ethanporcaro/eric-fulltext-meta huggingface dataset:
Interdisciplinary Team Teaching: An Effective Method to Transform Student Attitudes
Author: Little, Amanda
Date: 2011-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Team Teaching,Teaching Methods,Student Attitudes,Attitude Change,Active Learning,Business Administration Education,Biology,Sustainability,Achievement Gains,Conventional Instruction,Comparative Analysis,Instructional Effectiveness,Learning Experience,Student Surveys,Teacher Collaboration,Statistical Analysis,Qualitative Research

In order to maximize student development in an interdisciplinary context, we implemented and evaluated a business-biology team teaching approach. The class project involved teams of environmental science and business students analyzing an industry stakeholder interested in participating in the development of a community composting network. We compared the results of this team-taught section with a more traditionally-taught business section with a sustainability emphasis, with the objectives of identifying student learning gains and reflecting, as faculty, upon the experience. In the affective domain, there was initial discomfort with the interdisciplinary team teaching method on the part of both faculty and students. In the cognitive domain, both team-taught and traditional sections perceived significant gains in understanding both business and natural systems, although the treatment group alone made significant (P &lt; 0.10) gains in linking interdisciplinary thinking and an understanding of both business and natural systems to future success. These findings suggest that the affective and cognitive transformations experienced in team-taught settings are important for teaching expanded worldviews and diverse perspectives.
Re-Vitalizing the First Year Class through Student Engagement and Discovery Learning
Author: Steuter, Erin
Date: 2010-00-00
Type: Journal Articles
Subjects: College Freshmen,Introductory Courses,Sociology,Foreign Countries,Social Problems,Educational Innovation,Discovery Learning,Learner Engagement,Workbooks,Class Activities,Student Research,Assignments,Simulated Environment,Research Skills,Critical Thinking,Thinking Skills,Skill Development,Learning Laboratories,Teaching Methods,Student Surveys,Interviews

The first year course in Sociology at Mount Allison University introduced students to social issues via dynamic class interactions and assignments that are designed to build conceptual and applied skills. Developments to the course organization have maximized the opportunities for discovery learning and have made the class an enjoyable teaching experience. This article will outline the core innovations that have been developed: 1.) A workbook, similar in style to a hands-on science lab manual, has been developed to engage students in active in-class discovery learning projects. 2.) Client-based interactive class activities are used to help students engage in the solving of contemporary social problems in a manner that reveals the contemporary relevance and application of knowledge regarding social problems. 3.) Research assignments are provided through an internship at the simulated ESPRIT (Evaluating Social Policy Research Investigation Team) think tank which provides students with the opportunity to develop research and analysis skills that are relevant to careers in the field of social analysis. 4.) The course includes the analysis of a contemporary best-selling book that addresses a relevant social problem so that students have the opportunity to participate in current debates about issues of social importance.
Student Engagement and Teacher Practices: Using Hillary Clinton's Presidential Campaign for Learning Purposes
Author: Gruber, Sibylle
Date: 2011-00-00
Type: Journal Articles
Subjects: Political Campaigns,Presidents,Teaching Methods,Critical Thinking,Sex Role,Sexual Orientation,Racial Relations,Social Class,Mass Media Effects,Current Events,Student Attitudes,College Students,College Faculty,Teacher Attitudes,Social Influences,Writing (Composition),Role,Politics,Fear

In this article, I reflect on the pedagogical decisions I made when I taught a course on gendered literacies during the 2008/2009 presidential campaign. I specifically focus on what I term the &quot;Hillary&quot; phenomenon, the media's often negative and unflattering portrayal of presidential candidate Hillary Clinton. I start with a brief exploration of my goals for teaching current events; I then discuss student perceptions of Hillary Clinton's role in politics, and I show the importance of paying attention to students' social influences that, in Arizona, are often marked by &quot;fear and trepidation&quot; when it comes to political change. I show the importance of using examples from Clinton's writing, and I point toward pedagogical reasons for engaging students in discussions that address our positionalities in a variety of discourse communities. I conclude by pointing out that we need to encourage students to think critically about their own roles in perpetuating current value systems by challenging their assumptions about gender roles, race relations, sexual orientation, or class systems.
Creating Significant Learning Experiences: A Case Study in the College Religion Classroom
Author: Jones, Jennifer L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Studies,Religion,Undergraduate Students,Concept Formation,Intimacy,Teaching Methods,Religion Studies,Interdisciplinary Approach,Communities of Practice,Interaction,Relevance (Education),Qualitative Research

