Showing papers in "College Teaching in 2014"

Faculty and Student Relationships: Context Matters

Abstract: As many as 42% of first and second year students at post-secondary institutions fail to complete their degrees, and of those students, only 15–25% of them drop out due to poor academic performance or for financial reasons. The remainder of them leave college for reasons that are less clear (National Center for Education Statistics 2012). However, positive relationships with key players, including faculty, at colleges and universities have been clearly associated with college persistence and completion. This article is an examination of student-faculty relationships at four-year colleges and universities and the contexts in which their interactions occur. Characteristics of positive relationships are discussed along with descriptions of student and faculty perceptions of the significance of the different contexts in which they interact.

Recognizing Student Fear: The Elephant in the Classroom

Abstract: Understanding fear, its causes, and its impact on students can be important for educators who seek ways to help students manage their fears. This paper explores common types of student fears such as performance-based anxiety, fear of failure, fear of being laughed at, and cultural components of fear that impact learning. The cognitive, emotional, and physiological components of fear are also investigated, including its role in memory deficits and key functions of the central nervous system that may be short-circuited when students are overwhelmed by feelings of fear. Specific strategies for educators are provided to help students manage fear-based behaviors and achieve emotional balance and academic success in the classroom. These strategies include educating oneself and students about fear, creating a nurturing environment for students, taking advantage of campus resources, being proactive about communicating with students outside of the classroom, and incorporating active learning strategies.

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

Abstract: Information literacy is recognized as an essential competency for educational success. It relates to all disciplines but is not a separate discipline, so it is not clear who takes responsibility for teaching this competency to undergraduates. This is a report of a survey conducted to better understand the extent to which teaching information literacy concepts by faculty occurred in a research university. The results indicated that faculty in the disciplines generally teach information literacy competencies to undergraduate students without collaborating with others on their campus. Many faculty also had the expectation that students know how to avoid plagiarism, find articles and books, and define topics for their projects before students take their courses. There were disciplinary differences in providing instruction in critical evaluation and avoiding plagiarism. Tenured faculty tended to provide instruction in defining a topic; finding articles and books; and synthesizing information. Non-tenured facul...

Starting the Conversation: An Exploratory Study of Factors That Influence Student Office Hour Use

Abstract: As part of best practices for increasing faculty-student interaction, higher education institutions across the country require faculty members to hold office hours. Various studies have reported factors affecting student use of office hours; however, results are unclear at best and in some cases conflicting with respect to which factors matter most, as in the case of instructor approachability. We present results from a survey of undergraduate student perceptions at a large, mid-Atlantic public research university. Factors that significantly (p < 0.05) affect student use of office hours are largely out of instructors’ control with at least one important exception: usefulness of instructor feedback. We offer best practices for increasing student use of office hours and suggest directions for additional research on the use and purpose of office hours.

Professor Age Affects Student Ratings: Halo Effect for Younger Teachers

Abstract: Student evaluations of teaching provide valued information about teaching effectiveness, and studies support the reliability and validity of such measures. However, research also illustrates potential moderation of student perceptions based on teacher gender, attractiveness, and even age, although the latter receives little research attention. In the present study, we examined the potential effects of professor age and gender on student perceptions of the teacher as well as their anticipated rapport in the classroom. We also asked students to rate each instructor's attractiveness based on societal beliefs about age and beauty. We expected students to rate a picture of a middle-aged female professor more negatively (and less attractive) than the younger version of the same woman. For the young versus old man offered in a photograph, we expected no age effects. Although age served as a detriment for both genders, evaluations suffered more based on aging for female than male professors.

Creating a Critical Thinker

Abstract: A college education is expected to improve students’ critical thinking skills. Keeping students active in class—through writing activities and class discussion—has been shown to help students think critically. In this article, creative hands-on activities, which are common in engineering courses, are shown to improve students’ critical thinking skills in a general education course. The activities were sandwiched between pre-writing, reflecting, and writing assignments. Improvements in critical thinking skills were evaluated by comparing student pre-writing with the final paper. Overall, carefully developed hands-on activities increased student critical thinking, especially when students wrote reflections in a journal shortly after completing an activity.

