bluuebunny/crossref_metadata_2025_split huggingface dataset:
Teaching as a creative and learning process.
Authors: Nord Julia Ann , Samaras Anastasia , Ericson Rebecca , Ikonomidou Vasiliki , Rytikova Ioulia , Sachs Robert , Schwebach James Reid , Nelson Jill , Gerasimova Dasha 
Published: August 2016

The Teaching Inquiry Group (TIG) is a team of six faculty members from STEM disciplines who are conducting research about their teaching. The group met through AY 15-16, and was mentored by an expert in self-study methodology from the Graduate School of Education. TIG meetings have focused on the self-study of interactive teaching including, self-study as a research method, developing a topic for self-study, self-study research questions, and identifying “critical friends groups”. The group facilitates critical reflection by maintaining an open dialogue; this enables them to think about teaching in ways that go beyond the subject area. The end-goal of the group is to improve their professional development on teaching and learning, not only for themselves, but also for the students they teach. Dissemination includes group and individual presentations at conferences, followed by write ups of the studies and publication in their respective educational research journals The session will include an overview of the process and then the six faculty group members will describe parts of the process that affected them greatly. Discipline fields included astronomy, bioengineering, biology, geology, information sciences and technology, and mathematics. At the end of the session, participants will be aware of the importance of taking time to reflect, reframe and respond to their practice, and foster genuine educational change for themselves and their students.
A comparison of student engagement in the online vs. face-to-face environment
Authors: Brielmaier Jennifer , Kuo Ying-Ying 
Published: August 2016

Enhancing student engagement has been a goal of increasing importance in higher education. This may be especially valuable in online courses, where face-to-face interactions and synchronous activities are often minimal or nonexistent. Students are thought to be engaged when they view course activities as meaningful, persist in the face of difficulties or obstacles, and wish to learn to achieve mastery of the material (Bomia et al., 1997; Schlecty, 1994). Given the importance of student engagement for effective teaching, it is important for instructors and course designers to understand the factors that foster engagement within the learning environment.The present study sought to measure and compare student satisfaction and engagement in online vs. face-to-face sections of Physiological Psychology taught in Spring and Fall 2015. An end of semester survey, adapted from the literature (Dixson, 2010; Ouimet & Smallwood, 2005), included 18 questions relevant to learner satisfaction, motivation and engagement. The preliminary data analysis was based on Spring 2015 data collected from 56 students total (22 online, 34 face-to-face). The findings indicated that there was no statistically significant difference between the online and face-to-face sections for student learning satisfaction and overall engagement levels. Results suggest that online teaching and learning can be comparable to the face-to-face environment on these parameters. More complete analysis of the data from the Spring, Summer, and Fall 2015 semesters, as well as a discussion of implications for course design, will be presented. Faculty and course designers will learn about strategies for measuring and promoting student engagement within their own courses.
Collaborating All the Way to the Top
Authors: Rangwala Huzefa 
Published: August 2016

The classes I teach have a predictive modeling component. As a student, having participated in blind protein structure prediction competitions (CASP, http://predictioncenter.org) and data mining competitions like KDD Cup, I have implemented this form of competitions in my bioinformatics and data mining classes. This semester I extended this idea to a different class (Parallel Computing). Specifically, as part of an assignment (or final project) students have to train a predictive models to distinguish a specific class of proteins called "solenoids" using the available protein sequence information. As part of this competition, the truth-values are hidden from the students and they have to make a prediction (guess) and submit their results to the instructor. The instructor then evaluates the results using the truth-values and provides a ranking of the class students based on the predictive performance. The concepts introduced in class allow the students to build base line predictive models, but to improve performance, students have to research, think critically and come up with innovative solutions. In my past two implementations of this project, I have used an in-house evaluation script and requested participants to send me solutions via a simple web server. Both times, the assignment was run for a 4-week period. I have also used technologies like Kaggle to setup this competition. In the future, I would like to implement the competition for the duration of the semester. Students would be taught a concept, and they would implement the same towards improving their predictive models and engineer better solutions as new, advanced concepts are taught.I am also developing a model that allows students to achieve these projects in a collaborative fashion by enabling resources like Wikis and other tools. As such, this session will be an introduction to the tools used and how they could be adapted to general purpose classes
The learning design components of a global collaborative classroom between lebanon and mason
Authors: Reo Rick A 
Published: August 2016

