Journal of effective teaching in higher education最新文献_第2页

Aiming for Alignment 瞄准对准

Journal of effective teaching in higher education Pub Date : 2023-06-20 DOI: 10.36021/jethe.v6i1.67

L. Ricci, R. French

{"title":"Aiming for Alignment","authors":"L. Ricci, R. French","doi":"10.36021/jethe.v6i1.67","DOIUrl":"https://doi.org/10.36021/jethe.v6i1.67","url":null,"abstract":"First-generation college students comprise a sizable number of the student population in colleges and universities across the nation. As faculty are tasked with teaching and supporting these students in their courses, it is important to consider the alignment of faculty perspectives and the needs of first-generation students. This study explored the perspectives of 176 post-baccalaureate students and 54 faculty at a large, urban Hispanic-serving university in California, with nearly 77% of the campus population consisting of first-generation students and 65% of Latinx students. Data collection consisted of surveys completed by faculty as well as first-generation and non-first-generation students. Although first-generation and non-first-generation students did not differ significantly in their ratings of faculty’s teaching practices, the means were lower for more items among the first-generation students. Findings also indicate that greater alignment is needed between how faculty teach and what first-generation students need to succeed, most notably in the lower ratings of faculty teaching by students versus faculty themselves and the differing themes emerging from qualitative analyses of participants’ responses. ","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43242470","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: 0

Letter from the editors 编辑来信

Journal of effective teaching in higher education Pub Date : 2023-06-20 DOI: 10.36021/jethe.v6i1.377

James DeVita, Colleen Reilly

引用次数: 0

Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI 从PBI看研究生学历的教育效益

Journal of effective teaching in higher education Pub Date : 2022-12-22 DOI: 10.36021/jethe.v5i2.268

R. Elhage, Olanipekun Laoesebikan, Kimberly Black-Parker

{"title":"Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI","authors":"R. Elhage, Olanipekun Laoesebikan, Kimberly Black-Parker","doi":"10.36021/jethe.v5i2.268","DOIUrl":"https://doi.org/10.36021/jethe.v5i2.268","url":null,"abstract":"Much of the research on the benefits of graduate education for minority students has focused on Historically Black Colleges and Universities. Little has been done on Predominantly Black Institutions. This case study attempts to shed light on alumni perceptions of the benefits of their graduate education at a Predominantly Black Institution (PBI), Chicago State University. The researchers surveyed the accessible population of Chicago State University alumni who completed requirements for their master’s and doctoral degrees between the academic years 2008 and 2018. Results indicate that perceived benefits fell into two categories: 1) personal benefits that accrued to the graduate and 2) enabling benefits that encouraged the completion of graduate study. Personal benefits included personal fulfillment, an enhanced knowledge of a profession or discipline, and advancement in a career including promotions and salary raises, while some enabling benefits included perceived program quality, the financial accessibility of graduate study at a PBI, and a supportive learning environment. Findings from this study of alumni can lend insights to effective approaches to teaching graduate students from diverse backgrounds.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41634950","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: 0

Supporting Students with Disabilities to be Successful in an Online Learning Environment 支持残疾学生在在线学习环境中取得成功

Journal of effective teaching in higher education Pub Date : 2022-12-22 DOI: 10.36021/jethe.v5i2.312

Dana Gullo

{"title":"Supporting Students with Disabilities to be Successful in an Online Learning Environment","authors":"Dana Gullo","doi":"10.36021/jethe.v5i2.312","DOIUrl":"https://doi.org/10.36021/jethe.v5i2.312","url":null,"abstract":"This study examined the factors that contributed to students with disabilities’ positive and challenging experiences transitioning to remote learning in the spring 2020 semester due to the COVID-19 pandemic at a small, two-year community college located in the Midwestern United States. The study administered a confidential survey to students with disabilities to learn about their positive and challenging experiences and concluded with an interview with the Vice President for Academic Affairs to gain additional insight into the college’s timeline and transition procedures to remote learning. This study discovered both positive and challenging experiences with remote learning for students with disabilities. The positive experiences were comfort with the learning management software Blackboard, ease of access to grades, instructor helpfulness with accommodations, and images and video instructional materials utilized in their courses. The challenges discovered were related to faculty and peer communication, testing services, confidence with remote learning, and lack of knowledge about Student Accessibility Services. The data concluded that students diagnosed with a mental health disability were less aware of Student Accessibility Services than students with other disabilities. The recommendations outlined in this study will help higher education institutions, faculty, and student Accessibility Services Offices design effective approaches in supporting students with disabilities’ accommodation needs when taking online courses.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48801242","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: 1

Knowing, Thinking, and Learning 知、思、学

Journal of effective teaching in higher education Pub Date : 2022-12-22 DOI: 10.36021/jethe.v5i2.323

Srikanth Dandotkar, Laura Cruz, M. Britt

引用次数: 0

Navigating the New Normal 驾驭新常态

Journal of effective teaching in higher education Pub Date : 2022-12-22 DOI: 10.36021/jethe.v5i2.287

