Pub Date : 2022-12-16DOI: 10.14434/josotl.v22i4.32702
Gregory Gimpel
The trend to shift courses online is accelerating. Some students are gravitating toward asynchronous online classes; however, many still prefer in-person educational experiences. These students often are less engaged when taking online courses, and their willingness to pay for online courses is frequently less than for in-person courses. There is a need to bridge the gaps between online and traditional class delivery formats. This paper reports on a high-presence online teaching method that approximates the in-person experience by affording face-to-face conversations, real-time interaction, and features the instructor placed front-and-center with the lecture material. The paper reports a case study test of this method as applied to a graduate process reengineering course. Students in the course report that the method provides better student-instructor interaction and overall engagement than they expect from in-person classes. Students also report that the method approximates what they expect from in-person courses regarding the quality of interactions they have with their classmates.
{"title":"Bringing Face-to-Face Engagement to Online Classes","authors":"Gregory Gimpel","doi":"10.14434/josotl.v22i4.32702","DOIUrl":"https://doi.org/10.14434/josotl.v22i4.32702","url":null,"abstract":"The trend to shift courses online is accelerating. Some students are gravitating toward asynchronous online classes; however, many still prefer in-person educational experiences. These students often are less engaged when taking online courses, and their willingness to pay for online courses is frequently less than for in-person courses. There is a need to bridge the gaps between online and traditional class delivery formats. This paper reports on a high-presence online teaching method that approximates the in-person experience by affording face-to-face conversations, real-time interaction, and features the instructor placed front-and-center with the lecture material. The paper reports a case study test of this method as applied to a graduate process reengineering course. Students in the course report that the method provides better student-instructor interaction and overall engagement than they expect from in-person classes. Students also report that the method approximates what they expect from in-person courses regarding the quality of interactions they have with their classmates.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73740659","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 : 2022-12-16DOI: 10.14434/josotl.v22i4.33192
Deborah Donovan, Alexa Clemmons, Alison J Crowe
Recent calls to reform undergraduate biology education, including Vision and Change in Undergraduate Biology Education, have led biology departments to examine their curriculum to determine the extent to which it aligns with Vision and Change content and competency recommendations. The recently released BioSkills Guide translates the broad Vision and Change core competencies into more specific program-level learning objectives. Curriculum mapping is the process of surveying courses within a program to determine where content and skills are taught, then analyzing the data to determine how well the curriculum that is actually taught aligns with the planned curriculum. The [INSTITUTION] Biology Department used a new curriculum mapping tool, the BioSkills Curriculum Survey, to examine the extent to which Vision and Change core competencies and BioSkills learning objectives were taught in our courses. Instructors completed the survey for every course they taught in the last two years, enabling us to gather data on competency and learning objective coverage and assessment across our curriculum. We answered questions about where in the curriculum competencies and learning objectives were taught, how different instructors teaching the same course taught learning objectives, the extent to which different learning objectives were assessed, and how teaching learning objectives differed in different tracks and different course levels. For a subset of courses, students also completed a modified survey to determine how students’ perceptions of skills coverage matched instructor’s perceptions. One main finding was that we taught Science and Society learning objectives less than others and, when taught, we did not often assess them. We also found that students’ perceptions of competency teaching did not align well with instructors’ perceptions. The data were used to make informed decisions about ongoing curriculum revisions. This paper illustrates the questions that can be answered using this mapping tool for competencies and we offer recommendations about how a department can take a data-driven approach to curriculum reform.