More Content or More Policy? A Closer Look at Syllabus Detail, Instructor Gender, and Perceptions of Instructor Effectiveness

Abstract: Research has suggested that a lengthier course syllabus may increase positive impressions of instructor effectiveness. In this investigation, we disentangle the effects of adding restrictive course boundary information from the addition of course content information. Furthermore, we examine the role of instructor gender as a moderator of the relationship between syllabi content and impressions of instructor effectiveness. Undergraduate students (N = 126) enrolled in a general psychology course read a syllabus for a course with either a male or female instructor in which the syllabus either contained basic course information alone, additional restrictive course policy information or additional course content information. Results revealed that only additional restrictive course boundary information increased perceptions of instructor competence. Instructor gender did not significantly moderate this effect, suggesting more restrictive course policy information may equally benefit male and female instructors....

Faculty Views on eTextbooks: A Narrative Study

Abstract: eTextbooks are both texts and tools. They provide opportunities for textbook companies to expand their services. Some large textbook companies are offering extensive educational technology products and services along with texts. These etexts, integrated into the Learning Management System (LMS), give instructors opportunities to use integrated assessments, data collection tools with in-depth usage statistics, and social networking features that allow instructors and students to interact within the publisher's material. News stories often discuss problems with blended and online learning and contentious relationships between faculty and vendors; etexts are part of the discussion. This paper describes findings from narrative interviews with instructors who have used etexts, focusing on affordability, access, privacy, and outsourcing. The goal is to inform instructors and administrators of some pros and cons of etexts.

When Science and Information Literacy Meet: An Approach to Exploring the Sources of Science News with Non-Science Majors.

Abstract: The skill set associated with lifelong scientific literacy often includes the ability to decode the content and accuracy of scientific research as presented in the media. However, students often find decoding science in the media difficult, due to limited content knowledge and shifting definitions of accuracy. Faculty have developed a variety of approaches to increasing scientific literacy, but these approaches often miss out on valuable opportunities to teach core information literacy skills, including accessing original scientific research. We describe a scaffolded assignment using news reports that allows students enrolled in a science course for non-majors to learn about the nature of the scientific research literature, the connection between the popular press and the scientific literature, and the accuracy of popular media reporting of science while developing important information literacy skills. Our experience suggests that students develop information literacy skills associated with finding scien...

The Selfie as a Pedagogical Tool in a College Classroom

Abstract: Oxford Dictionary's Word of the Year for 2013 is selfie (Oxford University Press, 2013). At its essence, the selfie is simply a digital self-portrait shared on the internet. As with all tech trends...

Despite Faculty Skepticism: Lessons from a Graduate-Level Seminar in a Hybrid Course Environment

Abstract: Despite the fact that online education continues to grow, the vast majority of faculty remain skeptical that online courses can yield the same student learning outcomes as traditional face-to-face courses. In an effort to determine if online graduate courses can be effective, in this study we explore the extent to which qualities commonly found in graduate-level seminars can be replicated in hybrid graduate-level courses. A course for students in a higher education graduate program titled “The American Community College” serves as the study case. The course was developed as a hybrid with synchronous, asynchronous, and in-person elements intended to foster highly interactive exchanges of information, deep analysis of subject matter, and advanced means of communicating one's ideas; all elements of a successful graduate-level course. Web technologies including wikis, blogs, and podcasting provided creative and varied pedagogical tools, which could be fully realized only when students were immersed in the onl...

Examining the Role of Collaborative Learning in a Public Speaking Course

Abstract: Collaborative learning has been found to benefit students in various disciplines. Moreover, in the science, technology, engineering, and mathematics literature, it was noted that minority students benefited the most from collaborative learning. Studies on the effects of collaborative learning in communication are limited. As a result, I examined the effect of collaborative learning in the public speaking course and investigated which cohort of stu- dents collaborative learning benefits the most. Variables that I studied included student learning, speech efficacy, and speech anxiety. Student learning was measured by students’ speech grades. I found that collaborative learning contributed to student learning. Moreover, I found that African American students, Hispanic American students, and students whose mother had no more than a high school education benefited the most from collaborative learning. In terms of speech efficacy and speech anxiety, results show that students in collaborative learning sessions ...

