Browsing 2009 Conference Presentations by Title

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  • Crowe, Alison J. (International Society for the Scholarship of Teaching and Learning, 2009-10)
    Bloom’s Taxonomy of cognitive domains is a well-defined and broadly accepted tool for categorizing types of thinking into six different levels: knowledge, comprehension, application, analysis, synthesis and evaluation. ...
  • Carey, Tom; Lopes, Valerie (International Society for the Scholarship of Teaching and Learning, 2009-10)
    Regional SoTL collaboratories can provide a natural fit with political boundaries and funding opportunities; interconnections across regions can provide critical mass to sustain ongoing community interactions. It is ...
  • Diwa, Johanna; Kitagawa, Takeshi; Maruyama, Yasushi; Ohashi, Takahiro; Shiozu, Hideki; Suwa, Kayo; Ueno, Tetsu; Yagi, Hidefumi (International Society for the Scholarship of Teaching and Learning, 2009-10)
    Teaching assistantships were introduced to Japanese universities in 1992. It was suggested teaching assistantships be used for educating graduate students to be good university faculty, with proficiency in teaching as ...
  • Allern, Marit; Vederhus, Lillian (International Society for the Scholarship of Teaching and Learning, 2009-10)
    Identifying indicators and domains of scholarship requires thorough empirical and theoretical explorations. The importance of within-faculty propositions and consensus on indicators has been addressed in order to enhance ...
  • Burghardt, Beatrix (International Society for the Scholarship of Teaching and Learning, 2009-10)
    This poster details the steps taken by a less-commonly-taught language program to transform a campus-wide graduate student instructor workshop into an interactive, discipline-specific session. Such restructuring prepares ...
  • Braun, Mark; Heacock, Isaac; Kearns, Katherine D.; Miller, Lauren E.; O’Loughlin, Valerie Dean; Sullivan, Carol Subiño (International Society for the Scholarship of Teaching and Learning, 2009-10)
    While graduate pedagogy courses may result in specific teaching behaviors in the short term, little is known whether these scholarly teaching behaviors and attitudes endure over time. Multiple evidenced-based assessments ...
  • Sikarskie, Amanda Grace (International Society for the Scholarship of Teaching and Learning, 2009-10)
  • Hunzicker, Jana (International Society for the Scholarship of Teaching and Learning, 2009-10)
    Learning leverage is characterized by three interactive dynamics: rigor, reward, and risk. Together, they create uncomfortable yet positive pressure that usually results in teacher learning. The model of learning leverage ...
  • Ahmad, Hena (International Society for the Scholarship of Teaching and Learning, 2009-10)
    An important way that SOTL will be sustained that does not appear to have been addressed in existing literature is through the encouragement that faculty who undertake it experience. Adlerian encouragement theory[1] posits ...
  • Polich, Susan; Cario, Cara H.; Monroe, Mary S.; Rodriguez, Carmen M. (International Society for the Scholarship of Teaching and Learning, 2009-10)
    The Audience Response System (ARS) has been used at our institution for approximately five years. ARS was initially used in the large lecture classroom for two purposes - to engage students’ interest in a topic and collect ...
  • Benatan, Ethan; Dene, Jezmynne; Eppley, Hilary; Geselbracht, Margret; Jamieson, Betsy; Johnson, Adam; Reisner, Barbara; Stewart, Joanne L.; Watson, Lori; Williams, Scott (International Society for the Scholarship of Teaching and Learning, 2009-10)
    The deep yet narrow training received by most chemistry faculty can make curricular innovation at the undergraduate level difficult. Faculty need current knowledge in a broad range of subdisciplines and effective approaches ...

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