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><span style="font-size: 10px;">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 /> </span></li><li><span style="font-size: 10px;">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 /></span><span style="font-size: 10px;"><br /></span></li><li><span style="font-size: 10px;">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.</span></li></ol> Lived Experiences of New Faculty: Nine Stages of Development Toward Learner-Centered Practice https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23373 <p><span style="font-size: medium;"><em>Community college faculty development programs need to be designed to help faculty move beyond content experience and become learner-centered instructors.  The purpose of this qualitative study with a hermeneutic phenomenological approach was to explore the experiences of new faculty participating in a systematic dialogue about learner-centered instruction in a community college setting.  </em><em>Specifically, this research project was designed to answer the following question:  How do new faculty experience participation in a semester-long faculty development program focused on learner-centered instruction?</em> <em>Interviews with faculty experiencing a learner-centered training program revealed common themes as well as nine stages of faculty development related to moving toward a learner-centered approach to teaching.</em></span></p><p><em><span style="font-size: medium;"> </span></em></p><p><span style="font-size: medium;"><strong><em>Keywords: </em></strong><em>community college faculty preparation, learner-centered instruction, professional development for faculty, barriers to learner-centered instruction.</em></span></p> Jill O'Shea Lane ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.23373 Promoting Long-lasting Learning Through Instructional Design https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23179 Passively listening to a lecture (deWinstanley &amp; Bjork, 2002), skimming a textbook chapter, or googling for an answer to a homework problem is not conducive to deep and lasting high-order learning. At the same time, presenting complex concepts in problem-based classes might overload students’ working memory capacity. Effective student learning necessitates students to process information in their working memories, as well as storing information, facts and skills, in their long-term memories. Students must then be able to retrieve this information into their working memory in the future, in order to apply the information to new situations. That is, students must be able to recognize the characteristics of a future situation or problem and correctly retrieve the appropriate information stored in their long-term memory (Kirschner, Sweller, &amp; Clark, 2006) to tackle the issue. Using the framework of Cognitive Load Theory, this article proposes an instructional model that promotes five strategies for learning and teaching; i.e. spacing, retrieval practice, elaboration, interleaving, and concrete examples, to effectively help students store and retrieve information from their long-term memory. Patrik Hultberg David Santandreu Calonge Askhat Eugene Safiullin Lee ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.23179 Do Students Overestimate Their Contribution to Class? Congruence of Student and Professor Ratings of Class Participation https://scholarworks.iu.edu/journals/index.php/josotl/article/view/21516 <p>As student participation is an essential component of many classes, this research attempted to foster congruence between student and professor ratings of class participation. Study 1 (N = 196) explored the utility of a detailed grading rubric in assessing class participation. As predicted, providing students and faculty with the same rubric resulted in a moderate correlation between their ratings. Consistent with previous research, results indicated a mean difference between student and professor ratings, particularly for low participators. Utilizing this rubric, Study 2 (N = 87) examined congruency at mid- and end-term. Contrary to what was predicted, feedback provided at mid-term did not increase congruence at end-term. A potential implication of this finding is underdeveloped metacognitive skills in low participators. Perhaps, more frequent and substantive feedback is essential for these students.</p> Megan L Meyer Stacy A McDonald Lynn DellaPietra Matthew Wiechnik Kimberly Dasch-Yee ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.21516 Virtual Classrooms: Analyzing student and instructor collaborative experiences https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22318 <p class="ta-response-item-content"><em>Virtual courses create a self-directed learning environment for students. Given that online environments provide anonymity so that the emphasis is on the content, rather than on the form of the message or the identity of the sender (Herring, 1993) this study assesses students’ personal usages in an online collaboration across several states and semesters. In examining the student and instructor perspective, the findings are significant in that, students engage in reflective work employing academic quality discussions across varying institution types from community colleges to public and private universities and that their discussions occur without gender or question type biases. Semester-end surveys confirm that an asynchronous e-learning collaboration