In a domain historically dominated by student passivity, instruction that entices students to integrate and assimilate new content into their pre-existing cognitive schema is a new but necessary shift from the traditional teaching paradigm. No longer is college teaching primarily focused on quantity of information, but rather the quality of learning as measured by specific student learning outcomes. To facilitate this change, Fink (2003) identifies what he calls a &quot;significant learning experience&quot; and categorizes it according to a six-part taxonomy. This case study explores one of Fink's categories, &quot;integration,&quot; in the context of a class in an undergraduate religious studies course. In this class, students explored the work of St. Augustine, a prominent early Christian theologian, and his notion of idolatry (confusion of the world with God). Discussion of St. Augustine was used both as a springboard for understanding the concept of idolatry as well as for critiquing contemporary notions of romantic love. This piece will present specific instructional decisions that exemplify this theory of integration as well as offer advice to other higher education faculty looking to create significant learning experiences in their own classrooms.
The Use of a Checklist and Qualitative Notebooks for an Interactive Process of Teaching and Learning Qualitative Research
Author: Frels, Rebecca K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,Check Lists,Qualitative Research,Data Collection,Data Analysis,Data Interpretation,Writing Assignments,Feedback (Response),Research Methodology,Student Journals,Teaching Methods,Social Science Research,Scoring Rubrics,Likert Scales,Ethnography

From the perspective of doctoral students and instructors, we explain a developmental, interactive process based upon the Checklist for Qualitative Data Collection, Data Analysis, and Data Interpretation (Onwuegbuzie, 2010) for students' writing assignments regarding: (a) the application of conceptual knowledge for collecting, analyzing, and interpreting qualitative data; (b) utilizing detailed instructor feedback of content and writing style as a positive catalyst for growth; and (c) integrating feedback in future assignments and reflecting on the process. We advocate the cyclical use of this framework for teaching and learning rigorous qualitative research.
Teaching Dossier Documents: A Comparison of Importance by Major Stakeholders
Author: Burnap, Charles A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teaching Methods,Comparative Analysis,Stakeholders,Teacher Effectiveness,Higher Education,Colleges,Tenure,Faculty Promotion,Teacher Evaluation,Portfolios (Background Materials),Teacher Employment,Promotion (Occupational),Teaching (Occupation),Expertise,Teaching Experience,Questionnaires,Surveys,College Faculty,Faculty

Most institutions of higher education require evidence of effective teaching as part of the review process for reappointment and for tenure/promotion. This study examines the relative importance of various documents placed in the teaching section of the dossier as rated by pre-tenured faculty members and review committee members. Results indicate that these documents are viewed quite differently by the two groups. There is a danger that the differences in the value that various documents play may affect the evaluation of teaching effectiveness and the final outcome of reappointment and tenure/promotion decisions. These differences weaken the evaluation process. There must be a common understanding of the importance of particular documents and how those pieces of evidence assist in telling the story of teaching effectiveness.
Cheating in Online Courses: The Student Definition
Author: Raines, Deborah A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Cheating,Online Courses,Student Attitudes,Student Surveys,Definitions,College Students

One of the barriers to faculty acceptance of online teaching and learning is a concern about cheating and the quality of the learning experience. This paper reports the findings of a descriptive survey focused on the students' definition of cheating in the online learning environment.
Film in the College Classroom: Using &quot;Twilight&quot; to Examine Adolescent Development
Author: Tagsold, Jennifer T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Films,Popular Culture,Teaching Methods,Adolescent Development,College Students,Psychology,College Instruction

The hit movie saga &quot;Twilight&quot; has made an impact on viewers of all ages. This article seeks to explore the uses of film in psychology classes with a focus on ways in which instructors may find scenes from the &quot;Twilight&quot; series helpful and engaging for students. The authors describe scenes and themes from the first three movies in the series (&quot;Twilight,&quot; &quot;New Moon,&quot; and &quot;Eclipse&quot;) that relate to adolescent development theories, as well as other disciplines, such as English, Sociology, and History. Authors also provide a list of suggestions for using film as a teaching tool.
What Makes a Good Criminal Justice Professor? A Quantitative Analysis of Student Evaluation Forms
Author: Gerkin, Patrick M.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Faculty,Criminology,Teacher Effectiveness,Student Evaluation of Teacher Performance,Statistical Analysis,Multivariate Analysis,Public Colleges,Student Characteristics,Teacher Characteristics,Grades (Scholastic),Courses,Regression (Statistics)

