ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging New Faculty in Reflection and Inquiry about Their Teaching
Author: Hickson, Clive
Date: 2009-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Beginning Teachers,Foreign Countries,Professional Development,Higher Education,Teacher Education Programs,Instructional Innovation,Teaching (Occupation),Teacher Attitudes,Questionnaires,Interviews,Qualitative Research,Statistical Analysis

Similar to faculty development offerings at other North American post-secondary institutions, the University of Alberta has delivered orientations and short programs that primarily focus on teaching techniques. While this type of professional development is an important element of enhancing teaching, the literature stresses the need for learning opportunities that encourage reflection as well as time for practice and experimentation. Building upon programs and services already in existence, and in alignment with the University of Alberta's new vision, a formally structured teaching program called the new professor Teaching program was developed and piloted with faculty. The purpose of the program was to engage new professors in the understanding of the academic scholarship of teaching and provide a supported environment for innovation in their teaching. A research study was undertaken to understand how this new program engaged newly hired faculty in reflection and stimulated inquiry about their teaching. The findings of the data collected from the participants indicated that the program was a success and of value. All participants remarked that the program was helpful in developing their teaching repertoire and extending their knowledge of how to become effective teachers.
What Uncouples Students' Goals from Students' Outcomes in Introductory Biology Courses?
Author: Moore, Randy
Date: 2006-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Introductory Courses,Outcomes of Education,Science Teachers,Student Attitudes,Academic Achievement,Student Motivation,Predictor Variables,Grades (Scholastic),College Students,Student Surveys

On the first day of classes, most students in introductory biology courses (a) believe that their effort is the most accurate predictor of their academic success, and (b) are confident that they will work hard and earn high grades. Despite their optimism, many students do not follow through on their expectations, and their grades drop accordingly. When asked about their academic behaviors, many students provide misleading answers. A lack of academic motivation is what often uncouples most students' academic goals from their academic outcomes in introductory biology. These results are discussed relative to how biology teachers can help students succeed in introductory biology courses.
Influencing College Chemistry Success through High School Chemistry Teaching
Author: Tai, Robert H.
Date: 2006-00-00
Type: Journal Articles
Subjects: Chemistry,Secondary School Science,College Science,Correlation,Introductory Courses,Institutes (Training Programs),High School Students,Secondary School Teachers,College Students,Student Surveys,Laboratory Experiments,Student Projects,Assignments,Science Tests,Academic Achievement

The connection between high school chemistry pedagogical experiences and introductory college chemistry performance has been a topic researched in published science education literature since the 1920s. However, analysis techniques have limited the generalizability of these results. This review discusses the findings of a large-scale, multi-institutional research study addressing many of these previous limitations. The findings reveal that high school experiences are significantly associated with college performance. The implications indicate that high school chemistry teachers may have a positive impact in preparing their students for future success in introductory-level college chemistry. (This paper is a summary of Tai, Sadler, &amp; Loehr, 2005.)
The Magic Liquid: A Science Story about Acids and Bases
Author: Hugerat, Muhamad
Date: 2006-00-00
Type: Journal Articles
Subjects: Science Education,Young Children,Story Telling,Chemistry

A science story can teach pupils about scientific phenomena in an indirect way. While this story involves animals, the danger that it exposes applies equally to humans.
Global Views, Personal Perspectives: Connecting to Self as Scholar
Author: Simmons, Nicola
Date: 2009-00-00
Type: Journal Articles
Subjects: Global Approach,World Views,Scholarship,Role Perception,Professional Identity,Social Support Groups,Social Indicators,Quality of Working Life,Metacognition,Teaching Methods,Educational Practices,Higher Education

A global view requires not only a broader perspective, but also greater depth to anchor it firmly. In increasingly changing contexts, are we connected to ourselves in a way that feeds our spirits and nourishes our work? A professional sphere based only on research and practice risks being unbalanced and may jeopardize our well-being as academics. The activities outlined in this paper encourage you to add a third support: integration of self as scholar towards a more balanced perspective.
The &quot;Magical&quot; Sphere: Uncovering the Secret
Author: Petruševski, Vladimir M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Activities,Scientific Concepts,Scientific Methodology,Scientific Principles,Scientific Research,Demonstrations (Educational),Teaching Methods,Discussion (Teaching Technique),Educational Practices

