ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Podcasting with Undergraduate Digital Natives
Author: Thomas, Kevin M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Handheld Devices,Audio Equipment,Information Dissemination,Teaching Methods,Technology Uses in Education,Undergraduate Students,Educational Technology,Preservice Teacher Education,Technological Literacy,Focus Groups,Student Attitudes,Qualitative Research,Content Analysis

This paper analyzes the use of instructional podcasts with students in introductory computer application classes at a small, independent, private university. Participants were all undergraduates in the school of education. In an effort to model effective use of instructional technology for preservice teachers and to &quot;meet digital native students where they live,&quot; the course instructor created podcasts to augment class instruction and create a 21st century learning environment. Focus groups were conducted to capture students' perceptions of these supplemental podcasts. Surprisingly, the majority of these digital native participants reported that instructional podcasts were not beneficial to them because of their lack of time, lack of familiarity with the technology, resistance to using instructional technologies, preference for face-to-face instruction and reluctance to make the time commitment.
The Influence of Religion and High School Biology Courses on Students' Knowledge of Evolution When They Enter College
Author: Moore, Randy
Date: 2009-00-00
Type: Journal Articles
Subjects: High School Students,Biology,Secondary School Science,Evolution,Creationism,Knowledge Level,College Students,Religious Factors,Religion,Student Attitudes,Influences,College Science,Student Surveys,Statistical Analysis

Students whose high school biology course included evolution but not creationism knew more about evolution when they entered college than did students whose courses included evolution plus creationism or whose courses included neither evolution nor creationism. Similarly, students who believed that their high school biology classes were the primary source of their views of evolution knew more about evolution than did students who claimed that religion was the primary source of their views about evolution. Students who described their religious views as conservative or middle-of-the-road knew less about evolution than did nonreligious students or those who described their religious views as liberal/progressive. To our knowledge, this is the first measure of how students' experiences in high school biology courses affect their knowledge of evolution when they enter college.
The Effects of Lesson Study on Classroom Observations and Perceptions of Lesson Effectiveness
Author: Myers, Julia
Date: 2012-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Instructional Effectiveness,Protocol Materials,Lesson Observation Criteria,Pretests Posttests,Teacher Behavior,Student Behavior,Participant Observation,Preservice Teacher Education,Preservice Teachers,Elementary School Mathematics,Educational Practices

This study examined the effects of lesson study on participants' classroom observations and perceptions of lesson effectiveness, by investigating the focus of their observations during a mathematics lesson and their ratings of the lesson's effectiveness, both preceding and subsequent to the lesson study experience. Prior to the lesson study, subjects viewed a videotaped lesson, rated the lesson's effectiveness on a scale of 1 to 10, and provided a detailed rationale for their ratings. After the lesson study experience, the process was repeated. Pre- and post-lesson study ratings were compared, and comments were categorized as relating to teacher behavior, student behavior, or other. Analyses revealed that the focus of participants' observations remained relatively constant, while perceptions of lesson effectiveness, particularly with regard to teacher instruction, showed some change. Implications of the study and questions worthy of further exploration are discussed.
Using the FotoFeedback Method to Increase Reflective Learning in the Millennial Generation
Author: Tornabene, Ladona
Date: 2012-00-00
Type: Journal Articles
Subjects: Photography,Reflection,Age Groups,Generational Differences,Teaching Methods,Time Management,Data Collection,Technology Uses in Education,Technological Advancement,Technological Literacy,Personal Narratives,Multimedia Instruction,Feedback (Response),Influence of Technology

This current generation of students, known as the Millennial Generation, has a propensity toward multi-tasking and a history of structured and tightly filled days. Reflection may not be viewed as productive and as conducive to learning as other &quot;tasks&quot; and thus may be neglected. However, by employing a methodology (photography) that joins up with their multi-media oriented learning style and voracious appetite for the visual, perhaps they will view the reflective process differently. The FotoFeedback Method is a highly flexible data-gathering tool, which combines photography with narrative discourse related to a topic or experience. This process empowers students to not only experience a moment in time, but to structure their preservation of this moment through the photo-graph. Then they can reflect upon the meaning of the topic/experience while viewing the visual, which can lead to deeper learning.
She Needs a Haircut and a New Pair of Shoes: Handling Those Pesky Course Evaluations
Author: Buskist, Connie
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Course Evaluation,Teacher Effectiveness,Educational Practices,College Faculty,Reflective Teaching,Guidelines

