https://scholarworks.iu.edu/journals/index.php/josotl/issue/feed Journal of the Scholarship of Teaching and Learning 2019-12-04T20:18:16-05:00 Michael Morrone josotl@iu.edu Open Journal Systems <p>The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. ISSN&nbsp;1527-9316.</p> https://scholarworks.iu.edu/journals/index.php/josotl/article/view/24158 Faculty Beliefs about the Nature of Intelligence 2019-12-04T20:18:16-05:00 Lisa Melanie Rubin rubin@ksu.edu Emily A Dringenberg dringenberg.1@osu.edu Jessica J Lane jjj3636@ksu.edu Andrew J Wefald wefald@ksu.edu <p>Educators shape the learning experiences of students in the classroom. Their views on intelligence influence the beliefs students have about their own abilities to learn. Astin (2016) cautioned, "The faculty culture regards smartness in an almost reverential fashion" (p. 4). Research on academic mindsets has focused mainly on secondary education (e.g., Dweck, 2016; Yeager &amp; Dweck, 2012). There is a gap in the literature about educator views about intelligence in higher education. The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in an eight-term Mindset survey. Position was the only statistically significant demographic factor.</p> 2019-02-21T08:52:47-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/24469 Successes and Limitations of Inquiry-Based Laboratories on Affective Learning Outcomes for Deaf, Hard-of-Hearing, and Hearing Signing Students 2019-12-04T20:18:13-05:00 Amber Elizabeth Marchut amarchut@lamar.edu Cara Gormally cara.gormally@gallaudet.edu <p>Active learning pedagogies such as inquiry-based learning have the potential not only to improve students’ science literacy but also promote affective learning and interest in science, technology, engineering, and mathematics (STEM) careers. Moreover, a focus on affective learning may be key to improve recruitment in STEM. Yet, we know little about how participation in inquiry-based courses can impact college students’ affective learning. Here, we present results from a comparative analysis of two affective learning outcomes, attitudes toward science and science identity, after participation in inquiry-based laboratory courses. Then, we synthesize what we have learned about successes and limitations to promoting growth in positive attitudes toward science and science identity after participation in these courses. Our work focuses on non-science majors who are deaf, hard-of-hearing and hearing signers in bilingual (American Sign Language and written English) inquiry-based biology laboratory courses. We concentrate on the Deaf Community because deaf individuals often face challenges regarding access in STEM education. Our results indicate that participation in inquiry-based laboratory courses has the potential to positively influence students’ attitudes toward science via repeated engagement with hands-on, student-driven experimentation, peer collaboration, and a welcoming classroom environment. However, participation in these classes had a limited impact on students’ science identities.&nbsp; Some students saw themselves as scientists during laboratory classes, however, their science identities beyond the classroom remained unchanged. While inquiry-based laboratories successfully promote one aspect of affective learning, work is needed to improve students’ science identities and increase interest in STEM careers to more effectively recruit students in these courses.</p> 2019-03-15T11:42:31-04:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/24505 Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory 2019-12-04T20:18:11-05:00 Natalie Yrisarry nyrisarry@valenciacollege.edu Lindsay Neuberger lindsay.neuberger@ucf.edu Ann Neville Miller ann.miller@ucf.edu <p>We investigated student perceptions of instructor responses to classroom incivility with a 2 (passive or active student incivility) x 2 (instructor avoidance or bald-on-record response) experimental design. Undergraduate students (<em>n </em>= 281) were randomly assigned to view one of four videos of an incivility incident. They then evaluated the instructor’s behavior with respect to her credibility (competence, caring, and trustworthiness) and effectiveness, as well as how motivating the instructor was. Results indicated that when students in the video engaged in active incivility, bald-on-record responses in comparison to avoidance were considered to be more motivating and effective, and resulted in higher perceptions of instructor caring and trustworthiness. In the passive incivility condition, instructor response did not predict any outcome variable except trustworthiness.</p> 2019-04-12T10:16:43-04:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/24638 Claiming Their Education: The Impact of a Required Course for Academic Probation Students with a Focus on Purpose and Motivation 2019-12-04T20:18:05-05:00 Molly Ann Burke Leon moburke@indiana.edu Anthony Guest Scott aguestsc@indiana.edu Andrew M. Koke akoke@indiana.edu Stefano Fiorini sfiorini@indiana.edu Alexander Rangazas azrangaz@indiana.edu <p>This study assesses the impact of a required course designed to retain and graduate students placed on Academic Probation. We adopted a quantitative approach to this inquiry. We found that students who took the class were approximately 20% more likely to persist and graduate compared to students placed on probation who did not take the course. Further, we note the specific curriculum of the course, which focuses on helping students identify purpose and motivation for their higher education experience. We suggest the specific educational interventions that may help dramatically increase the retention and graduation of students facing academic difficulty.</p> 2019-07-19T14:29:51-04:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/25747 Active Learning Strategies and Competency-Based Design in Research Education: a Longitudinal Review 2019-12-04T20:18:02-05:00 Noela A. Haughton Noela.Haughton@utoledo.edu <p><em>This paper describes the long-term re-development of an introductory graduate research methods course. The initial design is presented, followed by the two re-design phases. Phase 2 introduced additional inquiry-based strategies such as concept mapping and multiple levels of peer collaboration. Phase 3 incorporated competency-based techniques as well as additional technical, social, and instructional support. Assessment results, student feedback, moderate to strong relationships between scores on key assessments, and design principles support the assertion that the Phase 3 course is an improvement over the Phase 1 version. Limitations and further research are presented.</em></p> 2019-08-02T11:14:14-04:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/24167 ‘If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring 2019-12-04T20:17:59-05:00 Amy Chasteen Miller a.c.miller@usm.edu Brooklyn Mills Brooklyn.Mills@usm.edu <p>This article draws on a qualitative study of 31 Millennial and Generation Z students to examine the meaning of teacher “caring” in a higher education context. Prior research clearly documents the importance of caring to student engagement, although much of that scholarship focuses on secondary schooling. Research also examines the changing demographics of higher education and new expectations brought to college classrooms by Millennials and others. In this article, we connect the existing research on caring and on generational differences to explore how traditional-aged undergraduates define caring and the degree to which that impacts their willingness to learn. Our findings indicate that students value approachability and relatability as traits in a caring professor; we also find that in-class pedagogical practices can dramatically demonstrate care or lack thereof. Our research suggests that the student success agenda in higher education must take in-class teaching practices seriously in order to impact students’ engagement and motivation to learn.&nbsp;</p> 2019-08-26T16:48:26-04:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23975 A Case Study Using ProQuest RefWorks: An entry point for addressing information literacy. 2019-12-04T20:18:08-05:00 Katrina Roseler katrina.roseler@chaminade.edu Elizabeth Park epark@chaminade.edu Valerie Coleman vcoleman@chaminade.edu Brooke Carlson brooke.carlson@chaminade.edu Claire E. Kendal-Wright claire.wright@chaminade.edu <p>An interdisciplinary team of university faculty members collaborated to develop an intervention to address a deficiency in student information literacy skills. The team developed video modules that instruct users how to create, use and maintain a ProQuest RefWorks account; a citation management software (CMS) tool that is compatible with Google Docs word processing. The research team collected YouTube and ProQuest RefWorks analytics as well as pre/post survey data from university students who participated in a pilot using the video modules. Results indicate that the modules impacted student information literacy skills; specifically, in-text citation and referencing. Based on the results, we also describe next steps for this research<em>.</em></p> 2019-06-25T14:55:46-04:00 ##submission.copyrightStatement##