A red sphere is seen at the bottom of a sealed glass tube filled with a colorless, transparent liquid. Holding the tube for a short period makes the sphere rise slowly from the bottom until it finally floats on the surface of the liquid. Instructions for preparing the demonstration are given, together with an explanation of the phenomenon. A similarity with the Galileo thermometer is pointed to. An example of guiding the discussion with students in the course of uncovering the secret behind the behaviour of the sphere is also given in the form of Socratic dialogue, relying on carefully selected questions that stimulate the students to think in a scientific way. The latter may also serve as an example of a teacher's approach during inquiry-based learning.
To What Extent Can Concept Mapping Motivate Students to Take a More Meaningful Approach to Learning Biology?
Author: Trifone, James D.
Date: 2006-00-00
Type: Journal Articles
Subjects: Science Instruction,Biology,Concept Mapping,Teaching Methods,Grade 10,Quasiexperimental Design,Mixed Methods Research,Student Motivation,Questionnaires,Student Attitudes,Pretests Posttests,High School Students,Structured Interviews,Science Achievement,Instructional Effectiveness

Concept mapping was investigated as a learning strategy to motivate 82 high-ability, 10th-grade students to take a more meaningful approach to learning biology. The study employed a quasi-experimental, prepost mixed methodology design to assess the relationship between concept-mapping proficiency and changes in motivational and learning strategies use profiles using the Motivated Strategies For Learning Questionnaire (MSLQ). The qualitative and quantitative findings suggest a mixed motivational response by learners in taking a more meaningful approach to learning biology using concept mapping. Specifically, the findings revealed that concept mapping may play a supportive role in contributing to a more meaningful approach to learning biology, as indicated by positive and statistically significant effects on students' test performance, as well as adaptive and statistically significant fall-to-spring changes in motivational and learning strategy use profiles in direct relation to the level of mapping proficiency. This dichotomous relationship appears to be a consequence of whether learners' perceive that concept mapping can provide them with a more effective learning strategy than those utilized in the past and, more importantly, upon their willingness to put in the requisite time and effort to develop proficiency in using mapping to take a more self-regulated and meaningful approach to their learning. Thus, it behooves the educator interested in using concept mapping to consider students' receptiveness to using concept mapping and encourage them to perceive the value of becoming sufficiently proficient in its use.
Understanding Hypotheses, Predictions, Laws, and Theories
Author: Eastwell, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Hypothesis Testing,Scientific Concepts,Prediction,Theories,Scientific Principles,Misconceptions,Scientific Methodology

This paper discusses the relationships between the terms &quot;hypothesis,&quot; &quot;prediction,&quot; &quot;theory,&quot; and &quot;law.&quot; In so doing, it addresses some misconceptions found in the literature and suggests that the only interpretation of the term &quot;hypothesis&quot; needed is that of a causal hypothesis. A more valid depiction of the relationships between these key nature-of-science terms is then presented in diagrammatic form.
What Do Professors Want to Learn to Improve Their Teaching?
Author: Mather, Jennifer A.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Improvement,Instructional Improvement,Needs Assessment,Faculty Development,Access to Information,Workshops,Teacher Participation,Teaching Methods,Feedback (Response),Teacher Student Relationship,Critical Thinking,Grading,Group Activities,Writing Instruction,Disabilities,Student Diversity,Cheating,Foreign Countries

This paper recounts the author's experience with giving a Needs Assessment for improvement by university teachers. Subjects were from the University of Lethbridge and the 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session. Teachers at the University (n = 77) indicated they could spend 5-15 hours in teaching development per semester and wanted a variety of information access but favoured quick one-hour workshops. STLHE participants (n = 34) were willing to attend three-hour workshops and spend more time per semester (over 20 hours) improving their teaching. Topics that both groups wanted to hear about were teaching efficiently, using student feedback, fostering critical thinking, and marking fairly. STLHE participants were more interested in fostering group work, student writing, and dealing with student disabilities and diversity, whereas the University sample cared more about preventing cheating and presenting the results of their teaching for promotion and tenure. All in all, there were many things that teachers wanted to learn.
Revolutionizing the Use of Natural History Collections in Education
Author: Powers, Karen E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Natural Sciences,Biodiversity,Biology,Institutes (Training Programs),Instructional Materials,Museums,Inquiry,Outreach Programs,Science Education,Teacher Education,Elementary Secondary Education,Electronic Publishing