{"title":"Data Driven Approach to Analyze Competency Teaching in an Undergraduate Biology Program: A Case Study","authors":"Deborah Donovan, Alexa Clemmons, Alison J Crowe","doi":"10.14434/josotl.v22i4.33192","DOIUrl":"https://doi.org/10.14434/josotl.v22i4.33192","url":null,"abstract":"Recent calls to reform undergraduate biology education, including Vision and Change in Undergraduate Biology Education, have led biology departments to examine their curriculum to determine the extent to which it aligns with Vision and Change content and competency recommendations. The recently released BioSkills Guide translates the broad Vision and Change core competencies into more specific program-level learning objectives. Curriculum mapping is the process of surveying courses within a program to determine where content and skills are taught, then analyzing the data to determine how well the curriculum that is actually taught aligns with the planned curriculum. The [INSTITUTION] Biology Department used a new curriculum mapping tool, the BioSkills Curriculum Survey, to examine the extent to which Vision and Change core competencies and BioSkills learning objectives were taught in our courses. Instructors completed the survey for every course they taught in the last two years, enabling us to gather data on competency and learning objective coverage and assessment across our curriculum. We answered questions about where in the curriculum competencies and learning objectives were taught, how different instructors teaching the same course taught learning objectives, the extent to which different learning objectives were assessed, and how teaching learning objectives differed in different tracks and different course levels. For a subset of courses, students also completed a modified survey to determine how students’ perceptions of skills coverage matched instructor’s perceptions. One main finding was that we taught Science and Society learning objectives less than others and, when taught, we did not often assess them. We also found that students’ perceptions of competency teaching did not align well with instructors’ perceptions. The data were used to make informed decisions about ongoing curriculum revisions. This paper illustrates the questions that can be answered using this mapping tool for competencies and we offer recommendations about how a department can take a data-driven approach to curriculum reform.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91151651","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 : 2022-12-16DOI: 10.14434/josotl.v22i4.31628
Kelly Campbell, Ebony Clark, Elisha Barron, Kaela Bonafede
Grounded in attachment theory, the goal of the present study was to examine whether students’ (N = 205) learning would be impacted by Secure Attachment Messaging (SAM) during lecture in a college course. Students were presented with SAM every other week as part of the regular PowerPoint slides. At the end of each class, they completed a multiple-choice quiz to assess their comprehension of the material. Their quiz responses were recorded using a student response system called Top Hat Monocle. We predicted that the SAM would enhance students’ feelings of security, irrespective of their pre-existing attachment schemas, and thereby augment learning. Our hypothesis was statistically supported in that quiz scores were higher for days SAM were used versus not used in lecture. Overall percentages from the course were also compared with three other sections of the same course in which SAM were not used. Students’ percentages from the SAM course were significantly higher than the three other sections.
{"title":"Secure Attachment Messaging (SAM) as a Learning Mechanism in a College Course","authors":"Kelly Campbell, Ebony Clark, Elisha Barron, Kaela Bonafede","doi":"10.14434/josotl.v22i4.31628","DOIUrl":"https://doi.org/10.14434/josotl.v22i4.31628","url":null,"abstract":"Grounded in attachment theory, the goal of the present study was to examine whether students’ (N = 205) learning would be impacted by Secure Attachment Messaging (SAM) during lecture in a college course. Students were presented with SAM every other week as part of the regular PowerPoint slides. At the end of each class, they completed a multiple-choice quiz to assess their comprehension of the material. Their quiz responses were recorded using a student response system called Top Hat Monocle. We predicted that the SAM would enhance students’ feelings of security, irrespective of their pre-existing attachment schemas, and thereby augment learning. Our hypothesis was statistically supported in that quiz scores were higher for days SAM were used versus not used in lecture. Overall percentages from the course were also compared with three other sections of the same course in which SAM were not used. Students’ percentages from the SAM course were significantly higher than the three other sections.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81882120","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 : 2022-09-27DOI: 10.14434/josotl.v22i3.32353
Margaret Gaddis
This paper describes the master course design process at the largest institution of higher education in Colorado, USA. The master course design process demonstrated principles of backwards design and employed a team-based approach to course development. The course map was the primary vehicle for communicating the design of the course during development and later for accountability. This case study presented the redesign of General College Botany. The General College Botany curriculum employed authentic assessment and provided an andragogical learning environment. The central authentic assessment in the course was a term-long research project. Other assignments included wiki-building discussions, traditional quizzes, and at-home labs. The accounting of this process and the assignments described for an online science course provide a template for other institutions to follow when considering the implementation of master courses in higher education settings. As botanical curricula continue to be cut from degree programs and the need for remote learning becomes imminent in the modern world, the scaling of educational resources is facilitated by master course design. Master course design promotes accountability and standardization while also affording a well-researched, constructive, and blended learning environment.
