Journal of the Scholarship of Teaching and Learning https://scholarworks.iu.edu/journals/index.php/josotl <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> Faculty Academy on Excellence in Teaching (FACET) en-US Journal of the Scholarship of Teaching and Learning 1527-9316 <ol> <li class="show">Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.<br>&nbsp;</li> <li class="show">Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.<br><br></li> <li class="show">In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.</li> </ol> “Do we really need this class?”: Former K-12 Teachers Transitioning to Teaching as University Faculty https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23732 <p>Background: It was the purpose of this study to investigate graduate students’ perceptions and the processes related to learning to teach at university/college level using&nbsp; socio-cultural theory and ecological systems. . Methods: A survey based on Bronfenbrenner’s Ecological Systems (1977) &nbsp;and a Knowledge –Confidence-Usefulness instrument (Barton-Arwood, Morrow, Lane &amp; Jolivette, 2005) was administered to graduate students four times (<em>N</em>=10). Four interviews, class observations and document analyses were also conducted. &nbsp;Descriptive statistics were calculated for the survey data and interview data were analyzed via constant comparison. Results: Findings showed high internal consistency reliability of the items (&gt;.93) and that graduate students’ perceptions of their experiences to prepare to teach at the university level were quite positive. Themes were related to being confident, having the potential to be effective at the post-secondary level, and a mismatch between experiences and expectations. Using the emergent process model of Chi and colleagues (2012), overall perceived dynamics (macro level), the individuated university agents/students within the socialization process (micro level) and the social subgroups into which the agent/student network (meso level) support an ecological form of faculty development. Conclusions: Results provide support for an ecological systems model as well as insights into faculty teaching development.&nbsp;</p> Margarita Jimenez-Silva Pamela Hodges Kulinna Anna Montana Cirell Matt Balmaseda ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2019-01-25 2019-01-25 19 3 10.14434/josotl.v19i2.23732 Enhancing the Emotional Intelligence of Students: Helping the Critical Few https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23750 <p><em>Research has shown that students’ emotional intelligence (EI) can be enhanced with time intensive instructional methods other studies are inconclusive. I looked at the impact of including short EI lessons in an introductory hospitality management class. Results show that students who started with low EI increased their scores significantly; however, those with medium and high EI did not. More intensive EI lessons may be needed for those who start with higher levels of EI. Scholarship of Teaching and Learning (SoTL) reflections were used and the results of the current study were also compared to other similar studies to identify EI teaching methods among faculty in other disciplines. My recommendations are included for those who want to incorporate EI lessons into their classes to enhance students’ emotional and social competencies.</em></p> Kara Wolfe ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2019-01-25 2019-01-25 19 3 10.14434/josotl.v19i2.23750 Designing Flipped-Classes to be Taught with Limited Resources: Impact on Students’ Attitudes and Learning https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23868 <p>Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students’ final exam scores. The study found the flipped-class design had a significant impact on students’ attitudes with higher levels of community of inquiry (CoI) (<em>p</em> = .002), teaching presence (TP) (<em>p</em> = .002), social presence (SP) (<em>p</em> = .002), and improved satisfaction levels (SAT) (<em>p</em> = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90% vs 37%). The higher levels of CoI predicted students’ SAT score (65.4%). The study found no significant changes in students’ learning as measured by their final exam or perceptions of cognitive presence (CP).</p> Sheri Stover M. A. Houston ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2019-01-25 2019-01-25 19 3 10.14434/josotl.v19i2.23868 Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23978 <em>This project investigated the impact of incorporating e-reader texts and annotation tools in an upper level philosophy course. This project adds to the body of literature that assesses gains/losses in conventional measures of performance (e.g., scores on graded assignments) and changes in student attitudes as reported in questionnaires. However, this project was unique in that it focused on training students to use e-reader tools for critical reading practices and it included assessment of student annotations and their relationship with the performance measures. We tested the hypothesis that, with intentional training and a course-design that provided multiple opportunities for practice and feedback, students using e-readers for critical engagement with their reading assignments would demonstrate (a) deeper understanding of the content of the texts, (b) improvement in their use of critical reading practices, and (c) improvement in their attitudes toward the use of e-readers for academic work. While we did not observe significant gains in graded assignments compared with control groups using printed texts, we found no evidence of losses for students using e-readers. At the same time, we found evidence of improvement in students’ critical reading practices, especially when paired with modeling and practice throughout the term. We also observed significant positive changes in student attitudes toward the use of e-readers for academic work, compared with controls. Our findings suggest that achieving the benefits of e-readers for the development of critical reading skills requires a course with design elements that are specifically tailored to this purpose.