enhanced their educational experience and they belonged to a global community of learners. This study adds its significant findings about the growth of online discussions promoting and enhancing the experience of e-learners and collaborative endeavors. </em></p> Anita Chadha ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.22318 Social media and Higher Education: FOMO (fear of missing out) or does digitally enabled learning have a place in Law Schools? https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22432 <p>Recently embraced by the legal profession to make justice more accessible, social&nbsp;media (SM) is fast becoming the primary tool of communication for the courts. In&nbsp;Australia today The Supreme Court of Victoria uses SM to share judgments, media&nbsp;releases, publications, speeches and other information. On the County Court of&nbsp;Victoria home page one can read the Court's Twitter feed. These innovations have led&nbsp;to the expectations for Australian law schools to adopt 21st century technology, and&nbsp;enhance student engagement in the classroom. While there are studies which have&nbsp;investigated the use of SM as an educational tool in general, research specifically&nbsp;addressing its application to Law curricula is scant. In this article we propose that&nbsp;introducing SM into curricula will create learning opportunities to develop the&nbsp;awareness of responsible usage of SM platforms, thereby ensuring successful&nbsp;communication outcomes for Law graduates. We discuss the challenge of online&nbsp;scholarly/academic identity, and also the social capital benefits. A brief account of SM&nbsp;and the legal industry is presented next. Because of the impact of policy imperatives,&nbsp;VU Blended Learning Strategy and Graduate Capabilities for 21st century have been&nbsp;included. Examples of SM applications in the Australian Law classroom, including the&nbsp;use of the meme, an image with a text phrase that is distributed via SM, are discussed. &nbsp;The complex and contested nature of SM, leads the authors conclude that it is possible&nbsp;to successfully implement digitally enabled learning in the Australian Law classroom,&nbsp;but not without certain pedagogical caveats.<br><br></p> Gina Curro Nussen Ainsworth ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.22432 Student Motivation and Perseverance: Do They Explain College Graduation? https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22649 <p> </p><p><span style="font-size: medium;">We examine whether college students’ persistence in finding a suitable major field of study influences the likelihood of graduation. We find that students who make an effort to select a suitable major early in their college careers graduate in a more timely fashion. Although changing majors is associated with delayed graduation, struggling students can improve graduation likelihood by switching to a more suitable major. However, performance improvement after switching is necessary for successful completion of a degree. These results indicate that colleges and universities should allocate resources to supporting students in their search for an appropriate major and empower students by providing course guidance and counseling. </span></p><p> </p> Rasha Ashraf Jonathan M. Godbey Milind M. Shrikhande Tracy A. Widman ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.22649 Neuroscience and digital learning environment in universities: What do current research tell us? https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22651 <p><em>The purpose of this article is to offer insights into current understanding of digital learning environments (DLEs) from a neuroscientific perspective. Cognitive neuroscience methods are increasingly applied in educational research to examine the neural underpinnings of learning. As such, neuroscientific evidence can play an important role in advancing current knowledge base from the existing self-reported data and behavioural measures in the field of educational technology. In this paper, we focus our review of neuroscience research on DLEs that can potentially transform the way we view learning and instruction. We discuss recent empirical studies done on DLEs using common cognitive neuroscience methods which included eye tracking, electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). We offer recommendations for future applications of neuroscience methods in behavioural research within DLEs.</em></p> Betsy Ng Aloysius K. K. Ong ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.22651 An Interdisciplinary Analysis of Course Meeting Frequency, Attendance and Performance https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23752 <p>Using data from Economics and History courses, taught across multiple semesters, we show that a triweekly meeting frequency improves student performance relative to a biweekly meeting frequency. We provide evidence that this effect operates through two channels. First, there is an indirect effect that operates through attendance. While greater attendance improves course score, this effect is less in a triweekly course. Second, there is a direct positive effect to more frequent course meetings on student performance. These two effects combine to increase student performance by 3 to 9 percentage points when meeting triweekly instead of biweekly. While students perform better overall on a triweekly meeting schedule, there are more absences and less consistent attendance.