Natural history collections are an irreplaceable and extensive record of life, and form the basis of our understanding of biodiversity on our planet. Broad-scale educational accessibility to these vast specimen collections, specimen images, and their associated data is currently severely hampered. With emerging technologies and massive efforts towards digitizing specimens, there is enormous potential to revolutionize biology education at all levels. These specimens, images, and data provide an unparalleled opportunity to integrate both inquiry-based and place-based learning into education at all levels and in all venues. Natural history specimens and associated data have an inherent focus on spatial and temporal variation and are uniquely situated to integrate traditionally segregated disciplines, and to develop creativity, generative thinking, and rigorous inquiry; qualities that will be required of successful future generations. These collections are excellent tools for engaging students in biology and helping students draw connections among sub-disciplines within biology (e.g., ecology, evolution, and molecular genetics) and connect biology to other fields (e.g., art, computer science, and geography). Natural history specimens can nurture student interest in solving important societal issues such as sustainability, invasive species, declining biodiversity, food security, climate change, and emerging pathogens. To realize these educational opportunities we need to overcome the disconnect between educators and museum scientists by providing greater access to teaching collections and building student-friendly digital interfaces and educational modules that demonstrate how to explore the vast natural history collections. There are a growing number of excellent models for overcoming these hurdles that illustrate how these approaches could be expanded and more widely adopted in educational settings/environments.
Dealing with Wicked Global Problems: An Inter-Disciplinary Approach
Author: Tomkinson, Bland
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Controversial Issues (Course Content),Engineering Education,Science Education,College Graduates,Problem Based Learning,Sustainable Development,Delphi Technique,Skill Development,Interdisciplinary Approach,Science Curriculum,Curriculum Design,Pilot Projects,Evaluation Methods,Questionnaires

The world faces a number of complex challenges that are sometimes referred to as &quot;wicked problems.&quot; Universities have been relatively poor at preparing graduates for such challenges, yet it will be the future professionals who need to tackle the problems. This essay looks at two related projects that have attempted to advance the skills training of graduates for a complex world, in the context of educating engineers and scientists in sustainable development. A Delphi study conducted in the UK suggested that systemic, student-centred approaches were vital to the appropriate development of undergraduates to become engineers with skills in sustainable development. A pilot project sponsored by the UK Royal Academy of Engineering developed an inter-disciplinary course unit, using student-centred principles, to embed the principles of sustainable development, in its broadest sense, in the curricula of engineers and scientists. The essay includes an evaluation of this approach.
The Thin Line between Civility and Incivility: Fostering Reflection and Self-Awareness to Create a Civil Learning Community
Author: Marini, Zopito
Date: 2009-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Learning Processes,Academic Achievement,Antisocial Behavior,Intervention,Prosocial Behavior,College Faculty,Reflection,College Students,Bullying,Aggression,Communities of Practice

Incivility is a critical, but under-examined aspect of teaching and learning. It has important implications for the academic success of students and the university as a whole. Bullying research offers a unique lens through which this type of anti-social behaviour can be understood with a view of developing intervention strategies. The exercises outlined in this paper will help professors gain valuable information about their students' understanding of the continuum between civility and incivility. The potential results from this reflective exercise can be an exciting example of the benefits of classroom engagement, where the knowledge gained from participating students is reinvested into their classrooms, thus contributing to their own creation of a civil learning community.
Using &quot;Interteaching&quot; to Enhance Student Engagement and Learning
Author: Scoboria, Alan
Date: 2009-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Motivation,Motivation Techniques,Teaching Methods,Program Descriptions,Instructional Materials,Peer Relationship,Teacher Student Relationship,Curriculum Implementation,Classroom Techniques,Evidence,Instructional Effectiveness,Barriers,College Programs,Foreign Countries

In this paper, we describe our experience with a recently devised teaching method termed interteaching (Boyce &amp; Hineline, 2002). This educational approach provides a rich rehearsal of material, and emphasizes student engagement, peer discussion, and student/instructor interaction. We describe the method, provide pragmatic tips for implementation in the classroom, review empirical evidence, and discuss advantages and disadvantages.
Whose Music? Diversity in a First-Year Foundation Course
Author: Wells, Elizabeth A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Centered Curriculum,Assignments,Music Education,Educational History,Student Evaluation,Academic Achievement,Teaching Methods,Educational Practices,College Freshmen,Introductory Courses,Foreign Countries

Students come to university with diverse tastes, experiences, and backgrounds, yet we often want them to embrace a body of aesthetics, philosophies, and ideologies that reflect the material we and our established disciplines value as central. However, by using their own backgrounds as a basis for exploration, discovery, and sharing, students can learn a great amount from each other's tastes and experiences. Two assignments designed for a first-year foundation course in music history and literature draw on personal backgrounds. Personal Music History and Music Repertoire Assignment allow students to bring the music they know and love, as well as their life experiences to the study of a new body of musical literature. Although music-specific, these assignments can be tailored to virtually any field of study within a first-year foundation course. Engagement on a personal level with course-related material makes the transition from high school to a university-level course smoother.
Using Content-Specific Lyrics to Familiar Tunes in a Large Lecture Setting
Author: McLachlin, Derek T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biochemistry,Science Instruction,College Students,Music,Singing,Student Surveys,Learner Engagement,Retention (Psychology),Copyrights