{"title":"The Master Course Design Process Explained Using General College Botany as a Case Study","authors":"Margaret Gaddis","doi":"10.14434/josotl.v22i3.32353","DOIUrl":"https://doi.org/10.14434/josotl.v22i3.32353","url":null,"abstract":"This paper describes the master course design process at the largest institution of higher education in Colorado, USA. The master course design process demonstrated principles of backwards design and employed a team-based approach to course development. The course map was the primary vehicle for communicating the design of the course during development and later for accountability. This case study presented the redesign of General College Botany. The General College Botany curriculum employed authentic assessment and provided an andragogical learning environment. The central authentic assessment in the course was a term-long research project. Other assignments included wiki-building discussions, traditional quizzes, and at-home labs. The accounting of this process and the assignments described for an online science course provide a template for other institutions to follow when considering the implementation of master courses in higher education settings. As botanical curricula continue to be cut from degree programs and the need for remote learning becomes imminent in the modern world, the scaling of educational resources is facilitated by master course design. Master course design promotes accountability and standardization while also affording a well-researched, constructive, and blended learning environment.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"241 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76945087","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 : 2022-09-27DOI: 10.14434/josotl.v22i3.31688
M. Naiker, L. Wakeling, S. Cook, Blake Peck, Joel B. Johnson, Stephen Brown
Abstract: Student learning approaches and level of engagement with the learning resources presented can have a significant impact on their overall understanding of the topic contents and their success in assessment items. This study used the student course engagement questionnaire (SCEQ) to assess the level of engagement of first-year undergraduate students at a regional Australian university who were studying three different introductory units: chemistry, biology and nursing. No significant differences in engagement were found between the units that students were studying, and gender also had minimal impact on engagement levels. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in this group of students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students’ lives, providing authentic assessment items, and pursuing interactive approaches to lectures and tutorials.
{"title":"Student Engagement Amongst Regional Australian Undergraduate Students","authors":"M. Naiker, L. Wakeling, S. Cook, Blake Peck, Joel B. Johnson, Stephen Brown","doi":"10.14434/josotl.v22i3.31688","DOIUrl":"https://doi.org/10.14434/josotl.v22i3.31688","url":null,"abstract":"Abstract: Student learning approaches and level of engagement with the learning resources presented can have a significant impact on their overall understanding of the topic contents and their success in assessment items. This study used the student course engagement questionnaire (SCEQ) to assess the level of engagement of first-year undergraduate students at a regional Australian university who were studying three different introductory units: chemistry, biology and nursing. No significant differences in engagement were found between the units that students were studying, and gender also had minimal impact on engagement levels. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in this group of students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students’ lives, providing authentic assessment items, and pursuing interactive approaches to lectures and tutorials.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74503297","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 : 2022-09-27DOI: 10.14434/josotl.v22i3.31801
Thomas Lilly, Pratima Darr, M. Schmolesky, Todd Lindley, Marieke C. Schilpzand, Patrick Ludolph, R. Higgins, Young Shim, Aurélie G Weinstein, Daniel Von Deutsch, L. Burko
Numerous studies from recent years and going back decades suggest that post-secondary students are failing to sufficiently improve their critical thinking (CT) skills during their undergraduate years (Abrami et al., 2015; Arum & Roksa, 2011; Huber & Kuncel, 2016). Meanwhile, institutions have increasingly embraced CT as a core competency and educational outcome. Several studies have demonstrated measurable within-semester increases in CT, but most often without a meaningful control group for comparison (Cargas et al. 2017; Grant & Smith 2018; Styers et al. 2018). This study asks if an intervention of embedding content-driven critical thinking exercises within courses would cause a measurable impact on critical thinking outcomes within one semester. All participating courses were paired with an instructor teaching a control section alongside an experimental section. All sections were exposed to pre- and post-assessments, using the Critical Thinking Assessment test. Pre-post results indicated statistically significant gains for experimental groups compared with control groups.
