https://scholarworks.iu.edu/journals/index.php/josotl/issue/feed Journal of the Scholarship of Teaching and Learning 2019-01-19T19:32:37-05:00 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/22720 Curriculum Setting and Pre-Clinical Dental Students' Stress Level 2019-01-19T19:32:37-05:00 Priya C Katwala pkatwala@une.edu Swati Krishna Kulkarni skulkarni@une.edu Nicholas M Guy nguy@une.edu Salome Zangaladze szangaladze@une.edu Aleksandra Zak azak@une.edu Isaac Z Stickney istickney@une.edu Stacey Dubois sdubois3@une.edu Yang Kang ykang@une.edu <p><strong>Objectives</strong>: The first two years of Dental School are commonly known to be the most stressful in a student’s academic career. Very few studies, however, consider both the pressures of dental school and their causes. In order to understand the relationship between the curriculum and its stressful effects it has on the first (D1) and second-year (D2) dental students, a cross-sectional study was performed at the University of New England College of Dental Medicine (UNE-CDM) during the fall and spring semesters of the 2015-2016 academic year. <strong>Methods</strong>: 64 D1 and 63 D2 dental students were asked to voluntarily complete an anonymous 27-question survey regarding demographic characteristics and the curriculum-related stressors. Researchers utilized the modified Dental Environment Scale (DES) to rate the stress levels. <strong>Results</strong>: This study revealed that the D2 students felt more stress than the D1 students overall. D2 students experienced more anxiety in their Spring semester of their second year. In general, students who lived with their immediate family felt less stress. Students twenty-five and over experienced less stress than their younger classmates. <strong>Conclusions</strong>: The study provided valuable information about the current structure of the curriculum at a newly established dental school. This study could provide insight into curriculum-related stress among pre-clinical dental students, which could guide dental schools in making curricular changes that help alleviate stressors during particularly stressful semesters. Furthermore, the outcomes of this project could provide dental schools the information necessary to develop student support programs to help balance students’ lives and intense course loads.</p> 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22729 Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course 2019-01-19T19:32:36-05:00 Jody Langdon jlangdon@georgiasouthern.edu Diana Sturges dsturges@georgiasouthern.edu Robert Schlote robert.schlote@saic.com The goal of the study was to determine the effects of the Flipped Classroom Model (FCM) on students’ course experience, basic need satisfaction, motivation, and academic performance in an undergraduate Research Methods course for exercise science majors. One section received instruction in a Traditional Lecture Model (TLM), while the other section received instruction via the FCM. An adapted survey was administered to approximately 175 students, with 83% responding. Significant differences were seen in course experience (learning resources and course organization). Analysis of lecture viewing data revealed that students in the FCM did not adhere to a level of lecture viewing that would ensure success in the course. The FCM was determined to be a viable alternative to TLM, as motivation and general course experiences was high for both formats, however instructors must be aware of the need to reinforce preparation for in-class work. 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22784 Active University Teaching and Engaged Student Learning: A Mixed Methods Approach 2019-01-19T19:32:34-05:00 Celeste A. Wheat cwheat@uwa.edu Yan Sun ysun@colled.msstate.edu Jessica C. Wedgworth jwedgworth@uwa.edu Martha M. Hocutt mhocutt@uwa.edu <p>The purpose of this research was to examine how learning space design and implementation of an active learning pedagogy based on the 5E Instructional Model influence university faculty’s teaching practices and students’ engagement. Faculty Fellows were recruited from a public, medium-sized university in the United States to teach courses, typically taught in a traditional classroom setting, in a new Active Learning Center (ALC) classroom.  The classroom was funded by a Steelcase<sup>® </sup>Education Active Learning Center Grant that provided innovative and dynamic classroom furnishings and technology that allowed mobility and flexibility for both instructors and students.  Quantitative and qualitative data were collected concurrently in this study.  The quantitative analysis results indicated that the ALC learning experience significantly improved students’ class participation and cognitive attentiveness, but had no effect on improving their meaningful processing of new information.  The qualitative analysis results, while providing new insights into the quantitative findings, revealed the faculty fellows’ changes and weaknesses in teaching practices and the mechanism of the ALC in supporting active learning. Implications of these findings and directions for future research are discussed. </p> 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22849 Gender and Student Participation 2019-01-19T19:32:32-05:00 Bethany C. Leraas bleraas@cord.edu Nicole R. Kippen nicole.r.kippen@gmail.com Susan J. Larson larson@cord.edu <p>Active class participation has been associated with student engagement and can be an important aspect of a successful learning experience in college classrooms. Several factors influence student participation including classroom dynamics (such as classroom connectedness, instructor-student rapport) and individual characteristics (such as biological sex and psychological gender).  With respect to individual characteristics, previous research has evaluated sex differences in participation and has yielded inconsistent findings. The present study investigated the relationship between psychological gender and student participation both in- and out-of-class. Classroom connectedness and professor-student rapport were assessed as possible moderating factors. Results indicated that masculinity and androgyny were associated with more in-class participation while femininity and androgyny were associated with student professor interaction outside of class. While both classroom connectedness and instructor-student rapport were correlated with student participation, there was no evidence of them moderating the relationship between gender and participation. Professor gender type was not associated with student participation. Implications for college classrooms and higher education are discussed.<em> </em></p> 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23040 Addressing the “My Students Cannot Write” Dilemma: Investigating Methods for Improving Graduate Student Writing 2019-01-19T19:32:31-05:00 Rebecca M Achen rmachen@ilstu.edu Improved writing can help students in their academic and professional careers, thus this action research project examined the use of three revision strategies in a graduate course by collecting three sources of data. One-sample t-tests revealed no significant differences across paper scores. However, students indicated rough drafts and rewrites were helpful because they were able to make changes to receive a better grade. Students did not find peer reviews helpful. To help students improve their writing, faculty should train them to become effective peer reviewers and give them multiple options for revising their writing. 