Student evaluations of faculty are used in most universities to determine teaching effectiveness and inform decisions about tenure, promotion, pay raises, and awards. For novice and experienced faculty, course evaluations can be intimidating. Learning how to approach course evaluation results systematically can help prevent faculty members from becoming overwhelmed by negative feedback and lead to better teaching. This paper offers suggestions on making sense of course evaluation data and using them to inform future practice.
Research-Based Personas: Teaching Empathy in Professional Education
Author: van Rooij, Shahron Williams
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Education,Empathy,Graduate Students,Integrated Activities,Teaching Methods,Cooperative Learning,Instructional Design,Student Projects,Student Research,Educational Practices

Graduate students enrolled in professional education degree programs are increasingly challenged by the need to acquire the complex skills/competencies of their respective professions on the one hand, while retaining empathy for the individuals they will be serving on the other hand. This paper suggests a technique which uses the Persona, a narrative representation of a desired client's or user's behavior patterns that is grounded in the philosophy of User-centered Design (UCD), to integrate empathy into professional education, and includes an example from a graduate-level program in instructional design. Opportunities for adopting this technique in various disciplines at the undergraduate level are also identified.
Evaluating and Improving the Assessment of Undergraduate Student Writing in a School of Business at a Large Regional University
Author: Glew, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Business Schools,Writing Skills,Writing Improvement,Writing Evaluation,Writing Instruction,Instructional Effectiveness,Multiple Regression Analysis,Criterion Referenced Tests,Writing Tests,Coding,Correlation,Scores,Standardized Tests,Computer Assisted Testing,Evaluators,Incentives,Writing Achievement,Essay Tests,Prompting,Integrated Curriculum,Feedback (Response),Statistical Analysis,Qualitative Research

Business schools are often criticized for the inadequate writing skills of their graduates. Improving writing skills involves first understanding the current skill level of students. This research attempts to provide insights into the effectiveness of the current method of assessing writing skills in a school of business at a large regional university and to provide insights relative to how the assessment process can be improved. Three studies were conducted. Study 1 is a quantitative analysis of the full set of data based on the use of Criterion®, an online writing evaluation service developed by Educational Testing Service (ETS). Study 2 is a quantitative analysis of a coded subset of the data and Study 3 involves a qualitative data collection effort consisting of comments gathered from assessment proctors. While the overarching purpose of this research was to determine the effectiveness of the assessment tool utilized towards understanding the current status of students' writing skills, the results also offer recommendations to improve the assessment process such that a clear picture of writing weaknesses can be more effectively addressed.
Teaching Evolution in the Galápagos
Author: Bruce, Katherine E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Experiential Learning,Evolution,Teaching Methods,Educational Objectives,Travel,Undergraduate Study,Seminars,Field Trips,Animal Behavior,Biodiversity,International Cooperation,Policy Formation,Natural Resources,Qualitative Research,Student Attitudes,Foreign Countries

Experiential learning can be an effective way to teach many concepts, and evolution is no exception. We describe the pedagogical techniques, class structure and learning objectives, travel logistics, and impact of three undergraduate honors-level experiential learning seminars that combined teaching topics related to evolution with a field trip to the Galápagos Islands. One class took place in Spring 2002 focusing on animal behavior, biodiversity, and evolution (13 students), and the other two were held in Spring 2009, with one seminar focusing on international environmental policymaking (3 students) and the other on how the natural history of the Galápagos influenced the development of Darwin's thought (7 students). Qualitative comments from students illustrate both short and long term impact of the class on learning about evolution.
Online vs. Paper Evaluations of Faculty: When Less Is Just as Good
Author: Fike, David S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Online Surveys,Test Format,Delivery Systems,Student Evaluation of Teacher Performance,Teacher Effectiveness,Alternative Assessment,Intermode Differences,Comparative Analysis,Course Evaluation,Response Rates (Questionnaires),Likert Scales,Evaluation Methods,Scores,College Faculty,Undergraduate Students

Evaluation of teaching effectiveness is considered a critical element in determining whether or not faculty members are retained at higher education institutions; academic milestones such as tenure and promotion often require documentation of the quality of faculty teaching. As methods of assessing teaching effectiveness evolve, concerns about the equity of alternative methods arise. This study compared two methods of student evaluations of faculty, online versus the traditional paper format. Although the student response rate for online evaluations was lower, evaluation scoring patterns were similar for both methods. The findings suggest that conducting faculty evaluations online may be a suitable alternative to the traditional, paper-based approach.
Undergraduates' Perceived Knowledge, Self-Efficacy, and Interest in Social Science Research
Author: Boswell, Stefanie S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Knowledge Level,Self Efficacy,Student Interests,Social Science Research,Research Methodology,Methods Courses,Statistical Analysis,Questionnaires,Correlation,Pretests Posttests,Multivariate Analysis

