Journal of the Scholarship of Teaching and Learning <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> Using a Quasi-Experimental Design in Combination with Multivariate Analysis to Assess Student Learning <div class="WordSection1">College professors in the social sciences and professional studies have adopted numerous strategies for teaching undergraduate statistics, yet few researchers provide empirical evidence students’ learning actually increased because of the instructional innovation. Assessment of pedagogy is frequently subjective and based on comments from students or faculty. Consequently, evaluating the effectiveness of teaching activities on student learning in statistical analysis courses is warranted. This study employed a pretest-posttest design to measure student learning and then examined the relationship between student demographics, prior knowledge, and course characteristics on knowledge gained in undergraduate statistics. Data derived from 185 students enrolled in six different sections of a statistical analysis course taught over a seven-year period by the same instructor. Multiple regression analyses revealed age, age X gender (interaction effect), major, prior knowledge, examinations, and group projects all had statistically significant effects on how much students learned in the course. The results suggest faculty assess students’ prior knowledge at the beginning of the semester and use such data to inform both the content and delivery of statistical analysis. Moreover, before embracing a new pedagogy, faculty should establish empirically that learning is linked to the teaching innovation.</div> <div class="WordSection1"> <p><em>&nbsp;</em></p> </div> <p><em><em><br clear="all"></em><br clear="all"></em></p> Michael Delucchi ##submission.copyrightStatement## 2018-10-24 2018-10-24 19 2 10.14434/josotl.v19i1.24474 Introducing and Evaluating a “Study Smarter, Not Harder” Study Tips Presentation Offered to Incoming Students at a Four-Year University <em>This paper: (1) briefly outlines a study tips presentation that uses both evidence from the cognitive psychology literature as well as demonstrations to teach students how to study more effectively, and (2) provides empirical evidence about whether this study tips presentation affects students’ study habits. We provide an overview of the presentation, a handout that summarizes the tips, and a reference list rich with sources that support the efficacy of these study approaches. We also summarize a study we conducted to evaluate the effectiveness of the presentation. Thirty-two students completed a questionnaire about their typical study strategies before and three months following the presentation. Additionally, 102 students who did not attend the presentation (control group) completed the study strategies survey, and their responses were compared to those from 74 students who had attended the presentation sometime between 3 months and 3 years and 3 months earlier. Finally, the 74 presentation attendees rated their memory for, utilization of, and perceived influence of the eight study tips. Results support the efficacy of the “Study Smarter, Not Harder” presentation as a way to improve students’ understanding and utilization of effective study approaches.</em> Tara T Lineweaver Amanda Carol Gingerich Hall Diana Hilycord Sarah Vitelli ##submission.copyrightStatement## 2019-01-25 2019-01-25 19 2 10.14434/josotl.v19i1.23734 An Empirical Exploration of the Perceived Effectiveness of a ‘Flipped Classroom’ in a Business Communication Course <p class="Textoresumen">This paper explores a causal model, using Structural Equation Modelling (SEM), in order to understand how the perceived effectiveness of ‘flipped classroom’ and students’ satisfaction with this technique can be affected by students’ engagement in ‘flipped classroom’ activities as well as the complexity and task orientation of such activities. The findings of the study confirm that the perceived effectiveness of the ‘flipped classroom’ can be calculated by its contribution to the improvement of students’ general skills, knowledge and learning motivation. Students’ engagement in the ‘flipped classroom’ activities is the key factor influencing perceived effectiveness and students’ satisfaction, while the complexity and task orientation of the ‘flipped classroom’ also play a role in determining perceived effectiveness and satisfaction, although indirect and always mediated by engagement.</p> Andrea Pérez Jesús Collado María del Mar García de los Salmones Ángel Herrero Héctor San Martín ##submission.copyrightStatement## 2019-01-25 2019-01-25 19 2 10.14434/josotl.v19i1.22842 Achieving Inclusive Field-based Education: Results and Recommendations from an Accessible Geoscience Field Trip <p>Learners with disabilities are often denied field-based learning experiences in naturalistic disciplines. Geology can present substantial barriers due to rugged terrain in difficult-to-reach locations. In 2014, a field trip was executed with the dual purpose of 1) designing inclusion in field learning and 2) demonstrating to college faculty an accessible field experience. Direct observations of participants on the trip, as well as pre- and post-trip focus groups, illuminate the student and faculty field learning experience. Geoscience faculty have little guidance or support in understanding what disability is, how to reconcile accommodation with field-geology learning goals, and they cited instances where disability service providers acted as gatekeepers. The net effect of these ontologies is to reduce faculty empathy with, and thus their ability to be inclusive of, students with disabilities in field settings. Recommendations for teachers include taking campus disability-services administrators on field trips,&nbsp;opening and maintaining communications with disability service providers, and designing pedagogically sound field trips that align as much as possible to principles of universal design. An advocacy approach is described, which focuses on the students and the educational process, instead of on institutional compliance. Finally, geoscience faculty should conceptualize disability service providers as accessibility service providers.