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.</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> (Editors - JoSoTL) (IUScholarWorks) Mon, 12 Feb 2018 12:46:45 -0500 OJS 60 Reflections versus Extended Quizzes: Which is Better for Student Learning and Self-Regulation? // <p>Both quizzes and reflections have been found to benefit student learning, but have been typically compared to passive or superficial controls. The purpose of this quasi-experiment is to test the relative effectiveness of brief quizzes followed by reflections compared to longer quizzes. Participants (N = 218) were introductory psychology students enrolled in two different courses, one in which students engaged in weekly brief quizzes and reflections and a second in which students engaged in longer quizzes. Results indicated that the two conditions were similar in effectiveness in terms of learning and self-reports of self-regulation. </p> Virginia Clinton ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:41 -0500 Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video using the ICSDR Model // <p><em>Students within this study followed the ICSDR (<strong>I</strong>dentify, <strong>C</strong>onceptualize/<strong>C</strong>onnect, <strong>S</strong>toryboard, <strong>D</strong>evelop, <strong>R</strong>eview/<strong>R</strong>eflect /<strong>R</strong>evise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student authored video guided their video creation process, resulting in focus for their ideas, and increasing motivation to learn more about their content. </em><em> Finally, the </em><em>participants indicated that creating a digital video was an authentic and personalized learning experience that fostered personal choice and voice and peer collaboration. </em><em>Evidence from the qualitative study supports students following a development framework for video creation. </em></p> Laurie O. Campbell, Thomas Cox ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:42 -0500 Embracing Service Learning Opportunities: Student Perceptions of Service Learning as an Aid to Effectively Learn Course Material // Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not see the assignment as beneficiary. This study examined student perceptions of service learning to determine if students’ perceptions matched educator perceptions in the literature. Overall, students make the connection between the assignment and course material. Results and themes are discussed. Jenna L. Currie-Mueller, Robert S. Littlefield ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:42 -0500 A Culture of Extrinsically Motivated Students: Chemistry // <p class="Abstract">Recent research indicates that students are adopting a consumerist approach to education, while data shows that the best academic outcomes are associated with intrinisc motivation. The goal of the study was to explore student academic motivation in an undergraduate Principles of Chemistry I class. The pilot study targeted approximately 432 students at a large, public four year university enrolled in 9 sections of the class over two semesters. Student academic motivation was measured using the adapted Academic Motivation Scale (AMS). A total of 311 students returned the survey (response rate = 72 %). The results indicated that students enrolled in Chemistry I classes were extrinsically motivated more than intrinsically motivated. The types of extrinsic motivation identified by students were the least autonomous ones, such as external and introjected regulation.</p> Jessica Orvis, Diana Sturges, P. Dawn Tysinger, Keenya Riggins, Shainaz Landge ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:43 -0500 Student Perceptions of Plagiarism Avoidance Competencies: An Action Research Case Study // <p><em><span style="font-size: medium;">Abstract: Student plagiarism in higher education is widespread and presents a growing concern for faculty and administrators who are intent on upholding academic integrity. However, a myopic view of plagiarism as a purely ethical issue is misguided. It is not always simply a deliberate attempt to deceive. </span></em><em><span style="font-size: medium;">Through the involvement of students in an introductory MBA course, </span></em><em><span style="font-size: medium;">this case study uses an action research approach to explore student perceptions of the challenges of avoiding plagiarism in academic writing, the appropriateness of plagiarism penalties, and the value of corrective feedback on penalty-free writing assignments. It also offers a practical example of how discipline-based faculty can incorporate plagiarism education into their curriculum.</span></em></p> Helen MacLennan ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:43 -0500 College Connectedness: The Student Perspective // <p>Connectedness and integration are essential elements of student satisfaction, academic success, and retention.  Despite its importance in the lives of college students, research on connectedness has approached the concept from definitional perspectives other than those of students. This multi-study explores connectedness from the student perspective while drawing from social identity theory and student involvement theory. In Study 1, students described their experiences and perceptions of connectedness in focus groups. Study 2 built on the qualitative findings of Study 1 and empirically tested connectedness as defined by the students. Results of the study indicate the need for a student definition of connectedness and provide practical suggestions for those in higher education.</p><p>Keywords: connectedness, social identity theory, student involvement theory, instrument design, higher education</p> Laura Catherine Farrell, Derek Jorgenson, Julie Fudge, Andrew Pritchard ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:44 -0500 The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking // In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature. Christopher Jett ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:44 -0500 A Simple Classroom Experiment on Money Demand // This simple classroom experiment is designed to help students to better understand the concept and the theory of money demand. By simulating what households face in real life, the experiment allows students to reflect on the cost and benefit of holding money and understand how money demand is affected by various factors. The experiment is suitable for an undergraduate macroeconomics course at the introductory or intermediate level. The paper also presents evidence of student learning resulting from the experiment, controlling for student characteristics. Xiaofen Chen ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:45 -0500 Making Time and Creating Space for Undergraduate Research // <p><em>Working at a teaching intensive university, it is often challenging to balance the demands of teaching and research. It is even more difficult to incorporate undergraduate research into the mix, despite knowing the benefits of this practice, when that culture is not present in your particular program. This article offers insight into how one group of teacher educators embedded undergraduate research into an existing research project and the lessons the faculty and students learned along the way.</em></p> Joy Myers, Amanda G. Sawyer, Katie Dredger, Susan Barnes, Reece Wilson ##submission.copyrightStatement## // Mon, 12 Feb 2018 12:46:45 -0500