ethanporcaro/eric-fulltext-meta huggingface dataset:
Diverse Methodological Approaches and Considerations for SoTL in Higher Education
Author: Hubball, Harry
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Communities of Practice,Interdisciplinary Approach,Educational Research,Research Methodology,Scholarship,Data Collection,Educational Practices,Educational Improvement,Context Effect,Research Needs,Questioning Techniques,Research Design

The scholarship of teaching and learning (SoTL) is a distinctive form of research that is shaped by multidisciplinary contexts and focuses on practice-driven institutional/curricula/classroom inquiries with an explicit transformational agenda. This essay provides critical insight to the importance of communities of SoTL practitioners, diverse investigations and methodological approaches within and across disciplines. For example, through an integrated and iterative process, a community of SoTL researchers plays a critical role to enhance and sustain on-going SoTL research. Equal to all forms of research endeavour, interpretations of SoTL research require a healthy scepticism, analysis of methodological rigour, and an openness to alternative perspectives and analysis.
A Report on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course
Author: O'Neill, Angie
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Science Instruction,Introductory Courses,Feedback (Response),Educational Objectives,Outcomes of Education,Science Tests,Course Evaluation,Test Results,Comparative Analysis,Statistical Significance,Skill Development,Classification,Large Group Instruction,College Students,Thinking Skills

The objectives of this study were to investigate the alignment of exam questions with course learning outcomes in a first year biology majors course, to examine gaps and overlaps in assessment of content amongst the sections of the course, and to use this information to provide feedback to the teaching team to further improve the course. Our ultimate goal was to provide students with learning outcomes that would clearly indicate the content and the level at which they would be expected to learn the content for this course, regardless of the section in which they were registered. We took an evidence-based approach to course evaluation and employed the Blooming Biology Tool to compare the learning outcomes and the exam questions of the course, investigating whether the cognitive skill level of each learning outcome as written matched the level at which it was assessed. We identified misalignments and recommended revising the learning outcomes to better reflect the intended level of learning for the course. We also investigated student performance on exam questions of different cognitive levels and found that students scored statistically significantly higher (p &lt; 0.05) on questions in which learning outcomes were tested at the stated cognitive skill level compared to at a higher level.
The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?
Author: Dawson, Debra L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Handheld Devices,Audience Response Systems,Help Seeking,Learning Strategies,Correlation,Self Efficacy,Academic Achievement,Grades (Scholastic),Feedback (Response),College Students,Surveys,Foreign Countries,Questionnaires,Gender Differences

Two studies were performed to investigate the impact of students' clicker performance feedback on their help-seeking behaviour and use of other learning strategies. In study 1, we investigated the relationship between students' clicker performance, self-efficacy, help-seeking behavior, and academic achievement. We found that there was a significant positive correlation between their clicker performance and their course grades, and help-seeking behavior was negatively and significantly related to clicker and course performance but only for participants with high self-efficacy. In study 2, we expanded our focus to determine if participants modified a number of learning strategies as a result of receiving clicker performance feedback as well as attempting to replicate the clicker-course performance relationship found in study 1. Although participants reported an increase in their use of various learning strategies as a result of using the clickers, changes in learning strategy use was not significantly related to clicker or term test performance. The relationship between clicker and course performance was replicated. The results suggest that clicker-based feedback alone may not be sufficient to lead to a successful change in learning strategy use and that students may need more specific instruction on self-regulation and effective learning strategy use in order to improve their learning.
Is &quot;Safety&quot; Dangerous? A Critical Examination of the Classroom as Safe Space
Author: Barrett, Betty J.
Date: 2010-00-00
Type: Journal Articles
Subjects: School Safety,Educational Environment,Intellectual Development,Disproportionate Representation,Disadvantaged,Student Experience,Student Behavior,Prosocial Behavior,Classroom Techniques