</p> Anthony D Feig Christopher Atchison Alison Stokes Brett Gilley ##submission.copyrightStatement## 2019-01-25 2019-01-25 19 2 10.14434/josotl.v19i1.23455 Text Selection and Course Design: Faculty Perspectives on Critical Reading and Critical Thinking <p><em>This study of sociology faculty in twelve private colleges and universities compares teaching with textbooks and alternative texts in undergraduate classes. </em><em>Faculty explain that textbooks provide a breadth of material that is organized and streamlined in a way that promotes consistency across instructors, facilitates content delivery to students with a range of abilities, and reduces course preparation time. Despite these benefits, faculty have a strong preference for alternative texts. </em><em>Faculty argue that readings, like monographs and journal articles, develop students’ critical reading and thinking skills. Additionally, when instructors design courses with alternative readings they use their own critical reading and critical thinking, as they critique and synthesize the literature in their discipline in order to curate texts for the syllabus and work with them in the classroom.</em> <em>We argue that teaching courses with alternative readings creates course experiences where students and faculty engage with a discipline together.</em></p> Julie Collins-Dogrul Kenia Saldaña ##submission.copyrightStatement## 2019-01-25 2019-01-25 19 2 10.14434/josotl.v19i1.23713 Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College <p><span style="font-family: Calibri;">Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra &amp; Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge.  Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, the greatest tensions and successes were articulated when faculty discussed issues located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge.</span></p> Julie Rust ##submission.copyrightStatement## 2019-01-25 2019-01-25 19 2 10.14434/josotl.v19i1.23585 Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades <p><em>The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades.  Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades. </em></p> Liugen Zhu Edgar Huang Joseph Defazio Sara Anne Hook ##submission.copyrightStatement## 2019-01-25 2019-01-25 19 2 10.14434/josotl.v19i1.23717 The Effect of Small Group Tutors on Student Engagement in the Computer Laboratory Lecture <p><em>Background: Student engagement is widely recognised as being influential on learning and achievement in higher education. What is less clear is how the knowledge transfers, i.e., the process of engagement by the student with any new forms of teaching demonstrated by the teacher. Aim: To investigate the effect of small group tutors on student engagement in the computer laboratory lecture. Methods: Participants were undergraduate, second year BSc Public Health students taking the Health Information Systems II module. Teaching consisted of 12 x 2-hour face-to-to face classes. Tutors were assigned to groups of 6/7 students from weeks 5-12. Quantitative data from the Irish Survey of Student Engagement was collected in week 12 and analysed using the Statistical Package for the Social Sciences. Qualitative data from a 1-minute pre-and post-module CAT, tutor post lesson appraisals and two focus groups (one student and one tutor group, respectively) were analysed thematically. Findings: This study provided evidence that student engagement and learning was indeed enhanced by the addition of small group tutors in the computer laboratory lecture. In addition, students’ attitude to engaging with their programme of study improved and their positivity towards learning increased as the term progressed. Furthermore, there was evidence of an improved student experience and improved personal development that was highly valued by the students. </em></p> Frances Shiely Marian McCarthy ##submission.copyrightStatement## 2019-01-30 2019-01-30 19 2 10.14434/josotl.v19i1.23729 The First Year Colloquium: Creating a Safe Space for Students to Flourish <p><em>College is one of the most formative times in an individual’s life. Its intense living-learning environment can promote students’ extreme self-confidence and positive development, or alternatively, can result in low levels of well-being. The first year in college is an opportunity for faculty and staff to engage with students to help them build learning skills, a sense of responsibility, and ownership of their college experiences. The aim of this study was to examine the impacts of a first year colloquium on student well-being. In the fall of 2015, 91 entering first year students at a private university in the U.S. participated in a mixed method study using written reflection responses and in a pre/post survey using Keyes (2009) Mental Health Continuum-Short Form (MHC-SF). Gains were seen in psychological well-being with an increase in flourishing as compared to early semester moderate flourishing. Students reported that having one course that provided a safe space for them in their first semester, and that addressed well-being in college, was critical for them to succeed and thrive in their first year.</em></p> Myriam Vuckovic Joan B Riley Brian Floyd ##submission.copyrightStatement## 2019-01-30 2019-01-30 19 2 10.14434/josotl.v19i1.23517 Cultivating a Process Approach to Writing: Student Experiences in a Developmental Course <p>Many developmental writing courses in colleges focus on teaching students isolated skills, with little emphasis on how such skills are applicable to the actual process of writing. This article focuses on capturing the perspectives of students enrolled in a developmental writing course designed around an explicit process-oriented pedagogy. The instructor assigned metacognitive tasks and aimed to be transparent with students about the purpose of all course activities and assignments. The findings point to the various ways students can learn to value and use a process approach when writing. The paper concludes with recommendations for helping both instructors and institutions foster a process-oriented writing culture in college classrooms. It also points to future research possibilities.</p> James Pacello ##submission.copyrightStatement## 2018-12-05 2018-12-05 19 2 10.14434/josotl.v19i1.23786