近年来和过去几十年的大量研究表明，大专学生在本科期间未能充分提高他们的批判性思维(CT)技能(Abrami et al.， 2015;Arum & Roksa, 2011;Huber & Kuncel, 2016)。与此同时，越来越多的院校将计算机科学作为一项核心竞争力和教育成果。几项研究已经证明了学期内CT的可测量性增加，但大多数情况下没有有意义的对照组进行比较(Cargas等人，2017;Grant & Smith 2018;Styers et al. 2018)。本研究询问在课程中嵌入内容驱动的批判性思维练习的干预是否会在一个学期内对批判性思维结果产生可衡量的影响。所有参与的课程都由一名教师在教授实验部分的同时教授控制部分。使用批判性思维评估测试对所有部分进行了前后评估。前后结果显示实验组与对照组相比有统计学上显著的增益。
{"title":"Intending to Teach Critical Thinking","authors":"Thomas Lilly, Pratima Darr, M. Schmolesky, Todd Lindley, Marieke C. Schilpzand, Patrick Ludolph, R. Higgins, Young Shim, Aurélie G Weinstein, Daniel Von Deutsch, L. Burko","doi":"10.14434/josotl.v22i3.31801","DOIUrl":"https://doi.org/10.14434/josotl.v22i3.31801","url":null,"abstract":"Numerous studies from recent years and going back decades suggest that post-secondary students are failing to sufficiently improve their critical thinking (CT) skills during their undergraduate years (Abrami et al., 2015; Arum & Roksa, 2011; Huber & Kuncel, 2016). Meanwhile, institutions have increasingly embraced CT as a core competency and educational outcome. Several studies have demonstrated measurable within-semester increases in CT, but most often without a meaningful control group for comparison (Cargas et al. 2017; Grant & Smith 2018; Styers et al. 2018). This study asks if an intervention of embedding content-driven critical thinking exercises within courses would cause a measurable impact on critical thinking outcomes within one semester. All participating courses were paired with an instructor teaching a control section alongside an experimental section. All sections were exposed to pre- and post-assessments, using the Critical Thinking Assessment test. Pre-post results indicated statistically significant gains for experimental groups compared with control groups.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82679458","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 : 2022-09-27DOI: 10.14434/josotl.v22i3.31778
L. Rieber, A. Zimeri, Tong Li
This paper describes a study, in the form of multiple field tests, designed to help students in an environmental health science course express and understand the subjective perspectives that they and their classmates hold on important course topics. This study is part of a project using the Q sorting technique found in Q methodology as the basis for a classroom activity, an approach we term Q pedagogy. Q methodology is a research methodology designed to study people’s subjectivity and was first formulated by William Stephenson in the 1930s. Results show that the Q pedagogy activity was effective in promoting individual reflection and group discussion among students in the class. Q pedagogy adapts the rich, mixed methods research approach of Q methodology for instruction to advance the Scholarship of Teaching and Learning (SoTL).
{"title":"All Opinions Matter","authors":"L. Rieber, A. Zimeri, Tong Li","doi":"10.14434/josotl.v22i3.31778","DOIUrl":"https://doi.org/10.14434/josotl.v22i3.31778","url":null,"abstract":"This paper describes a study, in the form of multiple field tests, designed to help students in an environmental health science course express and understand the subjective perspectives that they and their classmates hold on important course topics. This study is part of a project using the Q sorting technique found in Q methodology as the basis for a classroom activity, an approach we term Q pedagogy. Q methodology is a research methodology designed to study people’s subjectivity and was first formulated by William Stephenson in the 1930s. Results show that the Q pedagogy activity was effective in promoting individual reflection and group discussion among students in the class. Q pedagogy adapts the rich, mixed methods research approach of Q methodology for instruction to advance the Scholarship of Teaching and Learning (SoTL).","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"99 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87724252","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 : 2022-09-27DOI: 10.14434/josotl.v22i3.31866
Deborah Skinner, K. Gjerde, M. Padgett
Abstract: In this study, we examine two student characteristics (goal orientation and feedback orientation) that might predispose students to use and benefit from two different types of feedback. Students receiving future-oriented feedback exhibited significantly greater improvement in their quiz scores compared to students receiving past-oriented feedback, although the degree was a function of both student goal and feedback orientation. Specifically, high learning-goal-orientation students had greater performance improvement when they received future-oriented feedback while high performance-prove-orientation students had greater improvement when they received past-oriented feedback. Students with a high active-feedback-seeking orientation improved more than other students, and students with a high passive-feedback-seeking orientation improved less when they received future-oriented feedback.
{"title":"Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness","authors":"Deborah Skinner, K. Gjerde, M. Padgett","doi":"10.14434/josotl.v22i3.31866","DOIUrl":"https://doi.org/10.14434/josotl.v22i3.31866","url":null,"abstract":"Abstract: In this study, we examine two student characteristics (goal orientation and feedback orientation) that might predispose students to use and benefit from two different types of feedback. Students receiving future-oriented feedback exhibited significantly greater improvement in their quiz scores compared to students receiving past-oriented feedback, although the degree was a function of both student goal and feedback orientation. Specifically, high learning-goal-orientation students had greater performance improvement when they received future-oriented feedback while high performance-prove-orientation students had greater improvement when they received past-oriented feedback. Students with a high active-feedback-seeking orientation improved more than other students, and students with a high passive-feedback-seeking orientation improved less when they received future-oriented feedback. ","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79930990","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 : 2022-09-27DOI: 10.14434/josotl.v22i3.32317
Sara Jablon-Roberts, Arienne McCracken
The use of guest speakers in college classes is a well-accepted pedagogical practice, but the academic literature has generally been based on instructor or event organizers’ anecdotal reflections about particular experiences. Moreover, research based upon students’ considerations of this practice have been especially sparse. The purpose of this study is to explore student perceptions of guest speakers to determine what value students find in them. One-hundred fourteen students participated in a qualitative survey, answering questions about their prior experiences with and expectations of industry guest speakers. The results showed that 86.1% of respondents who had previously been enrolled in a college class that featured an industry guest speaker visit liked the experience, especially if the guest currently worked in a field related to course content, spoke enthusiastically and honestly, and answered questions. In particular, participants appreciated hearing insider information about the speaker’s day-to-day work life, as well as advice for their own career path. Recommendations are provided to university educators as guidance for improving student experiences and engagement with guest speakers, especially those from the fashion industry.
