The journal of scholarship of teaching and learning : JoSoTL最新文献_第5页

Feedback as Open-Ended Conversation: Inviting Students to Co-Regulate and Metacognitively Reflect During Assessment 反馈作为开放式对话:邀请学生在评估过程中共同调节和元认知反思

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-03-31 DOI: 10.14434/josotl.v22i1.31232

Jt Torres

引用次数: 3

Evaluating Research Self-Efficacy in Undergraduate Students: Experience Matters 大学生研究自我效能的评估:经验的影响

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-03-31 DOI: 10.14434/josotl.v22i1.31203

Heather M. Manitzas Hill, Jennifer Zwahr, Antonio Gonzalez, III

{"title":"Evaluating Research Self-Efficacy in Undergraduate Students: Experience Matters","authors":"Heather M. Manitzas Hill, Jennifer Zwahr, Antonio Gonzalez, III","doi":"10.14434/josotl.v22i1.31203","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.31203","url":null,"abstract":"Beliefs about conducting research and completing major projects, such as master’s theses and dissertations, suggest that previous experience, guidance from a mentor, and cohesive teams are particularly important in boosting the confidence to conduct research in graduate students (research self-efficacy). Although these factors are also thought to be important for undergraduate students, much less is known about undergraduate interest in research and beliefs about conducting research. The purpose of the current study was to investigate the research self-efficacy of undergraduate students attending a minority- and first-generation-serving liberal arts institution. Over 500 undergraduate students attending a small private university in south Texas completed surveys regarding their interest in conducting research, research self-efficacy, and various research experiences. Seventy-one percent were female, 37% were freshman, and 58% majored in the Humanities and Social Sciences. Fifty-four present had never had a research experience other than completing a survey, whereas 17% had completed two or more research experiences. Greater interest in research was associated with higher levels of research self-efficacy. Students reporting research experiences were confident in their abilities to conduct research overall. Students with two or more experiences reported significantly higher levels of interest in research and research self-efficacy than students who had less or no experience. Qualitative analyses elucidated reasons for the observed differences. The results reinforce the need to expose undergraduate students to research across classes and disciplines and suggest participation in research pools can develop interest and beliefs about research.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88984847","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

Students’ Perception of the Classroom Environment: A Comparison between Innovative and Traditional Classrooms 学生对课堂环境的感知:创新课堂与传统课堂之比较

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-03-31 DOI: 10.14434/josotl.v22i1.30735

Lori L. Britt, T. Ball, Toni S Whitfield, Chang Wan Woo

引用次数: 1

Promising Practice for Building Community through Mixed-Reality Simulation in Teacher Preparation 混合现实模拟在教师培训中构建社区的有益实践

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-03-31 DOI: 10.14434/josotl.v22i1.31187

Emily Spitzman, A. Balconi, Gia Renaud, J. Ingle, Andrea Cayson

引用次数: 0

Student Perceptions of Corrections: The Influence of Media and Correctional Facility Tours 学生对矫正的认知:媒体与矫正设施参观的影响

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-03-31 DOI: 10.14434/josotl.v22i1.29129

Melissa J. Stacer, L. Moll, Monica Solinas-Saunders

引用次数: 0

Is Boyer’s Scholarship Reconsidered Still Relevant: A Case study of a College-Wide Professional Learning Community 重新考虑博耶的奖学金是否仍然适用:一个大学范围内的专业学习社区的案例研究

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-03-31 DOI: 10.14434/josotl.v22i1.31185

Michael E. Houdyshell, J. Sughrue, H. Aydin, Douglas E. Carothers

{"title":"Is Boyer’s Scholarship Reconsidered Still Relevant: A Case study of a College-Wide Professional Learning Community","authors":"Michael E. Houdyshell, J. Sughrue, H. Aydin, Douglas E. Carothers","doi":"10.14434/josotl.v22i1.31185","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.31185","url":null,"abstract":"As universities attempt to integrate academic research into meaningful real-world application, faculty are encouraged to improve, understand, and collaborate on instruction and scholarship. Boyer’s writings on the topic in Scholarship Reconsidered: Priorities of the Professoriate attempted to engage faculty in this pursuit. One College of Education explored Boyer’s model through faculty participation in a Professional Learning Community (PLC). Using a qualitative case study including a review of documents and faculty focus groups, the researchers studied how faculty were able to infuse components of Boyer’s Scholarship Reconsidered in their work. Findings pointed to enhanced understanding of Boyer’s writings by faculty, but did not result in increased incorporation of his ideas into practice during the PLC. The researchers concluded that improvements in the leadership, design, and application of the PLC could facilitate faculty participation in a PLC and could result in increased engagement and application of Boyer’s writings in their work. \u0000Keywords: Boyer’s Scholarship Reconsidered, professional learning communities, higher education","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89439724","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: 2

Critical Thinking: Two Theses from the Ground Up 批判性思维:两篇从头开始的论文

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-03-31 DOI: 10.14434/josotl.v22i1.30983

