Cyberbullying is a phenomenon increasingly affecting students and faculty in K-12 through higher education systems. Cyberbullying in higher education negatively affects institutions and their respective stakeholders. The consequences range from faculty turnover to student suicide. Research related cyberbullying in higher education in online learning is emerging. Common understandings of cyberbullying vary by state, institution, and classroom level. Furthermore, many states, including Florida, defer conduct policies and their enforcement to the individual institution. In this article, a review of publicly available Florida university policies regarding cyberbullying in higher education were explored by a Florida professor and a higher education administrator. Utilizing document analysis, this study analyzed policies from the 12 state universities to document the institutional definitions of cyberbullying and the recommended reporting practices for faculty. Further, following the Community of Inquiry (COI) framework, this study examined policies and procedures to determine if they supported the construct of teacher presence. It was determined that there are multiple definitions of cyberbullying and that policies were publicly available but most lacked support for faculty to report related incidences. Most policies were implied and not explicitly related to cyberbullying. Finally, there was little to no evidence in the analyzed documents that would support teaching presence.
{"title":"Teaching Online and Cyberbullying","authors":"T. Cox, Joseph Raditch","doi":"10.36021/jethe.v5i1.152","DOIUrl":"https://doi.org/10.36021/jethe.v5i1.152","url":null,"abstract":"Cyberbullying is a phenomenon increasingly affecting students and faculty in K-12 through higher education systems. Cyberbullying in higher education negatively affects institutions and their respective stakeholders. The consequences range from faculty turnover to student suicide. Research related cyberbullying in higher education in online learning is emerging. Common understandings of cyberbullying vary by state, institution, and classroom level. Furthermore, many states, including Florida, defer conduct policies and their enforcement to the individual institution. In this article, a review of publicly available Florida university policies regarding cyberbullying in higher education were explored by a Florida professor and a higher education administrator. Utilizing document analysis, this study analyzed policies from the 12 state universities to document the institutional definitions of cyberbullying and the recommended reporting practices for faculty. Further, following the Community of Inquiry (COI) framework, this study examined policies and procedures to determine if they supported the construct of teacher presence. It was determined that there are multiple definitions of cyberbullying and that policies were publicly available but most lacked support for faculty to report related incidences. Most policies were implied and not explicitly related to cyberbullying. Finally, there was little to no evidence in the analyzed documents that would support teaching presence.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054205","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}
Pamela W. Hollander, D. Dawson, Charlotte A. Haller, Erika L. Briesacher, C. Collins, Kristina Rearick, Elise Lemieux
Professors and students have contradictory views of course reading. Professors believe that reading outside of the classroom is essential in optimizing learning. However, students often find the readings to be time-consuming, not necessary to pass the class, and an option rather than a requirement. We surveyed 449 undergraduate university students and interviewed 17 university faculty to determine the perceived value of reading assignments in college classes. This preliminary study yielded that faculty could benefit from professional development workshops that will help them determine how to incorporate strategies to increase the students’ completion of assigned readings. By investigating students’ thoughts and concerns, professors can better understand how to make assigned readings more attractive to students.
{"title":"The Importance of College Reading","authors":"Pamela W. Hollander, D. Dawson, Charlotte A. Haller, Erika L. Briesacher, C. Collins, Kristina Rearick, Elise Lemieux","doi":"10.36021/jethe.v5i1.111","DOIUrl":"https://doi.org/10.36021/jethe.v5i1.111","url":null,"abstract":"Professors and students have contradictory views of course reading. Professors believe that reading outside of the classroom is essential in optimizing learning. However, students often find the readings to be time-consuming, not necessary to pass the class, and an option rather than a requirement. We surveyed 449 undergraduate university students and interviewed 17 university faculty to determine the perceived value of reading assignments in college classes. This preliminary study yielded that faculty could benefit from professional development workshops that will help them determine how to incorporate strategies to increase the students’ completion of assigned readings. By investigating students’ thoughts and concerns, professors can better understand how to make assigned readings more attractive to students.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45603088","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}
Srikanth Dandotkar, L. E. Cruz, J. Stowell, M. Britt
Epistemic beliefs are one’s assumptions about knowledge and knowing. Given the research in educational psychology that established epistemic beliefs as reliable predictors of student success, we devised a pedagogical intervention to improve students’ epistemic beliefs. In this study, we examined the effectiveness of the reflective writing task as a means of changing how students think about what is known. Students from two upper-level psychology classes (Cognitive and Research Methods) took a general epistemic belief survey by rating their agreements with 38 items at three different times in a semester (first-day, pre-reflective-writing task, and post-reflective-writing task). Day 1 responses were utilized to validate the survey items using principal component analysis—three variables (Knowledge Construction and Modification-KCM, Structure of Knowledge-KST, and Meaning of Successful Students-SS) emerged. The intervention successfully improved students’ beliefs specific to Structure of Knowledge-KST and Meaning of Successful Students-SS, beliefs that predict student learning. This study suggests that even short interventions have the potential to influence students’ beliefs about knowledge, which have been shown to have demonstrable effects on their academic success.