The poster presents an informational visualization of the key design components and the team teaching strategies for a Global Collaborative Classroom (GCC) awarded by the Office of Global Strategies for delivery during Fall 2016. The GCC we have planned involves a six-week, four-phased, fully online group project between University of Balamand, Lebanon and GMU that is designed to expose students to international perspectives on instructional technology topics and engage them in highly interactive learning activities for the six-week period. The collaborative classroom centers on the development of an instructional technology integration product such as a lesson, tutorial, or e-learning module, and involves global learning outcomes that foster student examination of systematic cultural issues impacting technology integration in various educational settings. In addition to knowledge-based global outcomes, there are affective global outcomes attained through multi-cultural learning activities that emphasize experiential, collaborative learning and intercultural communication. A global skills instrument will be used to assess student intercultural skills development. In summary, the poster will be organized to include sections that visually describe the following GCC components: 1) course and student details, 2) GCC design goals, strategies, assignments, 3) global learning outcomes implementation, 4) global skills inventory integration, 5) four-phased, group project learning design, 6) technology integration, and 7) team teaching approach.
The role of peer review activity on graduate student learning experiences
Authors: Gewa Constance , Kuo Ying-Ying 
Published: August 2016

The purpose of this presentation is to demonstrate how a term paper peer review activity enhanced students’ collaboration and promoted their critical thinking skills. This study was conducted in a fully online graduate course, which was first offered in the Summer 2014 semester. Students were required to take the course as part of the Masters of Science in Global Health and Masters of Public Health programs. The course was offered via the Blackboard platform and utilized multiple strategies to enhance student participation. The course was designed in a modular format with course activities including individual watching streaming lecture videos, discussion blogs, journal article reviews and presentations in video delivery, synchronous case study in Blackboard Collaborate sessions, and term paper writing. The term paper peer review activity was added in the Summer 2015 semester. The purpose of the peer review activity was for students to learn from your peers' feedback as they work towards completing their term paper. Expected learning outcomes for the peer review were that students would become competent in scientific writing. Students’ feedback indicated their appreciation of the support from team members. Preliminary analysis indicated that students became more reflective during the writing process and a better quality of term paper was shown in their final grades. Faculty in either undergraduate or graduate program will learn the design of peer review and how it promotes students’ interaction and support in a group setting in online environments.
Experiential learning for the classroom and beyond.
Authors: Heath David , Rodman Catherine 
Published: August 2016

This poster will exhibit the benefits of using experiential learning techniques facilitated through The EDGE – The Mason Center for Outdoor Experiential Learning. Theoretical foundations of experiential learning (Dewey, 1925/1998; Itin, 1999; Kolb, 1984) will be highlighted that will contribute to student development and academic growth. Research (Baker, Jensen, & Kolb, 2002) has shown experiential learning to be an effective approach in strengthening class discussions that are essential in innovative and dynamic learning environments. The EDGE is a Mason resource that Faculty can utilize to support foundational learning components such as critical thinking, communication, resource management, and productive relationships as well as provide opportunities for facilitated group reflection. Faculty and Staff will become aware of The EDGE’s offerings as a tool to establish a thriving learning environment and to increase their students’ confidence, competence, capacity and collegiality.
Librarian-instructor partnerships: Empowering students to share their research with the community
Authors: Kirker Maoria , Folan Kerry 
Published: August 2016

In the fall of 2015 a George Mason University librarian and a graduate teaching assistant (GTA) in the English department, designed an extensive collaboration for a Composition 101 research project. Through this collaboration, not only did students’ research skills improve, but students also reported feeling empowered to reach out to the librarian directly to make appointments; to use the library independently (a resource most of them had not yet utilized in their time at Mason); and to approach librarians they did not know personally. Students designed a creative solution to a community problem, framed as a “proposal for change.” For extra credit, students had the option to “go public” with their proposal, sending it to the community member with the ability to implement the suggested change, indicating a sense of pride and confidence in their work. This presentation will outline the logistics of the instructor/librarian collaboration; identify the elements to change in the future; and offer suggestions for instructors trying to form a similar partnership. Additionally, it will offer three perspectives on the success of the collaboration: the instructor’s, the librarian’s, and the students’, which were collected through written surveys and oral interviews. This session will appeal to GTAs, course coordinators, FYC instructors, gen-ed faculty, and librarians. At the conclusion of the session, the audience will have insight into the pros and cons of the “proposal for change” assignment design, student reactions to this co-teaching strategy, and strategies for building a similar partnership in their own classroom.
Creating digital portfolios for reflective learning
Authors: Davis Molly , Lewis Amy , Guingab Terri Ann 
Published: August 2016

