a local leader, and participants met regularly with campus teams, convening with the full group annually for cross-campus knowledge exchange and peer review. At the project conclusion campus leaders gathered participant reflections and discovered a pattern of tensions that included: disciplinary ways of knowing, ways to represent knowing, and ways of writing and sharing. These tensions are similar to those identified elsewhere and can be potential impediments to this work for some in the humanities. Explicitly addressing those potential tensions while helping faculty see how their own disciplinary approaches can help them investigate their course practices is a useful first step toward more contributions from humanities scholars.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"48 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88115474","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 : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.9
J. Lock, Carol Johnson, Laurie Hill, C. Ostrowski, Luciano da Rosa dos Santos
Student-faculty partnerships are a growing practice in scholarship of teaching & learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching & learning experiences. For graduate students, in particular those pursuing academic careers, such partnerships can offer opportunities for development of their professional identities as emerging SoTL scholars. In this article, we expand upon previous theorizations of partnerships to include the unique attributes of graduate student partnerships, such as in terms of longer timeframes, increased complexity, and long-term goals. Drawing on a two-year SoTL study, we present a three-layer framework characterizing key attributes for a successful graduate student-faculty partnership: 1) individual attributes in a partnership, 2) collective attributes for a partnership, and 3) outcomes of a partnership. The framework is grounded in literature and illustrative examples from our experiences as graduate students and faculty members working together in partnership with a SoTL project. This framework offers a structured mechanism to inform, create, and enhance the capacity of student-faculty partnerships in SoTL research.
{"title":"From Assistants to Partners","authors":"J. Lock, Carol Johnson, Laurie Hill, C. Ostrowski, Luciano da Rosa dos Santos","doi":"10.20343/teachlearninqu.9.2.9","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.9","url":null,"abstract":"Student-faculty partnerships are a growing practice in scholarship of teaching & learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching & learning experiences. For graduate students, in particular those pursuing academic careers, such partnerships can offer opportunities for development of their professional identities as emerging SoTL scholars. In this article, we expand upon previous theorizations of partnerships to include the unique attributes of graduate student partnerships, such as in terms of longer timeframes, increased complexity, and long-term goals. Drawing on a two-year SoTL study, we present a three-layer framework characterizing key attributes for a successful graduate student-faculty partnership: 1) individual attributes in a partnership, 2) collective attributes for a partnership, and 3) outcomes of a partnership. The framework is grounded in literature and illustrative examples from our experiences as graduate students and faculty members working together in partnership with a SoTL project. This framework offers a structured mechanism to inform, create, and enhance the capacity of student-faculty partnerships in SoTL research.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"77 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79156985","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 : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.6
Lucy Mercer-Mapstone, Sarah Bajan, K. Banas, A. Morphett, Kristine McGrath
The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in the context of genetics concepts at an Australian university. This module aimed to break the binary in misconceptions of both sex and gender, emphasising that both exist on separate spectra. Data triangulation was used to evaluate students’ attitudes towards the module and their learning of module concepts. Students’ attitudes were positive overall, and evaluation of students’ learning indicated that the majority of students understood and retained key concepts, while also identifying common misconceptions. Perhaps the most important finding was that students who identified as belonging to a minority group had significantly more positive attitudes towards the module than non-minority students. This finding supports previous research that has found inclusive curricula have greater benefit for students from minority backgrounds, indicating the importance of making such curriculum enhancements. Our results speak to both the co-creation process and students’ learning outcomes, providing valuable insights for practitioners both within science and beyond.
{"title":"Breaking the Binary","authors":"Lucy Mercer-Mapstone, Sarah Bajan, K. Banas, A. Morphett, Kristine McGrath","doi":"10.20343/teachlearninqu.9.2.6","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.6","url":null,"abstract":"The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in the context of genetics concepts at an Australian university. This module aimed to break the binary in misconceptions of both sex and gender, emphasising that both exist on separate spectra. Data triangulation was used to evaluate students’ attitudes towards the module and their learning of module concepts. Students’ attitudes were positive overall, and evaluation of students’ learning indicated that the majority of students understood and retained key concepts, while also identifying common misconceptions. Perhaps the most important finding was that students who identified as belonging to a minority group had significantly more positive attitudes towards the module than non-minority students. This finding supports previous research that has found inclusive curricula have greater benefit for students from minority backgrounds, indicating the importance of making such curriculum enhancements. Our results speak to both the co-creation process and students’ learning outcomes, providing valuable insights for practitioners both within science and beyond.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"3 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78607579","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 : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.7
Karen Sobel
Many first-year seminar courses, as well as other programs aimed at first-year undergraduate students, actively incorporate critical thinking into the curriculum. What factors motivate students who purposefully develop these critical thinking skills to continue using them during subsequent semesters? This article discusses results of a study on this topic. Twenty-four students participated in a study approximately one semester after completing a first-year seminar at their university. The study uses mixed methods to (a) discuss students’ self-reported responses regarding nine potential motivating factors for continuing use of critical thinking skills, (b) examine correlations with critical thinking performance on a writing sample, and (c) briefly compare students’ self-reported motivating factors for continued use of critical thinking skills with parallel self-reported motivating factors for continued use of information literacy skills. The article ends with recommendations for applying the findings in the undergraduate classroom.