Music can be used in lectures to increase student engagement and help students retain information. In this paper, I describe my use of biochemistry-related lyrics written to the tune of the theme to the television show, The Flintstones, in a large class setting (400-800 students). To determine student perceptions, the class was surveyed several weeks after the song was used. Students reported a high level of engagement and enjoyment during the song. Many students found the song to be a helpful study tool. To guide future song selection, the students were also asked to indicate their familiarity with 30 popular songs from the past 50+ years. The songs that were least familiar to the students were all released before 1980, but some older songs were well known. The results support the use of content-specific lyrics set to familiar tunes as an educational tool, and provides information about specific songs that would or would not be suitable for this purpose.
The &quot;Third Ear&quot; Decolonizes: Integrating Deaf Students into Post-Secondary Classes
Author: McHeimech, Zeinab
Date: 2009-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Inclusion,Mainstreaming,Student Diversity,Cultural Differences,Classroom Techniques,English (Second Language),Deafness,Sign Language,Educational Practices,Educational Strategies,Teaching Methods,Culturally Relevant Education

Can we effectively integrate Deaf students into our post-secondary classes before recognizing and listening to them? Studies indicate that Deaf students continue to struggle, be silenced, and experience isolation when mainstreamed. Deaf students, or second-language students, inevitably develop new identities once included; however, we cannot justly ask that they abandon their own cultural identities, nor ignore that they have their own cultural and individual identities. This paper draws on the literary theorist Homi Bhabha, specifically his notion of the &quot;third space.&quot; I propose that as educators we enter and create this space for our students and begin listening to them using a &quot;third ear&quot; so as to enable the surfacing of their cultural identities in hopes of countering their struggles, perpetual silencing, and isolation. The essay focuses largely on the implementation of the third ear and third space by programs found in the humanities.
What's All the Clicking About? A Study of Classroom Response System Use at the University of Toronto
Author: Harlow, Jason
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Audience Response Systems,College Students,Educational Strategies,Teaching Methods,Correlation,Educational Benefits,Lecture Method,Structured Interviews,College Faculty,Student Surveys

Classroom response systems (clickers) are used in many courses at the University of Toronto (U of T), primarily to introduce interactive pedagogy and to engage students in lecture courses. We examined the use of clickers in various courses at U of T and interviewed over 30 instructors about their use of clickers in classes with a total enrolment of over 5,000 students. Students in these classes were surveyed about their perception of the value of this technology. The objectives of our study were to evaluate the logistics of using clickers, the pedagogical value and associated teaching strategies, and students' perception of its efficacy in their learning. We discuss some of the successes and failures of using clickers as a teaching and learning tool.
Teaching International Students at Saint Mary's: Opportunities and Challenges
Author: Richardson, Roxanne
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Students,College Faculty,Student Adjustment,Acculturation,Educational Practices,Educational Benefits,Learner Engagement,Foreign Countries,College Students,Cultural Differences

International students share a host of problems. For many, it is the first time they leave home and soon discover that their new host country has traditions, cultures, and educational standards that differ from their own. The initial excitement upon arrival is often followed by a difficult period of adjustment. As university instructors, we must reflect on our own practices and find new ways to provide better learning opportunities for our international students, ones that will also benefit our Canadian students. Practices that increase student engagement and internationalization in the classroom will have a positive effect on learning by all.
The Validity of Student Course Evaluations: An Eternal Debate?
Author: Gravestock, Pamela
Date: 2009-00-00
Type: Journal Articles
Subjects: Course Evaluation,Student Evaluation of Teacher Performance,Teacher Effectiveness,Student Attitudes,Debate,Persuasive Discourse,Beliefs,Misconceptions,Foreign Countries,College Students

Student evaluation of courses and teaching at universities remains a highly contentious and divisive topic. Emotions and anecdotal evidence can overrule conclusions drawn from research on the validity and design of course evaluations. However, even amongst researchers, there is significant disagreement on the efficacy of course and teaching evaluations. This paper explores this ongoing dialogue through the medium of a parliamentary debate drawing from the breadth of current research on course evaluations.