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.</p> en-US <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> josotl@iu.edu (Michael Morrone) iusw@indiana.edu (IUScholarWorks) Tue, 19 Jun 2018 16:45:11 -0400 OJS 3.1.0.1 http://blogs.law.harvard.edu/tech/rss 60 Technological Innovation or Educational Evolution? A Multi-disciplinary Qualitative Inquiry into Active Learning Classrooms https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23597 <p><em>In recent years, many institutions have transformed traditional classrooms (TCs) into technology-rich active learning classrooms (ALCs) to accommodate the pedagogical concept of “active learning”. In order to investigate the impact of ALCs on teaching and teaching, we observed an instructor teaching in an ALC for an entire academic year, audio/video-recorded every class and took field notes. A focus group discussion was conducted with faculty from six allied health disciplines who taught weekly classes in the ALC and an online survey was distributed to students who took those classes. Data was then analysed using a qualitative constant comparative method (CCM). Findings indicated that the ALC generated greater teaching and learning enjoyment, deepened engagement, amplified interaction, enhanced group activity efficiency and fostered the development of creative ideas.  All these features were interrelated and created a synergistic effect on student learning.</em></p> Xiaoshan Zhu Gordy, Ellen M Jones, Jessica H Bailey ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23597 Mon, 12 Feb 2018 00:00:00 -0500 Supporting and Mentoring New Social Work Instructors: A Formative Evaluation of the TEAM Program https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22334 <p class="Normal1"><strong>Abstract</strong></p> <p class="Normal1">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This study provides qualitative results from a unique mentorship and teaching support program designed, implemented, and evaluated in a school of social work at a major Midwestern research I university over a three year span. Primary qualitative data was collected through regular check-in meetings and end of the semester focus groups. Additional data was collected through orientation notes and detailed process notes from individual communications and consults with new instructors. Lessons learned point to both the importance of providing support and mentorship to new instructors as well as challenges in building and sustaining a positive culture for teaching and mentorship at a research I institution.&nbsp;</p> Shane R. Brady ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22334 Tue, 19 Jun 2018 00:00:00 -0400 Impact of Pre-Service Teachers on P-5 Student Learning: Results of Unit Instructions https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22421 <p><em>This quantitative study utilized 1,640 P-5 students’ learning outcomes as a result of unit instructions that pre-service teachers gave to P-5 students in the field. The study investigated the difference in P-5 student learning outcomes after a unit instruction by three practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teacher. Using normalized gain scores, we used a t test and regression tests to analyze the data. Based on the findings, r</em><em>ecommendations for pre-service teacher education include three items: </em><em>a) to provide differentiated supervision based on pre-service teachers’ experiences and needs, b) to require a proportionate and incremental assignment responding to the amount of pre-service teachers’ experiences and hours in the classroom, and c) to incorporate co-teaching opportunities to facilitate peer learning and support in early field experiences.&nbsp;</em></p> Hsiu-Lien Lu, Nancy M. Arrington, Bryan W. Griffin ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22421 Tue, 19 Jun 2018 00:00:00 -0400 Content Area Pre-Service Candidates Learning Language Teaching with Adolescent Immigrants in an Urban PDS Middle School https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22438 <p><em>How do teacher candidates develop and reflect on their knowledge in second language literacy to support their students in a Professional Development School (PDS)? This article reports preliminary findings of a qualitative study that investigates the learning process of single-subject credential candidates in a pilot urban PDS site where they co-taught and co-learned in an English as a Second Language (ESL) program through an on-site seminar credential class.&nbsp; Data collection included, but not limited to, researcher observational fieldnotes, candidate reflections, term papers, and transcripts of interviews and performances. The study finds that in an interactive, social learning space created by the PDS setting, teacher candidates challenged their assumptions about teaching English among immigrant students, as well as identified language learning opportunities in traditional worksheet-based activities and a communicative project.</em></p> Yanan Fan ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22438 Tue, 19 Jun 2018 00:00:00 -0400 Perceptions of Integrated Experiential Learning of Graduate Marketing Students https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22498 <p>Experiential learning projects have become a mainstay of a multitude of undergraduate business courses as they allow students to apply theoretical knowledge to real-world issues. At the graduate level, the use of case studies is a primary teaching method, but one cannot fail to notice an increase in the interest and use of experiential learning projects and assignments. However, as more emphasis is placed on the practical application of theory across the marketing curricula, buttressed by accrediting agencies, the need for incorporating these experiential learning projects has become an integral part of many university curricula at both the graduate and undergraduate levels.</p><p> </p><p>While the inclusion of these projects has been in practice for some time, the ideal addition to these experiential elements is restricted to a single course. This study examines the impact of including an experiential learning project that was framed across two graduate courses for an individual client. This study adds to the existing knowledge by using a unique integrative approach, across two separate graduate marketing courses, providing students with a progressive real world experience over an extended period of consulting interaction and time. Student perceptions associated with the efficacy of this extended experiential learning exercise are also furnished.