The journal of scholarship of teaching and learning : JoSoTL最新文献_第9页

Engaging Politically Disenfranchised Students in Governance 让政治上被剥夺权利的学生参与治理

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-29 DOI: 10.14434/josotl.v21i2.28090

Esther Nir, Jennifer Musial

引用次数: 0

Distance Educators Attitudes and Actions towards Inclusive Teaching Practices 远程教育者对包容性教学实践的态度和行动

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-29 DOI: 10.14434/josotl.v21i2.27949

Catherine Cash, T. Cox, Debbie L. Hahs-Vaughn

引用次数: 2

Toward a Liberated Learning Spirit 走向解放的学习精神

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-29 DOI: 10.14434/josotl.v21i2.29148

L. M. Pipe, J. Stephens

引用次数: 1

Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy 课程再设计:实施专题学习提高学生自我效能感

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-29 DOI: 10.14434/josotl.v21i2.28723

Masha Krsmanovic

引用次数: 4

Facilitating Faculty Getting Started in SoTL 促进教师入门SoTL

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-29 DOI: 10.14434/josotl.v21i2.28944

Jacqueline M. Dewar, Kay Perkins

引用次数: 0

Effects of Faculty and Staff Connectedness on Student Self-Efficacy 教职工连通性对学生自我效能的影响

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-01 DOI: 10.14434/josotl.v21i2.28597

Shaundawna Nicole Ferguson

引用次数: 1

Using Book Clubs to Support Inquiry in Teacher Education 利用读书俱乐部支持教师教育中的探究

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-06-01 DOI: 10.14434/josotl.v21i2.28684

P. Hales, Laura Hasselquist, T. Durr

引用次数: 2

The Influence of Teacher Training on the Moodle Platform and ESL Language Learning on Students at a Latin American University 一所拉美大学Moodle平台教师培训与ESL语言学习对学生的影响

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-05-21 DOI: 10.31380/SOTLCHED.11.1.15

Nora P. Mendivil-Carrión, Abelardo Campana

引用次数: 0

Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices 发展本科研究经验作为高影响力实践的分类

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-05-03 DOI: 10.14434/josotl.v21i1.30564

Abbey E. Fischer, Kathy R. Immel, Kristi Wilkum, L. R. Lee

{"title":"Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices","authors":"Abbey E. Fischer, Kathy R. Immel, Kristi Wilkum, L. R. Lee","doi":"10.14434/josotl.v21i1.30564","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30564","url":null,"abstract":"The call to increase student participation in high-impact practices (HIPs) to improve student learning, satisfaction, and retention is being answered in a multitude of ways. Faculty and staff involved in undergraduate research see this as validation of their efforts, which it is. However, Kuh & O’Donnell’s (2013) work challenges research mentors to reevaluate their efforts in order to intentionally provide an even richer and more engaging research experience. Making undergraduate research a high-impact practice requires thinking inclusively about how the research experience can be scaled across the curriculum, adjusted to increase student engagement, and adapted to student preparation and desired learning outcomes. This article presents the work of a statewide multi-disciplinary faculty team that developed a scalable taxonomy for incorporating high-impact practices into student learning experiences and to serve as a roadmap for designing and assessing undergraduate research experiences. The authors offer a layered taxonomy, with milestones of increasing engagement, that establishes what sets a HIP undergraduate research experience apart from other HIP experiences and what distinguishes good practices from high-impact teaching. Aligning undergraduate research experiences with best practices across disciplines, types of research opportunities, and student achievement level was a key goal in the taxonomy development. We present cases where the taxonomy was applied to research opportunities embedded in general education courses across disciplines and different modalities. In these vignettes, the utility of the taxonomy as a tool for assessing course design and teaching effectiveness is examined and common challenges in development, implementation, and assessment of student learning experiences are also explored.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85606570","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

QEP is HIP: A Case Study Implementing an Institution-wide Undergraduate Research Community of Practice for a Small, Private College Setting QEP是HIP:在小型私立大学环境中实施全校本科生研究实践社区的案例研究

The journal of scholarship of teaching and learning : JoSoTL Pub Date : 2021-05-03 DOI: 10.14434/josotl.v21i1.30359

Melissa Tingle, Julia Schmitz, Perry R. Rettig

{"title":"QEP is HIP: A Case Study Implementing an Institution-wide Undergraduate Research Community of Practice for a Small, Private College Setting","authors":"Melissa Tingle, Julia Schmitz, Perry R. Rettig","doi":"10.14434/josotl.v21i1.30359","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30359","url":null,"abstract":"Piedmont College’s quality enhancement plan (QEP) emphasizes a developmental and progressive integration of high-impact practices (HIPs) into the academic and social fabric of the institution. The QEP is HIP initiative provides students with multiple opportunities to deepen learning and leadership skills, which leads to improvements in student success, persistence, and retention. However, the institution grappled with how to effectively engage students in effective, meaningful research-based experiences. During the 2nd year of its QEP implementation, a campus-wide undergraduate research symposium was launched to showcase students’ research and creative inquiry in an effort to (a) gain full institutional participation in this crucial HIP and (b) offer the underserved student population (defined as ethnic minority, Pell-eligible, and first-generation students) an opportunity to participate in professional socialization and experience faculty mentorship. This case study shows the initial influences of this HIP on student success (in terms of grade point average [GPA]), students’ perceptions of their own learning, students’ persistence (measured with the Grit Scale), and retention from the 2018–2019 to the 2019–2020 academic year. Specifically, this study compared students who presented their research at the undergraduate research symposium to students who did not. While the immediate influence of this HIP on student persistence/perseverance (grit scores) remains undetermined, the retention rates and GPA appear to have been higher for students who presented, in both the dominant and underserved populations. Furthermore, students reported an increase in perceptions of their own learning. These findings are significant and affirm that undergraduate research communities can be considered a HIP for students, including those of underserved populations.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72752789","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