Clay M. Craig, A. Bergstrom, M. Brooks, Shannon L. Bichard

{"title":"Navigating the New Normal","authors":"Clay M. Craig, A. Bergstrom, M. Brooks, Shannon L. Bichard","doi":"10.36021/jethe.v5i2.287","DOIUrl":"https://doi.org/10.36021/jethe.v5i2.287","url":null,"abstract":"The importance of staying relevant when teaching communication and advertising courses is hardly a new concept nor is the use of modern and evolving technologies to achieve this goal. However, empirically assessing college students’ perceptions of online learning when it is a forced choice is an underexplored area. To address this gap and consider the perspectives of diverse student populations, this paper analyzes data collected from a large communication class at a Hispanic serving institution. The purpose of this research is to better understand students’ perceptions of teaching technologies, class sizes, benefits and hindrances of online learning, preferred course delivery methods, social adaptations, and perceptions of how their university has handled the transition. Data revealed face-to-face courses were the most desired modality with no race or first-generation (FG) differences; however, gender differences were present. Class size impacted modality preference as well as preference for the inclusion of specific online tools. Additionally, a longitudinal comparison of student data between 2018 and 2020, before and after the onset of the global pandemic, revealed significant differences in student preparedness, faculty interaction, and institutional communication.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44819626","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: 1

Video Feedback and Instructor Social Presence in an Asynchronous Online Course 异步在线课程中的视频反馈和教师社会存在

Journal of effective teaching in higher education Pub Date : 2022-12-22 DOI: 10.36021/jethe.v5i2.324

Savanna M. Love, D. Marshall

引用次数: 0

Student Perceptions of Teacher Online Feedback 学生对教师在线反馈的认知

Journal of effective teaching in higher education Pub Date : 2022-12-22 DOI: 10.36021/jethe.v5i2.302

Nancyruth Leibold, Laura M. Schwarz

{"title":"Student Perceptions of Teacher Online Feedback","authors":"Nancyruth Leibold, Laura M. Schwarz","doi":"10.36021/jethe.v5i2.302","DOIUrl":"https://doi.org/10.36021/jethe.v5i2.302","url":null,"abstract":"Teacher feedback is a core feature of the student educational experience and impacts student development. Educators can learn about teaching practice from student perceptions of teacher online feedback (TOF). This integrative research review explores student perceptions of TOF in higher education using modified PRISMA guidelines. The researchers searched six academic databases and included 12 articles for deep analysis and evaluation after three rounds of article reviews. Students reported a preference for timely TOF to help improve their performance. Participants noted a variety of preferred feedback mediums, such as video, text, and audio. Support for the Community of Inquiry (CoI) theoretical framework was present in the research findings. The studies reviewed ranged from high to lower levels of evidence. Scholarship of Teaching and Learning (SoTL) implications stress that online teacher feedback is a complex and contextual skill to develop. The teacher’s online feedback method and medium should match the student population’s preference. Research findings about student perceptions of TOF in higher education are critical for application by faculty to advance the SoTL.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44265065","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: 0

Assessing a Modified Jigsaw Technique with Theoretical Triangulation 用理论三角法评估一种改进的竖锯技术

Journal of effective teaching in higher education Pub Date : 2022-06-15 DOI: 10.36021/jethe.v5i1.252

B. Anderson, Rachel Rymer, Jennifer Versaskas, Abigail Bueter, Mahalia Masood

{"title":"Assessing a Modified Jigsaw Technique with Theoretical Triangulation","authors":"B. Anderson, Rachel Rymer, Jennifer Versaskas, Abigail Bueter, Mahalia Masood","doi":"10.36021/jethe.v5i1.252","DOIUrl":"https://doi.org/10.36021/jethe.v5i1.252","url":null,"abstract":"The jigsaw technique has been successfully used in classrooms for decades, though less in higher education. Groups are formed with each student having a precise piece of information necessary to complete the assignment. Next, expert groups of students with the same material meet to sharpen their understanding before reforming their initial group to share their new insights. This study sought to assess a modified jigsaw format where students received their material two days before the class, began with the expert groups, and closed with mixed groups where students taught their material and completed the assignment. A random 30% sample of assignments (n = 110) from three classes was analyzed using a pattern-matching technique (Yin, 2013) and coded utilizing the six levels of Bloom’s revised taxonomy (Anderson & Krathwohl, 2001) and six significant learning types (Fink, 2013) as predetermined codes. One-way ANOVA found no significant difference between classes, F (2, 540) = 1.244, p. = 0.289, when coded with the taxonomy. Results were positive, indicating thinking well above rote learning (M = 2.9, SD = 1.233) with most (39.9%) students effectively comparing material. Coding was similarly positive for learning types (Fink, 2013), again, with no significant difference between classes, F (2, 501) = 3.036, p. = 0.084. Integration, making connections between varied information, was the primary type of learning (31.9%) used. Evidence of students learning about themselves was also noted (31.3%). The modified jigsaw was a well-received addition to the class and effective in teaching this material.","PeriodicalId":93777,"journal":{"name":"Journal of effective teaching in higher education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842162","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: 0

That’s a Good Question 这是个好问题

Journal of effective teaching in higher education Pub Date : 2022-06-15 DOI: 10.36021/jethe.v5i1.115

AnneMarie Dorland

引用次数: 1