{"title":"Undergraduate Student Perceptions of Industry Guest Speakers in the College Classroom","authors":"Sara Jablon-Roberts, Arienne McCracken","doi":"10.14434/josotl.v22i3.32317","DOIUrl":"https://doi.org/10.14434/josotl.v22i3.32317","url":null,"abstract":"The use of guest speakers in college classes is a well-accepted pedagogical practice, but the academic literature has generally been based on instructor or event organizers’ anecdotal reflections about particular experiences. Moreover, research based upon students’ considerations of this practice have been especially sparse. The purpose of this study is to explore student perceptions of guest speakers to determine what value students find in them. One-hundred fourteen students participated in a qualitative survey, answering questions about their prior experiences with and expectations of industry guest speakers. The results showed that 86.1% of respondents who had previously been enrolled in a college class that featured an industry guest speaker visit liked the experience, especially if the guest currently worked in a field related to course content, spoke enthusiastically and honestly, and answered questions. In particular, participants appreciated hearing insider information about the speaker’s day-to-day work life, as well as advice for their own career path. Recommendations are provided to university educators as guidance for improving student experiences and engagement with guest speakers, especially those from the fashion industry.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"218 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76066150","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 : 2022-09-27DOI: 10.14434/josotl.v22i3.32378
Alison E. Kelly, K. Cuccolo, Virginia Clinton-Lisell
Time management difficulties are prevalent among undergraduate students and very few practical and effective instructor-implemented interventions exist. This study empirically tested two multicomponent interventions targeting time management in undergraduates enrolled in introductory and upper-level psychology courses. Students in the Schedule and Goals intervention were taught about the usefulness and importance of time management and shown how to use scheduling and goal setting strategies. Students in the Schedule Only intervention were only shown how to use the scheduling strategy. Students in both interventions also submitted either a weekly schedule and time management goals (Schedule and Goals) or only a weekly schedule (Schedule Only) on their course Learning Management System for 8 weeks. No significant post-intervention differences in time management behavior were found between the intervention conditions. However, students in the introductory course experienced a significant increase in post-intervention time management behavior. Post-intervention time management behavior was also positively correlated with final course grades. Results support the use of instructor-implemented interventions to improve college student time management. Keywords: Time management, self-regulated learning, college teaching, instructor-implemented interventions
{"title":"Using Instructor-Implemented Interventions to Improve College-Student Time Management","authors":"Alison E. Kelly, K. Cuccolo, Virginia Clinton-Lisell","doi":"10.14434/josotl.v22i3.32378","DOIUrl":"https://doi.org/10.14434/josotl.v22i3.32378","url":null,"abstract":"Time management difficulties are prevalent among undergraduate students and very few practical and effective instructor-implemented interventions exist. This study empirically tested two multicomponent interventions targeting time management in undergraduates enrolled in introductory and upper-level psychology courses. Students in the Schedule and Goals intervention were taught about the usefulness and importance of time management and shown how to use scheduling and goal setting strategies. Students in the Schedule Only intervention were only shown how to use the scheduling strategy. Students in both interventions also submitted either a weekly schedule and time management goals (Schedule and Goals) or only a weekly schedule (Schedule Only) on their course Learning Management System for 8 weeks. No significant post-intervention differences in time management behavior were found between the intervention conditions. However, students in the introductory course experienced a significant increase in post-intervention time management behavior. Post-intervention time management behavior was also positively correlated with final course grades. Results support the use of instructor-implemented interventions to improve college student time management. \u0000 Keywords: Time management, self-regulated learning, college teaching, instructor-implemented interventions","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88724910","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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