</em> Mark Jensen Lauren Scharff ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2019-01-25 2019-01-25 19 3 10.14434/josotl.v19i2.23978 Career Exploration at an Appalachian University: Effectiveness and Pre-Existing Resources https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23921 <p>Many universities offer career exploration courses designed to assist students in making effective career choices; however, it remains unclear whether pre-existing resources have a significant influence on students’ ability to benefit. The purpose of this study was (a) to measure the efficacy of a career exploration course at an Appalachian institution in improving college and career decision self-efficacy and (b) to determine if the following pre-existing resources, academic readiness, academic achievement, and familial financial resources, were significant predictors of post-test college and career decision self-efficacy scores. Participants were 127 traditionally-aged, undergraduate students at a private, Appalachian university enrolled in a 15-week career exploration course. Paired samples t-tests revealed a significant positive change from pre to post-test for college and career decision self-efficacy; however, hierarchical linear regression analyses revealed no significant influence of the pre-existing resources on post-test scores for either construct. </p> Christen Tomlinson Logue Brittany M. Zins, M.A. Sarah M. FLynn Chris J. Dewhurst, M.Ed. ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2019-01-30 2019-01-30 19 3 10.14434/josotl.v19i2.23921 “There is no escaping it”: Graduate Student Conceptions of Environment and their Implications for Learning Motivation and Public Health Curricula https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23970 <p>This manuscript stems from observations the authors made while teaching an environmental health course, which is part of a Master of Public Health (MPH) degree. Observations of student attitudes and patterns in course feedback prompted questions about how to pique interest in the course. &nbsp;Since research on motivation has shown that adult learners build new knowledge from what they believe they already know, we first sought to better understand this basis for learning. On the first day of class, students were administered an assignment prompting them to "define environment" in their own words; data were analyzed for content. Results characterize student conceptions of environment as being (1) beyond human influence and (2) individually-focused. The implications of these "alternative conceptions" of environmental public health for educators seeking to motivate adult learners are discussed. Restructuring coursework to reflect Transformative Learning Theory (TLT) is identified as a potential solution to student amotivation.</p> Katherine L Cheesman Emily Q Ahonen ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2019-01-30 2019-01-30 19 3 10.14434/josotl.v19i2.23970 Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students https://scholarworks.iu.edu/journals/index.php/josotl/article/view/24006 <p><em>This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom’s taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students’ IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings.</em></p> Lisa A. Vinney Jennifer C. Friberg Mary Smyers ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-12 2018-10-12 19 3 10.14434/josotl.v19i2.24006 One Size Doesn’t Fit All: Students’ Perceptions of FYE Approaches https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23844 <p>First-Year Experience (FYE) programs have become a focal point for efforts to transition and retain all students, as numerous studies suggest that such initiatives deepen students’ academic preparation for college and support their emotional investments in the campus community. Using quantitative and qualitative data gathered from 842 students in 54 courses during Fall 2013 and 2014, this article considers the comparative merits of Living Learning Communities (LLC), “habits of mind” First-Semester Core (FSC) courses, a hybrid-model (LLC-FSC) initiative, and non-FYE courses by considering students’ perception of their academic gains and social engagement. Survey results indicate that students perceive very different benefits across the various FYE models, especially when the FYE is housed in disciplinary rather than general education courses. The comparisons suggest the need for an intentional, goals-oriented approach to FYE programs, as a “one-size fits all” approach may not result in both academic growth and community engagement for students. For institutions with limited faculty and curricular resources, the choice of which type of FYE model to adopt is particularly important. </p> Dahliani Reynolds Loren Byrne Jennifer Campbell Becky Spritz ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2019-01-25 2019-01-25 19 3 10.14434/josotl.v19i2.23844 Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23931 <em>This paper outlines a method for student-directed creation of exam review guides. No answers or lists of required information are provided to students. Students must reflect on the purpose of the course and the relationships between the different content units in order to collaboratively compose a study guide. The professor then critiques the guide, providing the students with an assessment of their collective level of preparation for the exam.</em> Ryan Long ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2019-01-25 2019-01-25 19 3 10.14434/josotl.v19i2.23931