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The International Journal for the Scholarship of Teaching and Learning最新文献

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Bringing Students’ Voices into Campus Conversations about Essential Learning Outcomes: A Survey of Students at a Mid-Sized State University 将学生的声音带入关于基本学习成果的校园对话:对一所中型州立大学学生的调查
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110211
C. Hood
{"title":"Bringing Students’ Voices into Campus Conversations about Essential Learning Outcomes: A Survey of Students at a Mid-Sized State University","authors":"C. Hood","doi":"10.20429/IJSOTL.2017.110211","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110211","url":null,"abstract":"Stockton University, a mid-sized state university in the mid-Atlantic region of the United Stated, initiated the first of two pilots for implementation of its institutional outcomes during the fall semester 2014. At the beginning of that semester, in an effort to gauge students’ attitudes university-wide toward the value of the outcomes, the director of the pilot administered an exploratory survey to the entire student population (N=427). The survey contained eleven questions. The results indicate that students agree on their value. The student survey participants, however, identify five additional outcomes. Furthermore, student survey participants rank four of the student-identified outcomes of greater value than some of the institutional outcomes. The survey results also suggest that students could assume a more engaged role in campus conversations about core, institutional outcomes, thus, fostering authentic connection to the learning outcomes students seek and acquire while in college.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117113759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Technical Drafting and Mental Visualization in Interior Architecture Education 室内建筑教育中的技术制图与心理可视化
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110215
Ali Arslan, S. Dazkir
{"title":"Technical Drafting and Mental Visualization in Interior Architecture Education","authors":"Ali Arslan, S. Dazkir","doi":"10.20429/IJSOTL.2017.110215","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110215","url":null,"abstract":"We explored how beginning-level interior architecture students develop skills to create mental visualizations of three-dimensional objects and environments, how they develop their technical drawing skills, and whether or not physical and computer generated models aid this design process. We used interviews and observations to collect data. The findings provide an insight on what kind of difficulties students experience during their learning process and how they overcome those difficulties. The results of the study indicate that the students’ lack of skills in technical drawing and in creating 2D and 3D mental visualizations negatively influenced their design process. Using the existing body of literature, we discussed the findings and suggested teaching strategies to improve the learning process for the beginning-level interior architecture students. The findings of this study allowed us to have a better understanding of the student design and learning process.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120962573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
Not-so-critical friends: Graduate student instructors and peer feedback 不那么挑剔的朋友:研究生导师和同伴反馈
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110210
D. Reinholz
{"title":"Not-so-critical friends: Graduate student instructors and peer feedback","authors":"D. Reinholz","doi":"10.20429/IJSOTL.2017.110210","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110210","url":null,"abstract":"Abstract Graduate student instructors (henceforth, instructors) play a crucial role in teaching early STEM courses. Thus, professional development for these instructors addresses an urgent need to improve STEM student success. This paper focuses on a semester-long professional learning community in which six mathematics graduate student instructors engaged in regular cycles of peer observation, feedback","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125606431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Taking a Community Approach to Curriculum Change 以社区方式进行课程改革
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110205
S. Dalrymple, A. Auerbach, E. Schussler
{"title":"Taking a Community Approach to Curriculum Change","authors":"S. Dalrymple, A. Auerbach, E. Schussler","doi":"10.20429/IJSOTL.2017.110205","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110205","url":null,"abstract":"Many undergraduate institutions are reforming their courses to increase student engagement. A critical challenge in these efforts is to engage the academic community beyond the instructors in the process of change. At our university, we embraced this challenge by creating a volunteer community of faculty, postdocs, graduate students, and undergraduates to design the discussion curricula for a new introductory biology sequence. We report on this process of curriculum development using a case study approach and describe how the community created the new curriculum and how they perceived the outcomes of the process. Our findings indicate that this curriculum design approach was embraced by the community as a valuable process and produced a set of courses with a satisfying and shared vision for student learning. We compare our community curriculum design process to those others have used, and conclude that this process is widely applicable across disciplines and institutions to design new curricula.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126826164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning. 自主学习是成功教与学的关键属性。
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110207
Darren H Iwamoto, J. Hargis, R. Bordner, P. Chandler
{"title":"Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning.","authors":"Darren H Iwamoto, J. Hargis, R. Bordner, P. Chandler","doi":"10.20429/IJSOTL.2017.110207","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110207","url":null,"abstract":"The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were found to not use cognitive learning skills and self-regulation practices consistently, which suggests a low level of self-regulation. Subsequently, students exhibit maladaptive and counterproductive behaviors like procrastination and disengagement. From this exploratory study a number of future studies were identified that have the potential for increasing the level of self-regulation in higher","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134287733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
Predicting Faculty Intentions to Assign Writing in Their Classes 预测教师在课堂上布置写作的意图
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110212
D. Trafimow, Lindsay M. Ruckel, Shelly Stovall