Communicating Charisma in Instructional Settings: Indicators and Effects of Charismatic Teaching

Abstract: Within their classrooms, instructors may engage in a variety of behaviors including those perceived to be charismatic. Though researchers have uncovered instructor behaviors that have been postulated to theoretically represent charisma in the classroom, to date no quantitative data have been presented to support these claims. The current study examined 237 students’ perceptions of their instructors and confirmed that teachers may communicate charisma through nonverbal immediacy, humor, caring, and confirmation. Results are discussed as they pertain to charismatic teaching's influence on students’ intrinsic motivation and students’ perceptions of their learning.

Using Student-Led Seminars and Conceptual Workshops to Increase Student Participation

Abstract: This article examines the use of two strategies designed to increase student participation in a teacher education class: student-led seminars and conceptual workshops. Quantitative data, collected by a graduate student observer, showed increased student participation in classroom discussion and activities. Also, qualitative findings collected through a third party interview revealed students’ perceptions of in-depth understanding, practical application, and synthesis.

Embedding Multiple Literacies into STEM Curricula

Abstract: In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and Common Core State Standards. The authors present their reading, writing, and information literacy contributions, explaining the importance of introducing these concepts and strategies into science courses.

Word Clouds: An Informal Assessment of Student Learning

Abstract: Word clouds are visual displays of texts, such that the frequency of a word used in a text is represented by the size of the word in a word cloud. These are recognized as useful teaching tools (Ber...

Knacktive: Answering a Call for More Interdisciplinary, Collaborative, Educational Experiences

Abstract: Knacktive is a one-term course that incorporates a highly select group of undergraduate students and replicates the intense teamwork atmosphere of a technology-oriented, professional marketing communication agency. As an interdisciplinary learning opportunity, Knacktive melds students from five disciplines—including art and graphic design, interactive digital media and computer science, public relations, journalism and media studies, and marketing and business management—into an interactive, team-based course facilitated by five faculty members representing the disciplines. Although other college-level student agencies exist, many are staffed by students from only one discipline. Utilizing active research methodology, faculty reflections resulted in course changes that significantly improved course functionality. Student achievements included client implementation of many of the student team-developed concepts and promotional materials. Student reflections collectively viewed the agency-like process as a ...

A Student's Guide to Critical Reading using APPS

Abstract: The concept of smart phone apps forms a mnemonic device and checklist for students who are learning critical thinking and reading skills. “Use your apps” reminds students to consider the importance of Author, Audience, Assumptions, Point of View, Perspective, and Scale when reading any text. “APPS” also lends itself to class discussion and assessment, even in large class settings.

A Discussion Strategy for an Online Class

Abstract: Asa former teacher of face-to-face classes and now assigned to teach only online classes, I was challenged to change to accommodate online learners. In my face-to-face classes, students were always...

An Interdisciplinary Team Project: Psychology and Computer Science Students Create Online Cognitive Tasks.

Abstract: We present our case study of an interdisciplinary team project for students taking either a psychology or computer science (CS) course. The project required psychology and CS students to combine their knowledge and skills to create an online cognitive task. Each interdisciplinary project team included two psychology students who conducted library research and drafted a design protocol for the cognitive task and a CS student who created the online version. The teams produced nine applets to test cognitive abilities such as memory and imagery. Our pre-post Interdisciplinary Team Project Survey indicated students gained significant experience working with each other by the end of the semester. Psychology students reported increases in areas such as summarizing data and delivering an oral presentation. CS students reported gains in computer programming. Leadership ratings moved upward for CS students, and psychology students reported greater experience conducting team projects by the end of the semester. CS s...

"Going Paperless": The Case for Electronic Submission of Student Work.

Abstract: In 1975, Business Week published an article on “The Office of the Future.” In twenty years, predicted the head of the Xerox Corporation's Research Center, everyone would have a keyboard and monitor...

Learning Science by Engaging Religion: A Novel Two-Course Approach for Biology Majors.

Abstract: Many issues in science create individual and societal tensions with important implications outside the classroom. We describe one model that directly addresses such tensions by integrating science and religion in two parallel, integrated courses for science majors. Evaluation of the goals of the project—(1) providing students with strategies to identify and work through complex societal issues and their relation to science and (2) improving science knowledge and critical thinking skills—is presented.

The Merits of Giving an Extra Credit Quiz

Abstract: It is 9 am in the middle of the semester. Class does not start for another five minutes, yet students have already arrived. They are reviewing their notes, reading their textbooks, and asking quest...

Argue-to-Learn: Facilitate Classroom Discussions in the Social Sciences

Abstract: Instructors of social science courses often seek activities that can help students both comprehend course materials and develop critical thinking skills. Classroom discussions are commonly used for...