This study investigated the relationship between perceived knowledge of research methods, research self-efficacy, interest in learning about research, and interest in performing research-related tasks in one's career. The study also investigated the effect of a research methods course with both didactic and experiential components on these variables. Participants were 33 undergraduates enrolled in a research methods for the social sciences course. At Time 1, perceived knowledge of research was related to all variables; at Time 2, it was related to research self-efficacy and learning interest only. Both perceived knowledge and research self-efficacy increased significantly over the semester; however, interest did not. Implications for teaching and outcome assessment are discussed.
The Impact of Using Randomized Homework Values on Student Learning
Author: Berardi, Victor
Date: 2011-00-00
Type: Journal Articles
Subjects: Scores,Cheating,Student Evaluation,Tests,Assignments,Homework,Hypothesis Testing,Pretests Posttests,Statistical Analysis,Grading,Scoring Rubrics,College Students

Much of the recent research on homework focuses on using online, web-based, or computerized homework systems. These systems have many reported capabilities and benefits, including the ability to randomize values, which enables multiple attempts by a student or to reduce academic dishonesty. This study reports on the impact of using randomized versus static homework values on student learning as measured by student performance on similar exam questions. Results indicate randomization can have a significant practical and statistical impact on improving exam scores, can reduce the rate of cheating, and can make homework a more accurate measure of student ability as the difference between homework scores and exam scores is reduced.
Improving the Quality of Instruction through a Service Teaching Framework
Author: Husband, Terry
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Improvement,Instructional Effectiveness,Educational Quality,Educational Principles,Teacher Student Relationship,Progress Monitoring,Teacher Response,Perspective Taking,Role Models,College Faculty,Teaching Models,Educational Practices,Educational Strategies

Many professors lack sufficient pedagogical training needed to teach their courses effectively. In an effort to aid professors in improving the quality of instruction in their courses, this article distills the principles embedded within a service teaching framework for instruction. The principles discussed throughout this article pertain to: establishing relationships with students, formative assessment practices, responding to negative issues in a positive manner, valuing and validating students' perspectives, and exceeding course requirements. I conclude with a discussion of three important actions needed for this framework to be implemented successfully.
A College Honors Seminar on Evolution and Intelligent Design: Successes and Challenges
Author: Kelley, Patricia H.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Honors Curriculum,Seminars,Evolution,Science Education,Creationism,Teaching Methods,Controversial Issues (Course Content),Interdisciplinary Approach,Learning Activities,Court Litigation,Case Studies,Instructional Design,Outcomes of Education,Writing Assignments,Critical Thinking,Active Learning,Discussion

College honors courses provide an opportunity to tackle controversial topics in an atmosphere that encourages active learning, critical thinking, and open discussion. This venue is particularly appropriate for examining the debate about teaching intelligent design (ID) in public school science classes. A one-credit honors enrichment seminar taught at the University of North Carolina Wilmington provides a model, with associated successes and challenges, for addressing the controversy. This interdisciplinary course consisted primarily of discussions based on a set of weekly readings that presented contrasting viewpoints on evolution and naturalism, ID, theology, and educational issues. In preparation for each class, students constructed charts contrasting the views of each writer on key points presented in the readings and summarizing their own responses. Discussion focused on a set of questions arising from the readings and designed to provoke debate. The &quot;Kitzmiller v. Dover&quot; decision served as a final case study; each student prepared a final paper defending or criticizing Judge Jones' decision in the Dover court case. Prior to the course, some students had not heard of ID and many had limited knowledge of evolution. The course improved student knowledge of evolution, ID, and the issues involved in the controversy, preparing them to make informed political decisions. Challenges included the uneven level of knowledge about evolution among students in this non-science course and the time constraints of a 1-credit course. In addition, because I had decided to serve as a facilitator and not press my opinions, misconceptions were more difficult to correct, although the variety of disciplines represented by the students allowed them to correct one another.
A Labor of Love: Constructing a Service-Learning Syllabus
Author: Ballard, Sharon M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Service Learning,Course Descriptions,Course Content,Curriculum Development,Educational Strategies,Student Educational Objectives,Learning Activities,Reflection,Teacher Expectations of Students,Grading,Check Lists

