Teaching and learning excellence through scholarship最新文献

{"title":"Assessing Selected Teaching Techniques and Their Impact on Student Success in the Classroom","authors":"Timothy Faith","doi":"10.52938/tales.v3i1.2888","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2888","url":null,"abstract":"Student success in college courses is important to students and faculty, though what variables predict student success are myriad and can be difficult to collect by faculty. Given the complex interaction of these variables, many of which are external to the classroom, a faculty member could be excused for thinking that the work of the faculty may not be impactful at all as to student success. However, this study considers several teaching techniques, including chunking course materials and assessments into smaller units, expanding practice homework assignments, and automating some course feedback to students through software, and identifies that increasing the number of exams that cover smaller portions of material appears to increase the average student pass rate of exams, but expanding homework and automating course/assignment feedback to students does not significantly impact student average exam grades. However, the use of intelligent agents did appear to negatively impact the rate at which students completed all exams in the course.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337516","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}

{"title":"Open Educational Resources and Educational Outcomes at a Community College","authors":"Timothy Faith, Glenda Breaux","doi":"10.52938/tales.v3i1.2891","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2891","url":null,"abstract":"Open educational resources (OERs) are an alternative textbook to publisher materials used by colleges and universities. While OERs likely reduce the cost of college for students, research is mixed on the impact of these textbooks on student success in college. The present study utilizes preference score matching (PSM) methodology to compare OER and publisher textbook use to student pass and withdrawal rates from 9 high-enrollment courses taught at the Community College of Baltimore County from fall 2016 through spring 2021. We examined all enrollments in a subclass-match PSM model, and found a significant improvement of 0.153 on the final course grade received by the student, and a significant increase of about 4% for students that received an ABC in courses using the OER, along with a significant decrease of 2.6% in the rate that students withdrew from OER courses. We also examined Pell students in a subclass-match PSM model, and found a significant improvement of 0.331 on the final course grade received by the Pell student, and a significant increase of about 9% for students that received an ABC in courses using the OER, along with a significant decrease of 4.8% in the rate that Pell students withdrew from OER courses.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337644","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}

{"title":"Letter from the Editor","authors":"Robin Minor","doi":"10.52938/tales.v3i1.2880","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2880","url":null,"abstract":"Welcome to the third issue of Teaching and Learning Excellence through Scholarship from the Community College of Baltimore County (TALES from CCBC, or TALES)!","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337642","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}

{"title":"Yes, Developmental Students Can Thrive in Integrated Courses and Compressed Terms","authors":"Kimberley Donnelly","doi":"10.52938/tales.v3i1.2883","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2883","url":null,"abstract":"Developmental educators in higher education are caught in a crossfire. On one side, researchers, organizations, companies, non-profits, practitioners, and to some extent, the public, are clamoring for massive reform in developmental coursework in higher education (American Association of Community Colleges, 2018; Edgecombe et al., 2014; Complete College America, 2012). One such reform is the push for integrated reading and writing (IRW) courses. According to Armstrong et al. (2019), this is the promise of IRW: “Integration is an approach that values literacy-based academic communication processes equally and that coordinates those processes purposefully for new-to-college learners.” All of these groups present a compelling argument, but that argument is founded upon a small body of research and practices that work in some situations and with some populations when implemented with fidelity. In spite of that lack of research, some states have forced colleges to develop and implement IRW courses, but Maryland has not.
 On the other side, researchers and organizations that have been the backbone of developmental education paint a different picture (Goudas, 2023; Goudas & Boylan, 2012; Saxon et al., 2016a & 2016b). They argue that change and evolution are needed, but not such dramatic, massive reforms, which may sound like quick and easy fixes, but actually create new barriers and disservice to students, and moreover make a good deal of money for those researchers, speakers, and organizers.
 The pressure for redesign of developmental reading and writing programs is intense, but other transformations in higher education are also shaping the future of developmental education. For example, as a result of joining Achieving the Dream’s core program in 2019, the College of Southern Maryland (CSM) made a commitment to shift the majority of courses to a compressed 7-week format by fall term of 2021. Part of the Achieving the Dream (2023) mindset is that “Before we can help your institution transform, we have to understand where you’ve been,” which begins with exploring, “your student demographics; your legislative environment; mission and theory of change; past initiatives and student success efforts; and more.” Thus in 2020, the time was ripe to take a deep dive into CSM’s past practices and data and to cull promising practices from the published literature. This dive was the beginning of an 18-month redesign process.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337648","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}