A Chinese Tongue Twister

Abstract: Observing oneself as a learner can bring about important insights on what it means to teach and what it means to learn.

Inverted Review Session for Problem-Based Courses

Abstract: During a typical review session in science, engineering, and other problem-based courses, instructors prepare a set of problems that represent the topics covered throughout a selected part or segment of the course. The instructor typically solves these problems for the students, highlighting important concepts to review for an exam. In an inverted review session, the instructor plays a minor role, allowing the students to take ownership of what they have learned; therefore, inverting the focus onto the students. The instructor assigns students into groups of three to five and each student group picks a different review topic. They then have 15 minutes to prepare a problem and a solution that reviews that particular topic. For the rest of the class session, each group presents its problem and its solution to their peers. As a teaching assistant, I successfully used this inverted review session in a discussion section for an introductory engineering course, Statics, required by a majority of engineering disciplines. I grouped the class into 5 groups of 3 students and one group of 4. Higher scoring students were placed in the same group with lower scoring students to promote mutual support and stimulation. The students then worked simultaneously on chalkboards around the classroom. During the time allotted for preparation, I monitored the groups to gain insight on student learning and to generate discussion within each group. By selecting a representative problem for their topic, students must sift through information and identify what is most important. Then, within their group, they solve the problem, which is another opportunity to practice and help each other understand. Finally, when students present their problem, other students frequently ask questions. Occasionally, when presenters get stuck, I will clarify a misconception that may have otherwise gone unnoticed. This activity will be beneficial before an examination or toward the end of a course and requires little preparation; only a list of topics and a way to split students into groups are necessary. This technique works for classes of up to 35 students during an hour-long class period. The number of students and available time restrict the use of this activity to smaller classroom settings. For larger classes or limited board space, groups can be randomly selected to present problems or volunteer groups can be solicited. Not every group would have to present in order for this technique to be an effective learning exercise. The inverted review session focuses on what students understand to be important and allows for peer-to-peer teaching and discussion. Outcomes of incorporating such collaborative and active learning techniques include increased retention of information and better student attitudes (Prince 2004; Chickering and Gamson 1991). Giving students opportunities to choose topics and present problems to the class promotes intrinsic motivation via self-determination and also contributes to guided studying of the material and improved performance, key objectives in exam preparation (Forsyth and McMillan 1991; Svinicki and McKeachie 2011). Although student-centered review sessions are not novel, this technique can be used on short notice by instructors unaccustomed to active learning.

Keeping Early Finishers Engaged During In-Class Groups

Abstract: Many professors use in-class group work to engage students. A frequently occurring problem with this approach is that some groups finish the assigned task before others do. This puts the professor in the position of having to manage the early completing groups while waiting for the rest of the class to finish. This Quick Fix article shares two approaches that can be used to address this situation—Question Cubes and Discussion Extender Cards.

The Final Three Minutes with 100 Undergraduates

Abstract: Asking students to write at the end of class is a familiar strategy (Angelo and Cross 1993), and it can be done in many ways. Students might focus on the day’s lecture—What key idea(s) did they learn? What was confusing? What questions remain unanswered? Or they might look ahead—What are their preconceptions of the next topic? Those “minute papers” could also be adapted for the start of class or midway through a long seminar. What happens to the papers varies. We can ask everyone to keep the page (perhaps in a journal), share their jottings with each other, or hand them in as “exit tickets” when they leave the room. As another option, I’ve started to analyze what they wrote and then share the results at the start of the next class. Angelo and Cross (1993, 152) think that “simply tabulating the responses and making note of any useful comments is often all the analysis needed” but I have found that more can be done. Here is one example: After a lecture on the origins of kindergartens and junior high schools in the late 19th century, I asked the class to recall their most vivid memory of each place. I wanted to connect past and present by seeing if the original objectives of kindergartens and junior high schools held true in my students’ lives, and I also wanted to compare the two sites in recent years. At the start of the next class, I summarized what they wrote. Other instructors might prefer to post the replies online or require the students to do so, and then ask the students to analyze what everyone wrote. That approach could be very rewarding and would be especially suitable for outline and hybrid courses, where “just in time teaching” relies on students’ comments to enrich class discussions (Simkins and Maier 2010).