</p> Raghava R Gundala, Mandeep Singh, T. Kathleen Cochran ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22498 Tue, 19 Jun 2018 00:00:00 -0400 Decoding Deviance with the Sons of Anarchy https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22515 This article explicates the ways that the popular television series Sons of Anarchy in conjunction with our content analysis coding tool can be used to teach theories and concepts central to Sociology of Deviance courses. We detail how students learned to understand deviance as a social constructed phenomenon by coding and analyzing the behaviors of their most liked and most hated Sons characters. Evidence extrapolated from students’ final projects, class discussions, and course evaluations suggests that this pedagogical technique creates a systematic teaching method enabling students to more actively engage in the course while enhancing connections to the course materials. Joseph Kremer, Kristin A Cutler ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22515 Tue, 19 Jun 2018 00:00:00 -0400 An Assessment of Group Size in Interteaching https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22539 <p>A key component of interteaching, as described by Boyce and Hineline (2002), is the opportunity for students to participate in "dyadic" or pair discussions. Although the rationale for pair discussions is evident, only one study to date has evaluated the relative effectiveness of student performance when group size is manipulated. The present investigation was designed to further evaluate the effect of group size during pair discussions on student quiz scores in an introductory psychology course with a diverse group of learners. An alternating treatments design was implemented whereby students were assigned to work in a dyad or in groups of 4-5 students to discuss a preparation guide. All of the major components of interteaching were in effect during both conditions (i.e., availability of prep guides and quality points, clarifying lectures, and frequent test probes). Results showed a small advantage for performance following discussion in dyads, although a social validity measure indicated students favored discussion in larger groups. Implications of these findings and suggestions for future work will be discussed. </p> Rocio Rosales, James L. Soldner ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22539 Tue, 19 Jun 2018 00:00:00 -0400 Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23143 <p>A variety of assessment options utilizing high-impact educational practices have emerged to assist faculty in higher education with college student learning outcomes. <em>High</em>-<em>impact practices</em> are defined as <em>teaching</em> and learning designs which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergrad research, global/diversity learning, service learning, practicums, and internships are educational tools making it possible to assess the practices’ contribution to students’ cumulative learning. However, utilization of these practices is unsystematic due in part to the required investment of time, training, and money. This paper describes high-impact practices that support course and program level learning outcomes in conjunction with the investments for implementation. Exploration into why these types of practices are effective and which students have access to them emphasizes the need for this investment to meet accreditation standards and the mandates of our government’s “completion agenda” geared towards preparing America’s future workforce.</p> Allison White ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23143 Tue, 19 Jun 2018 00:00:00 -0400 Embracing Vulnerability and Risk in the Classroom: The Four-Folder Approach to Discussion-Based Community Learning https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22448 <p><em>In recognition of various power systems within and surrounding their classrooms, US women’s studies instructors have for several decades worked to </em><em>reconfigure the college classroom as an environment that enables all students to testify, thus creating empowered communities</em><em> and ultimately inspiring the next generation of leaders. As some of the most repeated mantras of feminist pedagogy, these educational goals embody the liberating power of feminist theory and practice. The pedagogical practices employed in attaining these goals typically value experiential knowledge and encourage students to be attuned to various forms of speech and knowledge construction, which are framed through a politics of power and difference. </em><em>As part of an ongoing conversation about the perils of cooperative learning, independent problem-solving, and peer leadership in higher education, this reflective essay describes one strategy, which I call the four-folder system. This instructional strategy troubles the promises of safety and implied instructor surveillance that so many feminist instructors adhere to, while simultaneously creating a multi-vocal learning environment. The techniques and rationale described may be applied to a range of courses and are not necessarily bound to introductory women’s studies surveys. I propose that given favorable conditions, embracing vulnerability and risk in the classroom better frees our students from the confines of conventional pedagogies used in higher education</em>.</p> Elizabeth Whittenburg Ozment ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22448 Tue, 19 Jun 2018 00:00:00 -0400 Perspectives on Aging among Graduate Social Work Students: Using Photographs as an Online Pedagogical Activity https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22844 <p>The United States is experiencing an aging of the population, and by 2030, 20% of Americans will be 65 years or older (Federal Interagency Forum, 2010). However, for many helping professions, including social work, medicine, and nursing, student interest in gerontological practice is quite low. One international study found that only 5.4% of the more than 1,000 social work students who were surveyed indicated that working with older people was their primary area of interest (Author, 2014a). Finding ways to improve student interest and break down biases against older adults is essential to improve student interest, and incorporating evidence-based activities that can be incorporated into courses that are offered in an online format are increasingly needed as this mode of instruction continues to expand. The current exploratory study sought to pilot a two-part photo-activity in an online graduate social work practice course focused on working with older adults. Quantitative and qualitative results suggest that the activities helped students’ process their views on aging and older people, and most students reported at least some change in their attitudes. The development of innovative ways to engage students online by repurposing technology that they are already using can advance online pedagogy and facilitate critical thinking.</p> Jill Chonody ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22844 Tue, 19 Jun 2018 00:00:00 -0400