{"title":"Quantitative Measure of Student Retention of Information in Human Anatomy and Physiology","authors":"Jewel Daniel","doi":"10.52938/tales.v3i1.2892","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2892","url":null,"abstract":"Retention of information is essential for transfer of knowledge from one course to another. Human anatomy and physiology (A&P), offered as a 2-semester course at Notre Dame of Maryland University, is a foundational prerequisite for many health-related programs. For this study the researcher attempted to quantify the knowledge retention decline in the transition from human A&P I to human A&P II. Two cohorts of female traditional college students were administered a cumulative final exam immediately on completion of human A&P I. One cohort (CS1) was given the same test 48 days later. A second cohort (CS2) was given the same test 48 days and 144 days later. There was a significant decline in retention of information in CS1, however, CS2 exhibited no significant decline at either 48 days or 144 days. Interestingly, there was no significant difference between both cohorts on the initial test, an indication that both cohorts were equivalently prepared. Further study is required to understand the disparity in retention decline between the 2 cohorts.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337513","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}

{"title":"Social and Academic Integration in the Virtual Classroom: Techniques to Foster Community, Belonging, and Retention","authors":"Stacie Miller, Sara Osman, Jessica Farrar","doi":"10.52938/tales.v3i1.2894","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2894","url":null,"abstract":"In this article, we, as 3 faculty members in the English for Speakers of Other Languages Program at the Community College of Baltimore County, reflect on our experiences of transforming online and remote classrooms into a community during the pandemic and examine the literature that underscores how classroom community and belonging contribute to student success. We share research on 3 engaging learning activities that have successfully built this community among students in our own virtual classrooms: hall of fame, discussion boards, and jigsaw readings. Although what we share is rooted in our experiences as English for speakers of other languages faculty in the context of a large community college, we have chosen activities that can be applied in various contexts to foster community.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337514","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}

{"title":"Teaching Squares","authors":"Radhakrishnan Palaniswamy","doi":"10.52938/tales.v3i1.2884","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2884","url":null,"abstract":"The Teaching Squares Program involves the formation of a 3- or 4-member group of educators from different departments or disciplines. The diversity in knowledge and experience helps to promote cross-disciplinary learning and professional growth among teachers. Once the group has been formed, the teachers select a class they will each teach during the observation phase. Other teachers observe each instructor as they lead the students and engage with them. Participants then meet after they make their observations to provide feedback. The teachers meet regularly to provide feedback in a supportive and constructive manner.
 The Teaching Squares Program helps to promote continuous professional growth and development. As teachers observe their peers, they learn practical strategies that their peers use to encourage a collaborative and supportive learning environment. A significant benefit of Teaching Squares is that faculty can observe and learn from their colleagues. In this program, teachers observe their colleagues in the teaching process and give feedback using given criteria. Teaching Squares allows teachers to receive feedback on their teaching approach and strategies from their peers. The program encourages the teachers to reflect on their practice and seek practical opportunities for development and growth. This program is a multidisciplinary model for instructor reflection and assessment. Furthermore, Teaching Squares provides a sense of togetherness and collaboration among faculty members.
 Usually, teachers devote much of their time to preparing lessons, teaching, and assessing students, leaving them with little time to observe and learn from colleagues. Teaching Squares is a structured program that allows teachers to observe and learn from their colleagues. It is a practical approach that can help improve their performance and effectiveness. This is a peer review process that allows collaboration and reflection among faculty members. Teaching Squares is a structured program that involves approximately 3 to 4 faculty members who observe their colleagues in the teaching process and give feedback using given criteria. The program aims to provide faculty with a platform to observe and learn from each other's teaching approaches in a non-competitive and supportive environment. The participating members follow the teaching process of their colleagues and then offer helpful feedback as they engage in reflective discussions.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337515","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}