This session will showcase reflective learning through the creation of digital portfolios. The integrative nature of portfolios allows students to demonstrate their knowledge, skills and developmental progress toward becoming a professional in their field. Guiding inquiry throughout the development of digital portfolios gives “voice to each artifact” and creates a teaching-learning environment supportive of “action research” (Johnson, Mims-Cox, & Doyle-Nichols, 2006, p. 55).In this session, e-portfolio models that encourage reflection will be highlighted with separately established examples from the INTO Mason International Graduate Pathways Program and the Department of Social Work. Strengths and challenges discovered in the promotion of greater skills and reflection in students will be discussed. Portfolio tools available both within and outside of Mason will be described, along with best practices for integrating reflective learning through portfolios in a variety of disciplines.Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. Thousand Oaks, Calif.: Sage Publications.
Conference & Planning Committee Information
Authors: Lukes Laura 
Published: August 2016

Theme:Transformational Learning Campuswide: Insights to Enhance Student EngagementSeptember 20, 2013 Conference Director:Kimberly Eby (Center for Teaching & Faculty Excellence) Conference Coordinator:Ashleen Gayda (Center for Teaching & Faculty Excellence) (Retroactive) Conference Proceedings:Laura Lukes (Center for Teaching & Faculty Excellence)Chyna Staten (Center for Teaching & Faculty Excellence) Logistical Coordination:Karen Tai (Office of Events Management) Logistical Support:Events productionShannon DavisRebecca JonesLisa ListerSamira LloydLindsey LowenbergDenise NazaireHermoine PickettShawn Lee’s Tourism StudentsThe Writing Center Tutors Co-Sponsors: Blackboard, Inc.; 4-VA; Cengage Learning; Center for the Arts; College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Division of Instructional Technology; GMU Bookstore; Graduate Student Life; Higher Education Program; Mason Inn Conference Center & Hotel; Of ce of Student Scholarship, Creative Activities, and Research; Online Education; School for Con ict Analysis and Resolution; School of Management; School of Public Policy; University Libraries; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center.
Four Methods for Engaging Students with Socratic Teaching Techniques in Large Enrollment STEM Courses Using Notecards
Authors: Schwebach Reid , Johnson Alex 
Published: August 2016

Participants will learn four techniques using notecards for engaging students in large-lecture classroom STEM courses, to enhance student engagement. The strategies have these approaches: (1) cold-calling students with impromptu questions (putting the student "on the spot"), (2) asking students to bring questions for next class, (3) giving students the option "to be asked" a question or "to ask" the instructor a question, and (4) identifying reporter students to reflect on group discussion or clicker polling questions. During the session, participants will engage with the techniques and consider data from our research to identify how these methods could be used in other courses to counter communication anxiety, improve grades, increase participation, and increase attendance. These notecards also contain student information such as name, major, and past experiences with science, helping the instructor better know the students in the course. Four semesters of student data were collected. Student survey responses about the benefits of these methods were associated with unique student grades, participation, and attendance. The technique was reported to make a substantial positive contribution to the level of engagement in the course. These techniques are applicable across different disciplines and are an easy-to-learn, student-centered teaching strategy.
Integrating multimedia and LMS tools to cultivate creative and reflective learners.
Authors: Miller David J 
Published: August 2016