{"title":"Knowing About Knowing","authors":"Srikanth Dandotkar, L. E. Cruz, J. Stowell, M. Britt","doi":"10.36021/jethe.v5i1.251","DOIUrl":"https://doi.org/10.36021/jethe.v5i1.251","url":null,"abstract":"Epistemic beliefs are one’s assumptions about knowledge and knowing. Given the research in educational psychology that established epistemic beliefs as reliable predictors of student success, we devised a pedagogical intervention to improve students’ epistemic beliefs. In this study, we examined the effectiveness of the reflective writing task as a means of changing how students think about what is known. Students from two upper-level psychology classes (Cognitive and Research Methods) took a general epistemic belief survey by rating their agreements with 38 items at three different times in a semester (first-day, pre-reflective-writing task, and post-reflective-writing task). Day 1 responses were utilized to validate the survey items using principal component analysis—three variables (Knowledge Construction and Modification-KCM, Structure of Knowledge-KST, and Meaning of Successful Students-SS) emerged. The intervention successfully improved students’ beliefs specific to Structure of Knowledge-KST and Meaning of Successful Students-SS, beliefs that predict student learning. This study suggests that even short interventions have the potential to influence students’ beliefs about knowledge, which have been shown to have demonstrable effects on their academic success.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44676693","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}
Trish A. Lopez, Janet Penner-Williams, Rebecca Carpenter de Cortina
Teacher professional development and education programs are enhancing job-embedded experiences to address the disparity between theory and implementation. Simultaneously, higher education is now offering online courses to attract geographically distant educators, especially in high-needs fields such as teaching English Learners and Culturally and Linguistically Diverse students. There is a need to investigate what online teacher professional development and education programs can do to promote teachers’ application of what they learn. This pilot study utilized the Inventory of Situationally and Culturally Responsive Teaching (ISCRT) to investigate 23 in-service teachers’ culturally responsive teaching (CRT) practices before and after receiving online coursework and coaching. When compared to the control group, treatment teachers’ scores on four of the five ISCRT standards—Joint Productive Activity, Language and Literacy Development, Challenging Activities, and Instructional Conversations—as well as the composite were statistically significant. Findings suggest online CRT coursework with complementary instructional coaching supports teachers’ implementation of new knowledge and pedagogy.
{"title":"Facilitating Culturally Responsive Teaching Through Online Courses and Coaching","authors":"Trish A. Lopez, Janet Penner-Williams, Rebecca Carpenter de Cortina","doi":"10.36021/jethe.v4i3.216","DOIUrl":"https://doi.org/10.36021/jethe.v4i3.216","url":null,"abstract":"Teacher professional development and education programs are enhancing job-embedded experiences to address the disparity between theory and implementation. Simultaneously, higher education is now offering online courses to attract geographically distant educators, especially in high-needs fields such as teaching English Learners and Culturally and Linguistically Diverse students. There is a need to investigate what online teacher professional development and education programs can do to promote teachers’ application of what they learn. This pilot study utilized the Inventory of Situationally and Culturally Responsive Teaching (ISCRT) to investigate 23 in-service teachers’ culturally responsive teaching (CRT) practices before and after receiving online coursework and coaching. When compared to the control group, treatment teachers’ scores on four of the five ISCRT standards—Joint Productive Activity, Language and Literacy Development, Challenging Activities, and Instructional Conversations—as well as the composite were statistically significant. Findings suggest online CRT coursework with complementary instructional coaching supports teachers’ implementation of new knowledge and pedagogy.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41472872","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}
Complex global challenges and declining scientific literacy demand novel approaches to engaging students with science and the natural world. While evidence supports integrating creative and scientific modes of inquiry, these approaches are often separated in undergraduate education. We designed Ecology Through the Writer’s Lens (ETWL) to allow students to explore an ecosystem of critical importance, the tall grass prairie, through an interdisciplinary field experience. Co-taught by Biology and English professors and open to students of all majors, ETWL leverages classroom activities to prepare for and process the immersive field experience over the course of one semester. Field-based exercises include natural history observations, hypothesis building, experimental design, analysis of the literature, and creative/reflective writing. Learning was assessed through multiple assignments, including a final creative project that spanned diverse writing genres. Students met and exceeded expectations with respect to course objectives. Non-science majors learned how scientific knowledge is generated; science majors learned how creative approaches can open new pathways for exploration. Many students overcame fear of natural spaces. Several students independently engaged with tall grass prairie in post-course activities. We conclude that interdisciplinary approaches to field-based inquiry can generate transformative experiences, even when the immersive component is short-term and close to home. ETWL provides one model by which different modes of inquiry can be blended to enhance student appreciation of science, literature, and the environment.