{"title":"Thank You for the Music – 53 Years!","authors":"Ann Stearns","doi":"10.52938/tales.v3i1.2882","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2882","url":null,"abstract":"There were ashtrays on desks in the classrooms. I taught with chalk in one hand and a cigarette in the other. Students lined up under trees, waiting to register for classes in a trailer house on wheels. In September 1970, there were just 2 permanent buildings on the Essex campus. Some of my courses were in the newly built library or administration building. Most were in prefab rectangular classrooms sitting atop concrete blocks: It was like teaching in an oversized shoebox with a door and windows. Except it was fun. I fell in love with teaching right away.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337512","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}

{"title":"Beyond the PharmD","authors":"Yen Dang, Gregory Shaeffer","doi":"10.52938/tales.v3i1.2887","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2887","url":null,"abstract":"Few pharmacy programs in the United States confer students a pharmacy and physician assistant (PharmD-PA) dual degree after graduation. The objective of this study is to determine students’ perceptions of the PharmD-PA dual degree as an alternative method for career advancement. A cross-sectional study was conducted at a 3-year pharmacy program in a Historically Black College and University (HBCU). Students were asked about their familiarity with the PharmD-PA dual degree and its associated benefits and limitations. Students’ perceptions of the PharmD-PA dual degree on their career outlook, quality of life, salary, and its ramifications on the healthcare sector were assessed. Descriptive and chi-square analysis were conducted. Seventy-two students completed the survey from all 3 years of pharmacy school, and only 35 students (48.6%) were familiar with the PharmD-PA dual degree program. Students noted the benefits of pursuing the PharmD-PA dual degree to be acquiring prescriptive authority (44.4%), improved clinical knowledge (29.2%), and better career opportunities (18.0%). The main limitations included the additional time in school (40.3%), financial barriers of the program (26.4%), and increased school workload (16.7%). Most students believed that the PharmD-PA dual degree had positive effects on their job prospects, salary, career satisfaction, and allowed for overall improvements in patient care. Overall, pharmacy students had positive perceptions of the PharmD-PA dual degree program. Schools of Pharmacy should look into the development of PharmD-PA dual degree programs as a unique marketing opportunity for admissions and as a nontraditional method of career advancement.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337645","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}

{"title":"Powerful and Life-Changing Learning Communities","authors":"Monica Walker, Stacie Miller, Adrianne Washington","doi":"10.52938/tales.v3i1.2886","DOIUrl":"https://doi.org/10.52938/tales.v3i1.2886","url":null,"abstract":"For over 2 decades, the Learning Community Program has impacted students at the Community College of Baltimore County (CCBC), with its emphasis on critical thinking, community, belonging, and student success. Faculty teaching this high-impact practice (HIP) not only implement an integrated curriculum in 2 paired courses representing different disciplines, but also strive to build community among the students and teachers, setting up activities and an atmosphere so that students of diverse backgrounds can build relationships and understanding. At CCBC, we typically have general education learning communities for first year students in the general college population, as well as ESOL learning communities that link ESOL classes with a general education requirement and allow preacademic ESOL students to earn credit. In 2019, our Learning Community Program reached new heights, as a Mellon Foundation Humanities for All grant paved the way for summer travel themed learning communities to Atlanta, Montgomery, Birmingham, and later New Orleans, as well as taking a deeper look at our own Baltimore during the pandemic. In these settings and with the support of their learning community faculty, students explored culturally relevant themes, formed a community bond as they journeyed together throughout the country, and gained both academic success and a life-changing experience.","PeriodicalId":488860,"journal":{"name":"Teaching and learning excellence through scholarship","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337646","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}