The challenge for an instructor, no matter the delivery system, is to inspire students towards creative thinking. Online asynchronous and hybrid courses provide a unique opportunity for instructors to harness mobile multimedia tools such as tablets, and smart phones coupled with Learning Management System (LMS) tools to enhance instructor presence as well as student engagement in the creative process through real-time collaboration and feedback.In this 40-minute “how to” presentation, attendees will be reintroduced to multimedia tools readily available to them like smart phone and tablets along with inexpensive presentation tools such as Camtasia to make engaging presentations. Using Distance Education courses in media criticism and online journalism, the presenter will demonstrate a few tips and tricks to improve image and sound quality. In addition to utilizing lecture presentations, attendees will learn how to integrate multimedia into announcements as well as in “instructional” videos on how to think and write creatively and make presentations using video blogs.Finally, the presentation will explore student-teacher collaboration tools such as Blackboard Collaborate Ultra and Video Blogging via Kaltura CaptureSpace. Furthermore, Blue Pulse – a unique social feedback platform will be discussed as it relates to designing engaging content.
Fixed and growth mindsets: practical strategies to enhance creative and reflective learning
Authors: Worek Beverly , Micari Janet 
Published: August 2016

Explore the power of a "growth mindset." Through her research on achievement and success, Dr. Carol Dweck (2008) states that "growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts" and "the hand you're dealt is just the starting point for development" (p. 7). She has found that "the fixed mindset- creates an urgency to prove yourself over and over" (p. 6).Recalibrating a fixed mindset to a growth mindset reframes the learner’s thought process to allow input that would otherwise be unavailable. Looking at learning through a growth mindset enables individuals to embrace challenges, persist in the face of setbacks, reflect on reflect on knowledge acquisition, and see possibilities.Participants will explore their own mindset through a stimulation; they will engage in group activities to sort out ideas about fixed vs. growth mindsets. Attendees will learn strategies to help foster a growth environment. Applying these strategies can cultivate a love for learning, as well as resilience and persistence to attain goals. Participants will develop practical enhance learning and creative and reflective thinking. CitationDweck, C. (2008). Mindset: the new psychology of success. New York: Ballantine Books.
Curriculum creation: Reflection as a tool for enhancement
Authors: Harris Cameron J. , Brown Jackie D. 
Published: August 2016

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field. Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.
From face-to-face to online and back again: How Mason’s Online Course Development Institute Can Help You!
Authors: Harris Constance , Olesova Larisa , Brown Stephen 
Published: August 2016

Over the last decade many faculty members have taken their traditional face-to-face class and created a version that is offered in a purely on-line environment. This practice has created a need to implement faculty development initiatives that help develop the skills, experience, and confidence to successfully teach online. In response, George Mason University has implemented a multifaceted approach to support faculty members’ online teaching practice. One component of Mason’s approach is the Online Course Development Institute (OCDI), a cohort-based program implemented by the Mason instructional design team. The OCDI incorporates evidence-based practices for technology-enhanced teaching and focuses on helping faculty members’ build competencies that enable them to enhance the quality and delivery of their courses. During this session, a faculty member and two instructional designers will outline the best practices for online teaching and discuss how the OCDI can help support faculty in implementing these practices. Creative strategies for effectively using these practices in blended or traditional face-to-face courses will also be discussed. The target audience for this presentation are faculty, and others, who want to learn about using online elements in their teaching and how OCDI can help them in online teaching--whether they intend to transition their class to a 100% online format, or to adapt online techniques to their traditional face-to-face class.
Interactive online activities for increasing students' discipline-specific career knowledge and readiness
Authors: Ramos Larissa 
Published: August 2016

As the number of mobile phone users grows and social networking sites like Linkedin.com expand their educational content and e-learning applications, faculty have the opportunity to use M-learning (mobile learning) more actively as a tool to boost student’s major industry knowledge and career readiness. This interactive teaching demonstration presents an innovative assignment that engages students by using LinkedIn.com as a mobile learning (M-Learning) tool. It provides strategies for students to enhance their career readiness by asking them to research, read, consume, and interact with current industry-specific intelligence and news relevant to their major or field(s) of study. This assignment also supports research skills by encouraging students to critically consume mobile intelligence. This assignment is informed by best practices in assignment design by Writing Across the Curriculum expert John Bean, author of Engaging Ideas, as well as the Gateway Course Institute, sponsored by the Bill and Melinda Gates Foundation Transformational Planning Grant, in which the author participated. A recent paper (not yet published) by Dr. Farrokh Alemi, Professor of Health Informatics at George Mason University, on collecting insights that inform curriculum innovation through Linkedin also informs this presentation. Participants will be able to use this type of assignment and its associated mobile platform across disciplines.