{"title":"Motivations for Continued Use of Critical Thinking Skills among First-Year Seminar Graduates","authors":"Karen Sobel","doi":"10.20343/teachlearninqu.9.2.7","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.7","url":null,"abstract":"Many first-year seminar courses, as well as other programs aimed at first-year undergraduate students, actively incorporate critical thinking into the curriculum. What factors motivate students who purposefully develop these critical thinking skills to continue using them during subsequent semesters? This article discusses results of a study on this topic. Twenty-four students participated in a study approximately one semester after completing a first-year seminar at their university. The study uses mixed methods to (a) discuss students’ self-reported responses regarding nine potential motivating factors for continuing use of critical thinking skills, (b) examine correlations with critical thinking performance on a writing sample, and (c) briefly compare students’ self-reported motivating factors for continued use of critical thinking skills with parallel self-reported motivating factors for continued use of information literacy skills. The article ends with recommendations for applying the findings in the undergraduate classroom.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"16 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75259783","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 : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.13
D. Cozart, E. Horan, Gavin Frome
As college costs have continued to rise, textbooks now average more than $1,200 per student per academic year as of 2020. Traditional textbooks are not only expensive, but also have fixed and frequently outdated content. In this study, we compared pre-service teacher-student outcomes and perceptions of a traditional textbook versus no-cost, online materials such as open educational resources (OER) in an undergraduate Foundations of Education course. Outcomes were measured by comparison of final course grades. Perceptions were determined through quantitative and qualitative survey questions added to existing end-of-course evaluations. Results revealed students found OER and no-cost online materials more useful to their success in the course and more engaging than a traditional textbook. Qualitative analysis further revealed that while students appreciated there was no cost for the online materials, they preferred them to a traditional textbook because of the customized content. Results suggest students find instructor-curated, no-cost online readings more useful and preferable to a traditional textbook without compromising student academic performance.
{"title":"Rethinking the Traditional Textbook","authors":"D. Cozart, E. Horan, Gavin Frome","doi":"10.20343/teachlearninqu.9.2.13","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.13","url":null,"abstract":"As college costs have continued to rise, textbooks now average more than $1,200 per student per academic year as of 2020. Traditional textbooks are not only expensive, but also have fixed and frequently outdated content. In this study, we compared pre-service teacher-student outcomes and perceptions of a traditional textbook versus no-cost, online materials such as open educational resources (OER) in an undergraduate Foundations of Education course. Outcomes were measured by comparison of final course grades. Perceptions were determined through quantitative and qualitative survey questions added to existing end-of-course evaluations. Results revealed students found OER and no-cost online materials more useful to their success in the course and more engaging than a traditional textbook. Qualitative analysis further revealed that while students appreciated there was no cost for the online materials, they preferred them to a traditional textbook because of the customized content. Results suggest students find instructor-curated, no-cost online readings more useful and preferable to a traditional textbook without compromising student academic performance.\u0000 ","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"48 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82163528","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 : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.20
M. Morse
Online discussion board activities have traditionally been a primary method of providing student-to-student interaction, especially in asynchronous online classes. This study examines the impact of an alternate online discussion tool on student participation in online discussion assignments. Three identical discussion assignments were examined over the course of two semesters. The first semester utilized the traditional Learning Management System (LMS) threaded discussion board. The second semester incorporated Google Docs as the discussion platform. Overall, students using Google Docs made 68 percent more posts per student than students using the traditional LMS discussion board. Students using Google Docs also demonstrated more engagement by sharing professional experiences and teaching strategies more often than those students using the traditional LMS discussion board. While the data are encouraging, limitations of this study encourage additional research in the areas of discussion platform, discussion group size, and group assignment methods.