{"title":"Science, Poetics, and Immersive Field Ecology","authors":"K. Gastreich, Amy E. Milakovic","doi":"10.36021/jethe.v4i3.131","DOIUrl":"https://doi.org/10.36021/jethe.v4i3.131","url":null,"abstract":"Complex global challenges and declining scientific literacy demand novel approaches to engaging students with science and the natural world. While evidence supports integrating creative and scientific modes of inquiry, these approaches are often separated in undergraduate education. We designed Ecology Through the Writer’s Lens (ETWL) to allow students to explore an ecosystem of critical importance, the tall grass prairie, through an interdisciplinary field experience. Co-taught by Biology and English professors and open to students of all majors, ETWL leverages classroom activities to prepare for and process the immersive field experience over the course of one semester. Field-based exercises include natural history observations, hypothesis building, experimental design, analysis of the literature, and creative/reflective writing. Learning was assessed through multiple assignments, including a final creative project that spanned diverse writing genres. Students met and exceeded expectations with respect to course objectives. Non-science majors learned how scientific knowledge is generated; science majors learned how creative approaches can open new pathways for exploration. Many students overcame fear of natural spaces. Several students independently engaged with tall grass prairie in post-course activities. We conclude that interdisciplinary approaches to field-based inquiry can generate transformative experiences, even when the immersive component is short-term and close to home. ETWL provides one model by which different modes of inquiry can be blended to enhance student appreciation of science, literature, and the environment.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42648682","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}
College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.
{"title":"Personal Technology in the Classroom","authors":"C. Iluzada, Robin L. Wakefield, Allison M. Alford","doi":"10.36021/jethe.v4i3.229","DOIUrl":"https://doi.org/10.36021/jethe.v4i3.229","url":null,"abstract":"College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631087","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}
The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students’ surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.
{"title":"Role of Mindfulness Practices in the College Classroom","authors":"E. Kosal","doi":"10.36021/jethe.v4i3.126","DOIUrl":"https://doi.org/10.36021/jethe.v4i3.126","url":null,"abstract":"The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students’ surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45750513","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}
Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.
{"title":"Videos in Online Courses","authors":"E. Litton","doi":"10.36021/jethe.v4i3.247","DOIUrl":"https://doi.org/10.36021/jethe.v4i3.247","url":null,"abstract":"Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49013138","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 highlights an innovative take on the jigsaw format, an inclusive and cooperative active learning strategy, implemented in an upper-level engineering elective course. After students complete the usual two steps of the jigsaw method—first gaining mastery in “expert groups” and then collaboratively teaching their peers in “jigsaw groups”—they then complete a third step in their jigsaw groups, in which they work together on an authentic design problem, offering a practical take on applying course content. This activity was implemented in three courses offered both in person and remotely (online only). We share how this innovation can promote learning, problem-solving, perspective sharing, and teamwork in contexts with students from different backgrounds and levels of experience.
{"title":"The Jigsaw Design Challenge","authors":"Susanna C Calkins, Jonathan Rivnay","doi":"10.36021/jethe.v4i3.249","DOIUrl":"https://doi.org/10.36021/jethe.v4i3.249","url":null,"abstract":"This article highlights an innovative take on the jigsaw format, an inclusive and cooperative active learning strategy, implemented in an upper-level engineering elective course. After students complete the usual two steps of the jigsaw method—first gaining mastery in “expert groups” and then collaboratively teaching their peers in “jigsaw groups”—they then complete a third step in their jigsaw groups, in which they work together on an authentic design problem, offering a practical take on applying course content. This activity was implemented in three courses offered both in person and remotely (online only). We share how this innovation can promote learning, problem-solving, perspective sharing, and teamwork in contexts with students from different backgrounds and levels of experience.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48447848","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}
Assessment is critical to effectively implementing interdisciplinary pedagogy in higher education. We developed an interdisciplinary project for an Introduction to Psychology and Introduction to Criminal Justice learning community at an urban community college. The semester-long project involved completing a series of lessons and assignments in both courses. The study objective was to evaluate the extent to which the interdisciplinary project supported students’ learning, with attention to their academic skill development, progress on course learning outcomes, and academic progress in the psychology course. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. Findings suggest the interdisciplinary project positively supported students’ academic skill development, progress on course learning outcomes, and overall success in the psychology course. These findings demonstrate the value of interdisciplinary teaching and assessment. We offer the interdisciplinary project and assessment procedures presented here as models for higher education faculty interested in interdisciplinary pedagogical approaches.
{"title":"What Did We Learn?","authors":"B. Rima, C. Rodriguez","doi":"10.1596/26729","DOIUrl":"https://doi.org/10.1596/26729","url":null,"abstract":"Assessment is critical to effectively implementing interdisciplinary pedagogy in higher education. We developed an interdisciplinary project for an Introduction to Psychology and Introduction to Criminal Justice learning community at an urban community college. The semester-long project involved completing a series of lessons and assignments in both courses. The study objective was to evaluate the extent to which the interdisciplinary project supported students’ learning, with attention to their academic skill development, progress on course learning outcomes, and academic progress in the psychology course. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. Findings suggest the interdisciplinary project positively supported students’ academic skill development, progress on course learning outcomes, and overall success in the psychology course. These findings demonstrate the value of interdisciplinary teaching and assessment. We offer the interdisciplinary project and assessment procedures presented here as models for higher education faculty interested in interdisciplinary pedagogical approaches.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47026498","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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