The notion that the classroom can, indeed must, be a safe space to promote student engagement and enhance academic outcomes is pervasive in the teaching and learning literature. Despite the prevalence of this claim, there is a dearth of empirical evidence documenting the effectiveness of safe space classrooms in achieving these goals. The purpose of this essay is to provide a critical examination of the classroom as safe space. I begin by deconstructing the common meanings of safety as presented in the pedagogical literature and provide an overview of the existing research on student perceptions of safe space learning environments. I then problematize the metaphor of the classroom as safe space through an examination of 1) the impact of safety on student intellectual development 2) the impossibility of safety for students in marginalized and oppressed populations 3) the challenges to assessing student learning in safe environments and 4) the ambiguity inherent in defining safety for students. I conclude by arguing that both educators and students are better served by the development of an alternative discourse of classroom safety, one that is predicated on the notion of classroom civility.
Furthering the &quot;Theory Debate&quot; in the Scholarship of Teaching: A Proposal Based on Macintyre's Account of Practices
Author: Kreber, Carolin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scholarship,Instruction,Learning,Theory Practice Relationship,Educational Practices,Moral Values,Educational Theories,Philosophy,Academic Standards,Ethics,Justice,Value Judgment

Initiatives intended to support and advance the &quot;scholarship of teaching&quot; have become common in Canada as well as internationally. Nonetheless, the notion of a scholarship of teaching remains contested and has been described as under-theorized. In this conceptual study, I contribute to the ongoing &quot;theory debate&quot; in the scholarship of teaching, applying a philosophical lens. I propose that Alasdair MacIntyre's account of &quot;practices,&quot; including concepts of &quot;virtue,&quot; &quot;standards of excellence,&quot; &quot;internal goods,&quot; and &quot;transformation,&quot; offers a useful theoretical framework by which to identify the nature and defend the purposes and desired outcomes of this domain of scholarship. I argue that the moral virtues of justice, courage, and truthfulness, identified by MacIntyre as fundamental to all social practices, are essential also for meaningful engagement in the practice of the scholarship of teaching, but that two additional and overarching virtues are needed: authenticity and &quot;phronesis.&quot;
Case-Based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology
Author: Dow, Mirah J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Mixed Methods Research,Instructional Effectiveness,Ethics,Decision Making,Information Skills,Pretests Posttests,Teaching Methods,Privacy,Intellectual Freedom,Intellectual Property,Intercultural Communication,Professional Personnel,Skill Development,Models,Communication Strategies,Authors,Collegiality,Satisfaction,Attitude Measures,Graduate Students,Information Science,Knowledge Level,Student Interests

The purpose of this mixed methods study is to determine the effectiveness of case-based pedagogy in teaching basic principles of information ethics and ethical decision making. Study reports results of pre- and post-assessment completed by 49 library and information science (LIS) graduate students at a Midwestern university. Using Creswell's (2014) convergent mixed methods strategy, the assessment instrument collected both quantitative and qualitative data in the pre- and post-assessment instrument, analyzed data separately, and compared it to better understand the problem. Pedagogy providing the context for this study is an example of a deliberate shift away from static lecture and memorization methods of instruction, to instruction involving a dynamic, interactive learning process. Curriculum and instruction is influenced by Dervin's (1983) seminal sense-making theory, in particular Dervin and Clark's (2003) dynamic, two-dimensional communication-as-procedure model used to overcome communication gaps and inequities. Students focused on cases, authentic situational dilemmas related to privacy; intellectual freedom; intellectual property; intercultural ethics; and professional ethics. Findings suggest that case-based pedagogy resulted in students' improved (1) abilities to describe basic principles of information ethics; (2) abilities to apply a model for ethical decision-making; (3) opportunities to practice flexible communication behavior; (4) awareness of behaviors relevant to tolerance of others, privacy rights, authors' and artists' rights, and treatment of co-workers; and (5) self-reported interest in the study of information ethics and satisfaction with case-based learning. It is suggested that case-based instruction using the sense-making methodology holds much promise as an effective way to operationalize information ethics education in LIS as well as in traditional social science disciplines. It offers a framework for development of students' abilities to inform themselves efficiently and effectively about choices information professionals must make in today's pluralistic world.
Foundation Skills for Scientists: An Evolving Program
Author: Dawson, Teresa
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Process Skills,Biology,Introductory Courses,College Science,Scientists,Course Descriptions,Assignments,Learning Activities,Relevance (Education),Program Effectiveness,Academic Persistence,Grades (Scholastic),Writing Skills,Alignment (Education),Curriculum,Skill Development,Cooperation,Lecture Method,Science Laboratories,Communication Strategies,Statistical Analysis,Self Efficacy,Student Attitudes,Foreign Countries