The goal of this research is to understand how students define teaching effectiveness. By using multivariate regression analysis of 8,000+ student evaluations of teaching compiled by a School of Criminal Justice at a Midwestern public university, this paper explores the relationships between individual indicators of instructor performance (e.g. clarity of the instructor, concern for student progress etc.), and overall impressions of instructor quality. Further consideration is given to factors like basic student characteristics (e.g. academic status), basic course characteristics (e.g. whether the course is a research methods class), basic instructor characteristics (e.g. instructor gender), and the expected grade in the class. Results indicate that the individual instructor performance items are the most important indicators of overall perceived quality. Other factors do matter, but their influence is statistically weaker. Interestingly, once the individual instructor performance items are controlled, the effect of perceived grade is rendered statistically insignificant.
Activating Theory in the Introductory Classroom: Erving Goffman Visits Wisteria Lane
Author: Melander, Lisa A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Popular Culture,Introductory Courses,Lecture Method,Sociology,Undergraduate Students,Visual Aids,Computer Software,Teaching Methods,Television Viewing,Television,Higher Education,Interpersonal Relationship,General Education

Instructors of large, general education lecture courses face a number of student engagement and learning challenges. In this article, we develop and assess an interactive lecture that introduces a theoretical perspective and three related concepts to two introductory sociology general education classrooms (n = 433). This interactive lecture consists of narrated illustrative clips from the popular culture television series &quot;Desperate Housewives,&quot; a series of mini-lectures to accompany PowerPoint slides, gapped lecture note handouts, and student interaction. We assess student comprehension at three different points in time: in a pre-survey, in the class period following the interactive lecture, and on the midterm exam two weeks later. Students reacted positively to the exercise and showed an improvement on their scores at both assessment periods.
Assessing the Integration of Embedded Metacognitive Strategies in College Subjects for Improved Learning Outcomes: A New Model of Learning Activity
Author: Pang, Katherine
Date: 2010-00-00
Type: Journal Articles
Subjects: Metacognition,Integrated Activities,Student Improvement,Teaching Methods,Teaching Models,Constructivism (Learning),Active Learning,Concept Teaching,Undergraduate Students,Grouping (Instructional Purposes),Criminal Law,English Literature,Achievement Gains,Educational Practices,Educational Strategies,Instructional Effectiveness,Learning Activities,Likert Scales

The most effective pedagogies are those that foster students' metacognition and their learning effectiveness. This paper presents a new model of activity-based learning in which students construct knowledge using practices that include constructs of engagement, motivation, and affect that drive deeper processing and higher levels of metacognitive development. The model is built upon metacognitive constructs that promote deeper learning and develop important cognitive skills regardless of cognate content or academic discipline. Based on research in two different disciplines, results indicate that students were successful in demonstrating an understanding of complex constructs when instructed using this novel model and reported increased learner satisfaction and effectiveness.
The Absent Graduate Student: An A-B-A Single-Subject Experiment of Online Discussion Participation
Author: Cox, Thomas D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Group Discussion,Interaction,Online Courses,Computer Mediated Communication,Participation,Learner Engagement,Electronic Learning,Teaching Methods,Best Practices,Discussion Groups,Educational Objectives,Behavioral Objectives,Classification,Visual Aids,Graduate Study,Higher Education,Experiments,Case Studies,Research Design

It can reasonably be said that the discussion board is the &quot;heart&quot; of an online course. The discussion board can and should help the learner to make meaning of the content or topic and to find relevance to their lives. When this &quot;engagement&quot; does not occur, the individual does not benefit from the discussion, and it becomes merely &quot;busy work&quot; and no deep learning takes place. The primary purpose of this study was to investigate an individual master's student who was not participating in the course discussion and apply a single-subject experimental design (A-B-A) in an effort to increase the student's participation in the course. The method was to observe the baseline behavior, apply the treatment, withdraw the treatment, and then re-assess the baseline behavior. The results of the experiment were astounding to the researcher. Not only was the experiment successful with the non-performing student, but other students in the course also dramatically increased their level of participation. The results of this study can serve as a best practice to remedy the sometimes disembodied nature of online learning.
Here's Your Syllabus, See You Next Week: A Review of the First Day Practices of Outstanding Professors
Author: Iannarelli, Barbara A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Phenomenology,Teaching Experience,Educational Practices,Educational Strategies,Role Models,Interviews,Class Activities,Behavioral Objectives,Academic Achievement,Expectation,Teacher Student Relationship,Professional Identity,College Faculty,Teacher Attitudes,Case Studies

Faculty teaching courses at the higher education level employ a wide variety of strategies on the first day of class. Little research has been conducted on the efficacy of these practices. This study examines the first-day practices of instructors of higher education classes who have been recognized as outstanding practitioners by their respective institutions. The information obtained is framed within the learning theories of social constructivism, feminist and liberatory pedagogy. The results of this inquiry suggest practices that may be recommended to all instructors at the college/university level and generate hypotheses regarding the efficacy of first class practices in higher education.
Fostering Student Engagement: Examining the Roles of Self, History and Cultural Identity
Author: Comeaux, Patricia
Date: 2010-00-00
Type: Journal Articles
Subjects: Learner Engagement,Cooperative Learning,Racial Relations,Cultural Differences,Discussion (Teaching Technique),Civil Rights,Racial Discrimination,Discussion,Debate,Interviews,Documentaries