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23174 Thwarting Plagiarism in the Humanities Classroom: Storyboards, Scaffolding, and a Death Fair 2019-01-19T19:32:28-05:00 Mary Hale mary.hale@smu.ca <p><em>Best practices research on plagiarism in the University classroom shows that modifying assignments and classroom environment can have a positive effect on lowering a student’s desire to cheat.&nbsp; James Lang suggests four features of a learning environment that can be fostered to ameliorate a student’s desire to cheat: mastery of the material for its own sake, low-stakes assignments, intrinsic motivations for learning and, a high expectation of success.&nbsp; Scaffolding has been shown to be a useful pedagogical technique for empowering students (fostering a high expectation of success) My past experience using a variety of visual classroom exercises (cartooning, mind-mapping, advertising campaigns, etc.) gave anecdotal evidence that artistic and visual assignments encouraged a level of engagement and collaboration across language and cultural boundaries not experienced in other types of assignments.&nbsp; I hypothesized that this level of engagement and collaboration could be used with scaffolding to motivate Lang’s four features and experimented with the use of poster presentations and other visual and spatial assignments in a second year undergraduate Religious Studies course on Death.&nbsp; Very preliminary qualitative data support the hypothesis that, by addressing Lang’s four features and incorporating scaffolding and visual assignments into the course, students are cheating less and learning more. This research strengthens the extant literature on the impact class environment and expectations have on plagiarism while also adding to the growing body of literature supporting the use of visual assignments, such as poster presentations, mind mapping, and storyboards in the Arts and Humanities.</em></p> 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23178 Exploration of University Faculty Perceptions and Experiences of Service-Learning as Engaged Scholarship of Teaching and Learning 2019-01-19T19:32:27-05:00 Irene Arellano irene.arellano@ttuhsc.edu Stephanie J. Jones stephanie.j.jones@ttu.edu <span><em>The purpose of this qualitative instrumental case study was to </em></span><span><em>explore how faculty at a private research university utilize the service-learning pedagogy to advance their scholarship of teaching and learning. Of specific interest was what influences them to utilize the service-learning pedagogy in their scholarship of teaching and learning, and how they perceive that utilizing the service-learning pedagogy affects student learning. Boyer’s work on the scholarship of teaching and learning framed the study. The findings of this study are that the experiential components of the service-learning pedagogy are effective in connecting students to real-world problems. As part of the curriculum it engages students in deeper learning and its use changes students’ perspectives about the importance of community involvement, establishing a community consciousness to those students involved.</em><span><em>  </em></span><em>The study supports that the service-learning pedagogy is important to higher education faculty and has led to supporting their scholarship of teaching and learning.</em></span> 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23430 Beyond Content: The Value of Instructor-Student Connections in the Online Classroom 2019-01-19T19:32:26-05:00 B. Jean Mandernach jean.mandernach@gcu.edu Sarah Nicole Robertson sarah.robertson@gcu.edu John Paul Steele john.steele@gcu.edu <p>Research clearly establishes the value of online education to foster students’ cognitive understanding of course material. However, engagement in the learning experience requires more than mere acquisition of new knowledge; to be fully engaged in the learning process, students must also connect with their peers and instructor in a meaningful way. The purpose of this study is to examine the value of instructor-personalized audio lectures as means of fostering students’ engagement with course content and the online learning experience. Qualitative data on the student experience found that instructor-personalized audio lectures enhanced students’ perceptions of value and engagement; quantitative data using a standardized engagement measure revealed no significant differences. Students’ qualitative feedback about their online learning experience indicated that instructor-personalized audio lectures fostered greater student-instructor connections and significantly impacted the likelihood of students’ engaging with course material. Recognizing the value of student engagement for ongoing satisfaction and retention in online learning programs, findings suggest that the creation of personalized audio lectures provides an efficient and effective means for faculty to positively impact students’ online learning experience.  <strong></strong></p> 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22812 Evidence Beyond the Rules: A Critical Thinking Approach to Teaching Evidence Law to Undergraduate Students 2019-01-19T19:32:33-05:00 Stephen Arnott sarnott01@hamline.edu <p>This article suggests that using a critical thinking approach in teaching undergraduate courses such as Evidence is not only consistent with education in the liberal arts but offers valuable opportunities to enhance student learning, develop transferable skills, and explore interdisciplinary connections.</p> 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23112 Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry 2019-01-19T19:32:30-05:00 Laura E Ott leott@umbc.edu Tara S. Carpenter carpent@umbc.edu Diana S Hamilton hamilton@umbc.edu William R. LaCourse lacourse@umbc.edu It is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of learning.  However, active learning can be very difficult to implement in a large-enrollment course due to various course and institutional barriers.  Herein, we describe the development and implementation of Discovery Learning, a novel active learning discussion/recitation for a large enrollment general chemistry course.  Drawing on the very successful cooperative learning pedagogies Process-Oriented Guided Inquiry Learning (POGIL) and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE_UP), Discovery Learning involves students working in self-managed teams on inquiry problems in a unique learning environment, the Chemistry Discovery Center.  In this case study, we will describe the design and implementation of Discovery Learning and report data on its successes, which include increased student performance and retention. 2018-12-10T00:00:00-05:00 ##submission.copyrightStatement##