We have undertaken an integrated and collaborative approach to developing foundational skills of students in a first year, Introductory Biology course. The course is a large lecture and laboratory course with enrollments ranging from 800-1000 per year. Teaching and Learning experts were brought into the course as weekly &quot;Foundation Skills for Scientists&quot; sessions were created. The initial challenges were to have effective knowledge exchange between collaborators and create an integrated course syllabus. Once effective sessions were created, the next challenge was to improve student valuation of them. High value was only achieved when the skill sessions were tightly linked to course assignments and activities and was delivered &quot;just in time&quot;. Even then, the challenge has been to motivate students to realize that the sessions are directly relevant to them. Overall, student performance has improved since the program was initiated as measured by rate of retention in the course, overall course marks and quality of writing.
Is Service-Learning the Kind Face of the Neo-Liberal University?
Author: Raddon, Mary-Beth
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Neoliberalism,Colleges,Higher Education,Politics of Education,Educational Policy,Ideology,Governance

The emergence of service-learning pedagogies in Canada has received a variety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to academic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or governance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future research and educative engagement with the politics of post-secondary service-learning that is informed by a multi-faceted analysis of neo-liberalism.
Competencies for Information Professionals in Learning Labs and Makerspaces
Author: Koh, Kyungwon
Date: 2015-00-00
Type: Journal Articles
Subjects: Librarians,Library Personnel,Interviews,Higher Education,Library Education,Curriculum Design,Educational Technology,Technology Uses in Education,Learning Laboratories,Shared Resources and Services,Museums,Public Libraries,Competence,Educational Attainment,Experience,Gender Differences,Job Skills,Employment Qualifications,Relevance (Education)

An increasing number of libraries and museums provide transformative learning spaces, often called &quot;Learning Labs&quot; and &quot;Makerspaces.&quot; These spaces invite users to explore traditional and digital media, interact with mentors and peers, and engage in creative projects. For these spaces and programs to be sustainable, it is essential that they are staffed by qualified professionals and support staff. This research study investigated the competencies required for the successful performance of professionals in library and museum learning spaces. Researchers conducted in-depth interviews with professionals working in leading learning spaces in the U.S. The findings include top competencies (e.g., ability to learn, adapt to new situations, collaborate, serve as an advocate, and serve diverse people) and skills (e.g., management, program development, grant writing, technology, and facilitating learning) required for professionals, as well as relevance of higher education to prepare them for their current positions. The study generated curricular design implications for LIS educators with an emphasis on teaching and learning with technologies.
Educational Development Websites: What Do They Tell Us about How Canadian Centres Support the Scholarship of Teaching and Learning?
Author: Woodhouse, Ros A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Development,Web Sites,Scholarship,Investigations,Content Analysis,Instructional Improvement,Qualitative Research,Information Sources,Educational Strategies,Grants,Educational Practices,Best Practices,Foreign Countries,Higher Education

The study investigates how university educational development centres in Canada currently support faculty in developing the skills and knowledge to engage in the scholarship of teaching and learning. Content analysis of centre websites was used to identify strategies used to support SoTL. The main strategies identified were providing information and grants. Recommendations include increasing the visibility of SoTL on centre websites and integrating it with other centre activities. The data question the viability of a national strategy to improve teaching through SoTL.
The Effectiveness of Library Instruction: Do Student Response Systems (Clickers) Enhance Learning?
Author: Buhay, Diane
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Library Instruction,Audience Response Systems,Pretests Posttests,Technology Integration,Comparative Analysis,Program Effectiveness

In the present study, we were interested in determining if library instruction would be more effective if personal response systems (clickers) were used during instruction. Furthermore we were interested in examining if students in a class could benefit from clicker technology even if they did not have access to a personal clicker. To examine these issues, we conducted 3 library instruction sessions: Session 1-half of the students were randomly assigned a clicker; Session 2-all students had individual clickers; and Session 3-clickers were not used. Although half of the students in Session 1 did not have clickers, they were presented with all of the information, were aware of the clicker questions, and were presented with the graphs of responses. Students in all 3 sessions completed a pretest and posttest and difference scores were calculated such that positive numbers indicated higher scores. Overall, scores were significantly higher for students who had access to clickers. A comparison of specific clicker use showed that both the individual and group clicker sessions led to significantly higher difference scores. Results indicated that the benefits of clickers are not limited to individual access and group clicker use was as effective. Overall, these results confirm research supporting the integration of technology into classroom instruction.
Applied Methods of Teaching about Oppression and Diversity to Graduate Social Work Students: A Case Example of Digital Stories
Author: Walsh, Christine A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Work,Graduate Students,Social Justice,Teaching Methods,Cultural Differences,Controversial Issues (Course Content),Educational Practices,Blended Learning,Course Content,Electronic Publishing,Story Telling,Course Organization,Behavioral Objectives,Student Evaluation of Teacher Performance,Course Evaluation,Educational Strategies,Masters Programs,Foreign Countries,Mixed Methods Research