{"title":"Increase Engaged Student Learning Using Google Docs as a Discussion Platform","authors":"M. Morse","doi":"10.20343/teachlearninqu.9.2.20","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.20","url":null,"abstract":"Online discussion board activities have traditionally been a primary method of providing student-to-student interaction, especially in asynchronous online classes. This study examines the impact of an alternate online discussion tool on student participation in online discussion assignments. Three identical discussion assignments were examined over the course of two semesters. The first semester utilized the traditional Learning Management System (LMS) threaded discussion board. The second semester incorporated Google Docs as the discussion platform. Overall, students using Google Docs made 68 percent more posts per student than students using the traditional LMS discussion board. Students using Google Docs also demonstrated more engagement by sharing professional experiences and teaching strategies more often than those students using the traditional LMS discussion board. While the data are encouraging, limitations of this study encourage additional research in the areas of discussion platform, discussion group size, and group assignment methods.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"49 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83288987","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 : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.21
L. Hays
Book review of Transforming Digital Learning and Assessment: A Guide to Available and Emerging Practices and Building Institutional Consensus, edited by Peggy L. Maki and Peter Shea.
佩吉·l·马基和彼得·谢伊主编的《数字化学习和评估转型:现有和新兴实践指南以及建立制度共识》书评。
{"title":"Teaching & Learning Inquiry Book Reviews","authors":"L. Hays","doi":"10.20343/teachlearninqu.9.2.21","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.21","url":null,"abstract":"Book review of Transforming Digital Learning and Assessment: A Guide to Available and Emerging Practices and Building Institutional Consensus, edited by Peggy L. Maki and Peter Shea.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"36 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79294580","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 : 2021-09-14DOI: 10.20343/teachlearninqu.9.2.4
Rhia Moreno
Study abroad (SA) is often equated to cultural learning, which is problematic when culture is presented as a fixed concept free of context. To challenge cultural labeling and develop students’ critical consciousness, this study implemented an arts-based inquiry intervention within a United States (US) SA program in Italy. Using a Deweyan experiential frame it incorporated arts-based pedagogy, which refers to the artistic tools and strategies used to support and stimulate students’ reflective learning. This qualitative case study describes the process of 13 undergraduate US students’ participation in a multi-phase inquiry project as a scaffold for educators and illuminates the complexity of learning through participants’ art and reflections. Findings suggest the inclusion of arts-based inquiry can support the development of critical consciousness of “cultural hybridity” and can decenter students’ assumptions and perspectives to feature the voices of those around them. Additionally, the article highlights that the learning process is both complex and continual. It indicates that scholar practitioners must be aware of the potential for essentialization through representation, and therefore the need to continue to address cultural stereotypes while also guiding students to examine their own understandings of self and culture. The paper concludes with recommendations for continued improvement and implications for both the international field of SA and for educators in general who seek to expand critical thinking and meaning-making in the classroom.
{"title":"Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry","authors":"Rhia Moreno","doi":"10.20343/teachlearninqu.9.2.4","DOIUrl":"https://doi.org/10.20343/teachlearninqu.9.2.4","url":null,"abstract":"Study abroad (SA) is often equated to cultural learning, which is problematic when culture is presented as a fixed concept free of context. To challenge cultural labeling and develop students’ critical consciousness, this study implemented an arts-based inquiry intervention within a United States (US) SA program in Italy. Using a Deweyan experiential frame it incorporated arts-based pedagogy, which refers to the artistic tools and strategies used to support and stimulate students’ reflective learning. This qualitative case study describes the process of 13 undergraduate US students’ participation in a multi-phase inquiry project as a scaffold for educators and illuminates the complexity of learning through participants’ art and reflections. Findings suggest the inclusion of arts-based inquiry can support the development of critical consciousness of “cultural hybridity” and can decenter students’ assumptions and perspectives to feature the voices of those around them. Additionally, the article highlights that the learning process is both complex and continual. It indicates that scholar practitioners must be aware of the potential for essentialization through representation, and therefore the need to continue to address cultural stereotypes while also guiding students to examine their own understandings of self and culture. The paper concludes with recommendations for continued improvement and implications for both the international field of SA and for educators in general who seek to expand critical thinking and meaning-making in the classroom.","PeriodicalId":44633,"journal":{"name":"Teaching & Learning Inquiry-The ISSOTL Journal","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42389497","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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