This paper describes and analyzes a Debate-Discussion Learning Project designed to foster student engagement with the subject matter and each other in reflective and analytical dialogues. This project is a significant component of a course, The Rhetoric of the Civil Rights Movement, which has a major goal of understanding how the legacy of racial discrimination in the past impacts self and cultural identity. In this essay, I argue that the design of the course and in particular the debate-discussion component, purposely created with a collaborative learning approach, successfully engaged students in substantive discussions of the events of the Civil Rights era and its present-day impact. This paper provides a brief review of literature on collaborative learning; a description of the course and the &quot;Debate-Discussion Learning Project&quot;; an analysis of why the project worked; and, best practices for using debate-discussion across disciplines.
Teaching the Scientific Method in the Social Sciences
Author: Keyes, Grace
Date: 2010-00-00
Type: Journal Articles
Subjects: Scientific Methodology,Social Sciences,Teaching Methods,Undergraduate Students,Misconceptions,Classroom Techniques,Definitions,Textbook Content,Educational Practices,Educational Strategies

Many undergraduates can tell you what the scientific method means but just a little probing reveals a rather shallow understanding as well as a number of misconceptions about the method. The purpose of this paper is to indicate why such misconceptions occur and to point out some implications and suggestions for teaching the scientific method in the social sciences. This paper describes how students come to internalize key words and views about science without grasping some important concepts such as inference. I suggest that misunderstandings and misconceptions about science are the result of how it is transmitted to students. Misconceptions are easily perpetuated through the twin processes of diffusion and socialization. The social sciences can provide a corrective to this situation by first recognizing how textbooks and teaching approaches may contribute to the problem and, secondly, by developing innovative teaching strategies. This essay is based on observations made while teaching introductory anthropology and sociology courses to students of all majors.
Relating Perceptions of Teaching Method Effectiveness to Perceived Instructional Emphasis Areas: A Comparison of Faculty and Students
Author: Van Auken, Stuart
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Computer Simulation,Instructional Innovation,Student Projects,Groups,Correlation,Student Surveys,Tests,Lecture Method,Class Activities

This study associates the perceived effectiveness of alternative teaching methods with perceived instructional emphasis areas for each of two groups: faculty and students. It seeks to determine the congruency between faculty and student response. The results evidence a commonality between faculty and student perceptions as to the effectiveness of the following teaching methods when related to instructional emphasis areas: group projects, cases, and in-class presentations. However, students when contrasted to faculty denote greater associations with instructional emphasis areas for in-class discussions and inclass exercises, as well as individual projects and computer simulations. Reasons for the discrepancies are developed, as well as the usefulness of the associations in selecting pedagogical approaches and encouraging pedagogical innovation.
Toward Enhancing Scholarship of Science Education in College Teaching
Author: Wang, Jianjun
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Education,Scholarship,Science Instruction,Educational Research,Comparative Analysis,Stereotypes,Teaching Methods,Instructional Improvement,Instructional Effectiveness,College Science,Science Teachers

Quality of science instruction is crucial at the college level due to the increasing demand of scientific literacy. Development of science education has been examined in this article through both contextual and comparative angles of college teaching. Different approaches have been analyzed to merge interdisciplinary efforts that articulate both artistic and scientific natures for the benefit of various constituencies. Suggestions have been provided to enhance the scholarship of science education as a subject within natural science departments. Similar to the industry partnership between R&amp;D and customer service sectors, effective collaborations between scientists and science educators can facilitate recognition of the science education subject across the campuses of higher learning.
Successes and Failures Teaching Visual Ethics: A Class Study
Author: Roundtree, Aimee Kendall
Date: 2010-00-00
Type: Journal Articles
Subjects: Success,Failure,Ethics,Visual Learning,Ethical Instruction,Learning Modules,Case Studies,Student Surveys,Instructional Effectiveness,Student Attitudes,Teaching Methods,Class Activities,Graduate Students

This article discusses and evaluates the inclusion of ethics learning modules in a graduate- level visual design theory course. Modules were designed as a part of an NEH grant. Students grappled with case studies that probed the ethics of visuals at the crux of the BP oil refinery accident, NASA space shuttle disasters, the Enron collapse, and biomedical research in the Texas Medical Center. The article assesses evidences of learning and ethical absorption, including student surveys, self-reflections and final project rationales. Ultimately, in terms of Rest's Four-Component Model of ethical behavior, integrating the readings and activities helped heighten moral sensitivity and judgment, but failed to yield measurable evidence of moral motivation or character and behavior. The article describes course adjustments to help facilitate student development in the latter two aspects.