Social work education accreditation requires the completion of course work specifically around issues related to oppression and diversity within society. Educators offer a range of approaches to engage students in discussion about oppression and diversity from academic content and structured curriculum to reflective practice and experiential learning opportunities. The following describes a Master of Social Work course on oppression, social justice, and diversity offered at a western Canadian university that utilized a mixed method of teaching practices--including the creation of digital stories by the students in small groups. Beyond this description of the course content, students' insight into the impact of using digital stories for their own learning and application to professional practice around issues of oppression and diversity is presented and discussed.
Age of Creative Insecurity: Student-Centered Learning. Historical Paper 7
Author: Martell, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Change,Library Education,Student Participation,Teaching Methods,Graduate Students,Group Unity,Goal Orientation,Instructional Effectiveness

Trapped by inflexible mechanisms, many institutions are unable to adapt smoothly to the changing expectations and needs of their clients. Our educational system is particularly out-of-sync. Student-centered teaching--participative education--through unstructuring is one method for encouraging a flexible, creative, classroom environment. However, as this article points out, grades as the criteria for success, the learned need for predictability, the tendency to reward conformity, and inexperience in group decision-making techniques have hindered the development of student-centered learning. [For the commentary on this article, &quot;Trapped by Inflexible Mechanisms. Commentary on Martell, C. (1972). Age of Creative Insecurity: Student-Centered Learning,&quot; see EJ1073580. This article was originally published in the &quot;Journal of Education for Librarianship.&quot; ]
Teacher Education in Online Classrooms: An Inquiry into Instructors' Lived Experiences
Author: Kraglund-Gauthier, Wendy L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Inquiry,Online Courses,Classroom Techniques,Classroom Environment,Teacher Attitudes,Teaching Experience,Electronic Learning,Instructional Design,Teaching Methods,Teacher Education,Virtual Classrooms,Technological Advancement,Educational Practices,Educational Change,Educational Development,Phenomenology,Change Strategies,College Faculty,Foreign Countries

Across Canada and around the world, online technologies are becoming widely used and accepted as effective modes of learning. This essay traces the initial forays into teaching online classes by three Faculty of Education professors at one small Canadian university and an instructional designer/teacher who joined part-way through the research journey. Included are our understandings of how our teaching practices evolved amidst initial uncertainties and expanding abilities, our renewed awareness of the importance of collegial support and encouragement, and the implications for future online teaching experiences. Our essay provides an intimate window into our online teaching journeys and captures specific moments we experienced at various stages in the development of our e-instructional practices. The account of our processes of becoming online teacher educators is supported by an interweaving of historical and current literature on pedagogy and e-learning, and serves to address the dearth of research into the processes educators undergo when engaged in online teaching.
Trapped by Inflexible Mechanisms. Commentary on Martell, C. (1972). Age of Creative Insecurity: Student-Centered Learning. (Journal of Education for Librarianship, 15(2),112-120)
Author: Chu, Clara M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Change,Library Education,Student Participation,Teaching Methods,Graduate Students

Student-centered learning was the pedagogical approach that was tried but found wanting in Charles Martell's classroom; the experience which he describes in his 1972 &quot;JELIS&quot; article. Persuaded by research accounts that student-centered teaching was more effective in stimulating critical thinking, he sought to apply it to enhance graduate education in library and information science (LIS). In this commentary, the author shares her views on Martell's idea of student-centered learning and how student-centered learning has evolved since 1972. [For the historical paper, &quot;Age of Creative Insecurity: Student-Centered Learning,&quot; see EJ1073577.]