Ziqian Zhou

引用次数: 0

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques “这个不确定的教学空间:”设计工作室教师如何在给予批评时与自己一起谈论设计批评

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-03-31 DOI: 10.14434/josotl.v22i1.30888

Jason K. McDonald, Esther Michela

{"title":"“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques","authors":"Jason K. McDonald, Esther Michela","doi":"10.14434/josotl.v22i1.30888","DOIUrl":"https://doi.org/10.14434/josotl.v22i1.30888","url":null,"abstract":"In this study we explored how design studio instructors depicted the design critique, themselves as people offering critiques, and what can be learned from their depictions about improving instructors’ abilities to offer critiques. To investigate these issues we conducted a case study of studio instructors from design programs at a university in the United States. Our data consisted of three semi-structured interviews and one class observation each with six instructors from different programs, organized into a thematic structure that revealed insights into participants’ self-interpretations. We found that our participants depicted critiques as being a complex challenge, often placing competing demands upon them that they were required to reconcile. They depicted themselves as meeting these challenges through their cultivation of four dispositions that helped them balance tensions they experienced. We report these challenges and dispositions using our participants own words as much as possible. We also discuss implications of these findings for helping studio instructors improve their ability to offer critiques; assistance should take into account the inescapable need instructors will face to balance challenges that arise during critiques, and should also help them cultivate affective dispositions that will help them successfully respond to critique situations.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84545390","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

Case Study: Partnering Intercultural Communication Students with Campus Co-Cultural Student Groups to Develop Intercultural Competence, Allyship, and Curiosity 案例研究:跨文化交际学生与校园文化合作学生团体合作，培养跨文化能力、盟友关系和好奇心

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2022-01-10 DOI: 10.14434/josotl.v21i4.32673

Rebecca A Kuehl

{"title":"Case Study: Partnering Intercultural Communication Students with Campus Co-Cultural Student Groups to Develop Intercultural Competence, Allyship, and Curiosity","authors":"Rebecca A Kuehl","doi":"10.14434/josotl.v21i4.32673","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.32673","url":null,"abstract":"The question I analyze in this case study is how might one use civic engagement to foster campus/community relationships in this polarized era? I describe a teaching challenge in intercultural communication. Students have consistently reported that they arrive to this university from rural, majority-White communities where they have not experienced opportunities to communicate with culturally diverse groups. To address this challenge, I developed a semester-long assignment that provides a structured partnership between students in my Intercultural Communication course and campus co-cultural student groups. To assess this assignment’s benefit to the pedagogy surrounding polarization across cultural differences, I qualitatively analyzed themes in students’ reflection papers (N = 128 papers) from the last five sections of the course (2016–2020). Students addressed how these partnerships helped them develop (1) intercultural competence, (2) acceptance or appreciation through allyship, and (3) curiosity about other cultures. I conclude with implications, including how colleagues might use this assignment in other rural, land-grant public university settings.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87338468","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: 2

Find Your Way Back: Black Colleagues Return to the Erotic 找到你的路回来:黑人同事回到情色

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-12-29 DOI: 10.14434/josotl.v21i4.33167

N. Anderson

{"title":"Find Your Way Back: Black Colleagues Return to the Erotic","authors":"N. Anderson","doi":"10.14434/josotl.v21i4.33167","DOIUrl":"https://doi.org/10.14434/josotl.v21i4.33167","url":null,"abstract":"This paper provides an analysis of the effects anti-Black violence have had on the return of Black colleagues (administrators, faculty, and staff) to higher education after the the 2020 murder of African American citizen George Floyd at the hands of now former Minneapolis police officers. Riffing off of R&B singer Beyoncé Knowles-Carter’s song of return, “Find Your Way Back” and using it as a loose organizational rubric—each section is titled from the song’s lyrics—I ask what answers we might find between return and resignation. The analysis starts with the question of return: How in the hell do Black colleagues return to the university after a collective trauma? The essay centralizes the concerns of Black colleagues in higher education, positioning us between resignation and return. It seeks to consider (pending a return) to what are we returning. To explore this liminal dilemma—resignation or return—the essay will trace the lineage of racism located in higher education to slavery and the violent exclusion of African Americans from gaining access to knowledge. Briefly tracing American education’s lineage to White supremacy, I aim to frame our possible return against an institution that parodies its paternal line. The essay will show that the racism characteristic of American history morphed into an insidious, invisible source of oppression termed microaggressions. To address the consequences of racial microaggressions, I draw on psychotherapeutic clinical research on the effects of racial microaggressions on Black workers. Mirroring clinicians’ approach to addressing the race-based problems of higher education, I call on the Black feminist scholar Audre Lorde’s notion of “the erotic” as a spiritual power source. I look at how Lorde explored Black psychology and trauma within higher education in her poem “Blackstudies.” Mining this and her other triumphant essay “Uses of the Erotic: The Erotic as Power,” I look to establish “the erotic” as a comparable counterpunch to microaggressions in higher education.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84596458","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