{"title":"Predicting Faculty Intentions to Assign Writing in Their Classes","authors":"D. Trafimow, Lindsay M. Ruckel, Shelly Stovall","doi":"10.20429/IJSOTL.2017.110212","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110212","url":null,"abstract":"Teachers who offer undergraduate courses agree widely on the importance of writing assignments to further undergraduate education. And yet, there is a great deal of variance among teachers in their writing assignments; some teachers assign no writing whatsoever. To determine the variables that influence the decisions of teachers about whether to assign writing, we predicted their intentions to assign writing from attitudes, subjective norms, perceived control, and perceived difficulty pertaining to assigning writing. Zeroorder correlations and hierarchical regression analyses implicate attitude and perceived difficulty as the most important predictors of teacher’s intentions to assign writing in two studies. We also obtained open-ended belief statements in Study 1 and used them to obtain quantitative belief data in Study 2 to find and validate the importance of the impact of particular specific beliefs on intentions to assign writing.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114928300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Dealing with Students’ Plagiarism Pre-Emptively Through Teaching Proper Information Exploitation 通过正确的信息开发教学，先发制人地应对学生剽窃行为
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110204
Mariya Chankova
{"title":"Dealing with Students’ Plagiarism Pre-Emptively Through Teaching Proper Information Exploitation","authors":"Mariya Chankova","doi":"10.20429/IJSOTL.2017.110204","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110204","url":null,"abstract":"The present contribution looks into the much discussed issue of student plagiarism, which is conjectured to stem from problems with information searching and exploitation, underdeveloped exposition skills and difficulty in using sources, especially concerning quotations and references. The aim of the study is to determine how effective pre-emptive measures can be if information exploitation and writing from sources are approached as skills that need to be taught. The results show that addressing source use as a skill tends to gradually if slowly reduce the number of plagiarized assignments submitted by students.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127794394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 20
Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during Their Field Experience. 基于问题的学习与中学社会研究教师的培训:实地经验中候选人认知的个案研究。
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110216
Charles T. Wynn, W. Okie
{"title":"Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during Their Field Experience.","authors":"Charles T. Wynn, W. Okie","doi":"10.20429/IJSOTL.2017.110216","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110216","url":null,"abstract":"We present results of a case study in which we analyzed the impact of problem-based learning (PBL) and cognitive scaffolding techniques introduced in our secondary social studies methods course on the perceptions and practices of 12 preservice teachers (PSTs) during their fall practicum and spring student teaching. Our PSTs reported teaching 54 PBL lessons and identified factors that encouraged their use of PBL: methods course PBL experiences; improved student exam scores and writing skills, increased engagement; and improved collaborative, deliberative, and cognitive skills. Discouraging factors included the time and effort to plan PBL lessons, coverage demands, and standardized testing. Findings suggest that PBL methodology, supported by professorial modeling and metacognitive training, had a transformative impact on our PSTs in terms of how they perceived their relationship with their students, the student outcomes they sought to facilitate, and their operational understanding the goals of social studies education offered by the National Council for the Social Studies.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128715774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 14
How Preservice Teachers Make Meaning of Mathematics Methods Texts 职前教师如何理解数学方法教材
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110217
S. Harkness, Amy Brass
{"title":"How Preservice Teachers Make Meaning of Mathematics Methods Texts","authors":"S. Harkness, Amy Brass","doi":"10.20429/IJSOTL.2017.110217","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110217","url":null,"abstract":"Mathematics methods texts are important resources for supporting preservice teachers’ learning. Methods instructors routinely assign readings from texts. Yet, anecdotally and also based on reading compliance literature, many students report that they do not read assigned readings. Within this paper we briefly describe the findings from a survey of 132 mathematics methods instructors about their customary use of texts and focus more closely on interviews of 16 preservice and first-year teachers about the reading strategies they used while reading methods texts. Research questions addressed the following: What strategies do preservice teachers use to make meaning of mathematics methods texts? What recommendations do preservice teachers suggest for instructors about the usage of texts? Findings suggest that most preservice and first-year teachers, at first, hesitated, not seeming to understand the first question and then struggled to explain their strategies. According to preservice and first-year teachers, instructors need to: balance reading with other ways to interact with the texts; discuss text readings in class; give them a purpose for reading; and, hold them accountable for the readings. Perhaps, both general content area literacy strategies and disciplinary literacy strategies need more emphasis in methods coursework.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128369033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Working as Partners: Course Development by a Student–Teacher Team 作为合作伙伴:学生-教师团队的课程开发
The International Journal for the Scholarship of Teaching and Learning Pub Date : 2017-07-20 DOI: 10.20429/IJSOTL.2017.110206
C. Bengtson, Mikaela Ahlkvist, William Ekeroth, Astrid Nilsen-Moe, Nathalie Proos Vedin, Katerina Rodiuchkina, Sofie Ye, M. Lundberg
{"title":"Working as Partners: Course Development by a Student–Teacher Team","authors":"C. Bengtson, Mikaela Ahlkvist, William Ekeroth, Astrid Nilsen-Moe, Nathalie Proos Vedin, Katerina Rodiuchkina, Sofie Ye, M. Lundberg","doi":"10.20429/IJSOTL.2017.110206","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110206","url":null,"abstract":"A first-year undergraduate course at Uppsala University has been redesigned in a process exploring different levels of student participation. In the first part of the project, the student voice was heard through interviews focusing on the role of the course in the degree program. In the second part, a student-teacher team was formed to develop course curriculum and teaching material in partnership. Among the implemented changes were new seminars focusing on conceptual understanding, redesign of all lectures to include active student participation, and a change of the course literature. The redesigned course significantly increased student satisfaction compared to previous years. Important success factors were involvement of the student organization to promote the project, institutional support, early selection of concrete development tasks, and allowing team members to choose what they wanted to develop according to their own expertise.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131064972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
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