Service-Learning has become a popular pedagogical strategy; yet, little attention has been given to the construction of a syllabus that includes a service-learning component. The purpose of this paper is to help instructors identify essential components of high-quality service-learning, to learn ways to incorporate these components into appropriate courses, and to effectively communicate the service-learning requirements through their syllabus. Specifically, the process of developing a service-learning syllabus is discussed in relation to course goals and objectives, service-learning activities, and reflection activities.
Clearing the Highest Hurdle: Human-Based Case Studies Broaden Students' Knowledge of Core Evolutionary Concepts
Author: Werth, Alexander J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Case Studies,College Students,Student Attitudes,Evolution,Student Surveys,Biology,Science Teachers,Science Instruction,College Science,Teaching Methods,Scientific Concepts,Higher Education,Science Curriculum,Likert Scales,Qualitative Research,Statistical Analysis

An anonymous survey instrument was used for a ten year study to gauge college student attitudes toward evolution. Results indicate that students are most likely to accept evolution as a historical process for change in physical features of non-human organisms. They are less likely to accept evolution as an ongoing process that shapes all traits (including biochemical, physiological, and behavioral) in humans. Students who fail to accept the factual nature of human evolution do not gain an accurate view of evolution, let alone modern biology. Fortunately, because of students' natural curiosity about their bodies and related topics (e.g., medicine, vestigial features, human prehistory), a pedagogical focus on human evolution provides a fun and effective way to teach core evolutionary concepts, as quantified by the survey. Results of the study are presented along with useful case studies involving human evolution.
Using &quot;Monopoly&quot; to Introduce Concepts of Race and Ethnic Relations
Author: Waren, Warren
Date: 2011-00-00
Type: Journal Articles
Subjects: Games,Teaching Methods,Racial Relations,Simulation,Racial Bias,Racial Attitudes,Racial Discrimination,Affirmative Action,Sociology,Emotional Response,Student Attitudes,Social Theories,Opportunities,Social Justice

In this paper I suggest a technique which uses the familiar Parker Brother's game &quot;Monopoly&quot; to introduce core concepts of race and ethnic relations. I offer anecdotes from my classes where an abbreviated version of the game is used as an analog to highlight the sociological concepts of direct institutional discrimination, the legacy of discrimination, colorblind racism, affirmative action, and reparations. I describe how, after playing the game, the participants spend a short amount of time debriefing in order to express their emotions and examine their motivations. Later, in a broader class discussion, I invite both participants and observers to explain the motivations, attitudes, and behaviors of all players and connect these explanations to theoretical concepts in sociology. After debriefing and discussion, I refer to the shared experiences of the students from the game in subsequent lectures and readings.
Challenges to Teaching Mixed Research Courses
Author: Frels, Rebecca K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mixed Methods Research,Methods Courses,Bias,Teacher Student Relationship,Grounded Theory,Case Studies,Interdisciplinary Approach,Time Factors (Learning),Feedback (Response),Interviews

Across the United States, many faculty members are developing new mixed re-search courses. However, before embarking on teaching these courses, it would be helpful for instructors to be aware of the challenges faced by instructors and students in mixed research courses. Thus, the purpose of this qualitative-dominant mixed research study was to document these challenges. Participants were 11 instructors of mixed research courses from institutions around the United States who were selected purposively via critical case sampling such that they represent-ed a diverse set of instructors. The following four themes emerged that represent-ed dimensions of challenges: Time, Diversity, Format/Life Situations, and Pre-conceived Bias. Three of these themes yielded 10 sub-themes. Moreover, a correspondence analysis of the four themes revealed that they each fell somewhere on a continuum that lay from internal influences that characterized an interaction be-tween instructors and students (i.e., Diversity, Format/Life Situations) to external influences that characterized an interaction between instructors and curricula pertaining to the rapidly evolving field of mixed research--yielding the meta-themes of Internal Influence and External Influence. Implications for instructors and students undertaking mixed research courses are discussed.
Letter Writing and Learning in Anthropology
Author: Scheld, Suzanne
Date: 2009-00-00
Type: Journal Articles
Subjects: Letters (Correspondence),Anthropology,Teaching Methods,Learning Processes,Writing (Composition),Field Studies,Research Methodology,Undergraduate Students,Assignments,Science Process Skills,Scoring Rubrics,Evaluation Criteria

Writing has special importance in anthropology. Writing fieldnotes is a central methodology for documenting and analyzing culture, and written personal reflections upon this process are viewed as providing insight into how knowledge is produced by a &quot;situated&quot; researcher. That said, there is little discussion in the discipline about the use of writing as pedagogy or a tool for popularizing the discipline. This article considers how old fashion letter writing to anthropologists can strengthen students' learning to write and analyze culture. It also indicates how writing letters popularizes the discipline. Letter writing is communication, method, tradition, and now pedagogy in anthropology. This progression of uses has relevance to teaching and learning in other disciplines.