&nbsp;</p> Micah Pollak David Alan Parnell ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.23752 Personal Explorations in the Study of Ethnic and Race Relations https://scholarworks.iu.edu/journals/index.php/josotl/article/view/21432 <p>Many have discussed the inherent problems in teaching race and ethnic relations courses. Students often come to class with preconceived ideas about their social world, and a range of feelings and experiences including confusion, biases and misconceptions. Therefore, significant barriers to learning exist prior to the first day of class. To address these challenges, I developed a teaching strategy that created a student-centered, non-threatening learning environment where students could thoughtfully discuss and collaborate on group projects covering emotionally charged subjects. In doing so I organized my course, Race and Ethnic Relations, around the students’ use of family histories. This essay includes qualitative data from student projects, and their reflections on the effeciveness of this assignment.  Student reflections revealed their relative comfort in holding discussions and presenting information on sensitive and challenging topics.</p><p>Keywords:</p><p>Student-centered learning, student collaboration, race and ethnic relations, and ethnic family histories</p> Marguerite V. Marin ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.21432 A College-Community Collaboration: Fostering Developmentally Appropriate Practices in the Age of Accountability https://scholarworks.iu.edu/journals/index.php/josotl/article/view/21761 <em><span>Early childhood education faculty from a college collaborated with a local public school district to conduct a series of professional-development workshops for early childhood practitioners.  The workshop series was designed to address pedagogical concerns identified by district administrators and teachers</span><span>, </span><span>as well as to help early childhood educators maintain developmentally appropriate practices in an increasingly standards-based, assessment-oriented climate, defined by the Common Core Standards and state-mandated testing.  Participant survey responses indicated that, although all workshops were well received, participants found more value in the application-focused workshops than the content-focused workshops. </span><span>In an evidence-based, educational climate, professional development opportunities tend to focus on initiatives designed to directly impact student learning outcomes.  Yet, professional development initiatives that provide opportunities for teachers to broaden their knowledge and acquire new strategies and skills may also be beneficial. Thus, policies and practices associated with opportunities for teacher professional development should carefully consider practitioner and institutional needs and reflect a range of constituent-identified foci and goals, in order to productively meet the needs of both classroom teachers and their students.</span></em> Wendy K Mages Elena Nitecki Aki Ohseki ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.21761 Graduate and Undergraduate Faculty Collaboration Utilizing Peer Observation to Enhance Educational Opportunities for Students and Faculty: A Case Example https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22705 <p><em>While evidence supports the use of cadavers to facilitate the teaching and learning of human anatomy, cadaver-based teaching may not be present at the undergraduate level at many institutions due to limited laboratory access, financial constraints, and the lack of qualified faculty trained to teach in this type of setting.  The following case example outlines a unique program designed to provide cadaver-based instruction to undergraduate students, while simultaneously training undergraduate faculty to teach in this setting through peer observational methods. More specifically, the following teaching collaboration was designed with the intent to achieve the following: 1) expose undergraduate anatomy students to cadaver-based learning; 2) provide education and training to undergraduate faculty so they are better qualified to teach human anatomy in the context of a cadaver laboratory; 3) provide graduate physical therapy students additional opportunities to dissect and reinforce their anatomy knowledge; and 4) demonstrate the value of interdisciplinary collaboration.  Eighty-one undergraduate students were exposed to the cadaver laboratory for four educational sessions throughout the semester. Course evaluations revealed that 93% of the undergraduate students reported that their experiences in the cadaver laboratory served to enhance their learning, and 97% reported that the use of human cadavers should be continued in future courses. This interdisciplinary model allowed anatomy instruction to be expanded to previously unserved student groups as well as provided a mechanism for professional development of undergraduate anatomy faculty. This model may serve as a template to promote new program development to enhance faculty and student learning, while simultaneously encouraging interdisciplinary collaboration across the university.</em></p><p><em>Keywords: interdisciplinary, peer observation, pedagogy, anatomy, cadaver</em></p> Christopher E. Barton Christi L. Williams John S. Halle Lori McGrew ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 2018-10-02 2018-10-02 18 3 10.14434/josotl.v18i3.22705