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Roseler, Katrina; Park, Elizabeth; Coleman, Valerie; Carlson, Brooke; Kendal-Wright, Claire – Journal of the Scholarship of Teaching and Learning, 2019
An interdisciplinary team of university faculty members collaborated to develop an intervention to address a deficiency in student information literacy skills. The team developed video modules that instruct users how to create, use and maintain a ProQuest RefWorks account; a citation management software (CMS) tool that is compatible with Google…
Descriptors: Case Studies, Information Literacy, Citations (References), College Students
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León, Molly Burke; Guest-Scott, Anthony; Koke, Andrew; Fiorini, Stefano; Rangazas, Alexander – Journal of the Scholarship of Teaching and Learning, 2019
This study assessed the impact of a course required of students placed on Academic Probation at a 4-year university. We focused our analysis on the 4,673 students who took the course as part of the 2008-2012 Fall cohorts, examining in detail the demographic composition of students taking the course as well as the timing of when the course was…
Descriptors: Required Courses, Academic Probation, Student Motivation, Program Effectiveness
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Haughton, Noela A. – Journal of the Scholarship of Teaching and Learning, 2019
This paper describes the long-term re-development of an introductory graduate research methods course. The initial design is presented, followed by the two re-design phases. Phase 2 introduced additional inquiry-based strategies such as concept mapping and multiple levels of peer collaboration. Phase 3 incorporated competency-based techniques as…
Descriptors: Active Learning, Learning Strategies, Competency Based Education, Research Methodology
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Rubin, Lisa M.; Dringenberg, Emily; Lane, Jessica J.; Wefald, Andrew J. – Journal of the Scholarship of Teaching and Learning, 2019
The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about both the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in this pilot study, completing an eight-item mindset survey based on the work of Dweck (2000, 2006).…
Descriptors: College Faculty, Teacher Attitudes, Beliefs, Knowledge Level
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Marchut, Amber E.; Gormally, Cara L. – Journal of the Scholarship of Teaching and Learning, 2019
Active learning pedagogies such as inquiry-based learning have the potential not only to improve students' science literacy but also promote affective learning and interest in science, technology, engineering, and mathematics (STEM) careers. Moreover, a focus on affective learning may be key to improve recruitment in STEM. Yet, we know little…
Descriptors: Active Learning, Inquiry, Deafness, Hearing Impairments
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Miller, Amy Chasteen; Mills, Brooklyn – Journal of the Scholarship of Teaching and Learning, 2019
This article draws on a qualitative study of 31 Millennial and Generation Z students to examine the meaning of teacher "caring" in a higher education context. Prior research clearly documents the importance of caring to student engagement, although much of that scholarship focuses on secondary schooling. Research also examines the…
Descriptors: College Faculty, Teacher Student Relationship, Caring, Generational Differences
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Yrisarry, Natalie; Neuberger, Lindsay; Miller, Ann Neville – Journal of the Scholarship of Teaching and Learning, 2019
We investigated student perceptions of instructor responses to classroom incivility with a 2 (passive or active student incivility) x 2 (instructor avoidance or bald-on-record response) experimental design. Undergraduate students (n = 281) were randomly assigned to view one of four videos of an incivility incident. They then evaluated the…
Descriptors: Antisocial Behavior, Teacher Response, Undergraduate Students, Credibility
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Weller, Nicole Maki; Saam, Julie – Journal of the Scholarship of Teaching and Learning, 2019
Experiential-learning provides opportunities for students that feature a variety of highimpact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these…
Descriptors: College Freshmen, Experiential Learning, First Year Seminars, General Education
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Huysken, Kristin; Olivey, Harold; McElmurry, Kevin; Gao, Ming; Avis, Peter – Journal of the Scholarship of Teaching and Learning, 2019
Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a…
Descriptors: Cooperative Learning, Active Learning, Student Projects, Introductory Courses
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Hoyert, Mark Sudlow; O'Dell, Cynthia D. – Journal of the Scholarship of Teaching and Learning, 2019
The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an…
Descriptors: Communities of Practice, College Faculty, Classroom Techniques, Teaching Methods
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Windrow, Vincent; Korstange, Ryan – Journal of the Scholarship of Teaching and Learning, 2019
This paper uses Middle Tennessee State University's MT Scholars Academy, an extended early arrival program targeting first-year students who are classified as at-risk by a variety of measures, as a case study for demonstrating the effectiveness of AASCU's Re-Imagining the First-Year (RFY) initiative. In particular, this case study demonstrates the…
Descriptors: College Freshmen, At Risk Students, Case Studies, Program Effectiveness
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Hoyert, Mark Sudlow; Ballard, Kevin; O'Dell, Cynthia D. – Journal of the Scholarship of Teaching and Learning, 2019
We extended a series of interventions developed in modern cognitive psychology to a group of students who had been academically dismissed and were at high risk to not complete college. Students learned how to respond adaptively to academic failure, how to embrace challenge, how to set realistic goals, and how to persist until their goals are…
Descriptors: Academic Achievement, Intervention, At Risk Students, College Students
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Crank, Virginia; Heaser, Sara; Thoune, Darci L. – Journal of the Scholarship of Teaching and Learning, 2019
This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements…
Descriptors: College Freshmen, Writing Instruction, Enrollment Influences, School Holding Power
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Davis, Glenn M.; Hanzsek-Brill, Melissa B.; Petzold, Mark Carl; Robinson, David H. – Journal of the Scholarship of Teaching and Learning, 2019
Educational institutions increasingly recognize the role that student belonging plays in retention. Many studies in this area focus on helping students improve a sense of belonging before they matriculate or identifying belonging as a reason for their departure. This study measures students' sense of belonging at key transition points during the…
Descriptors: School Holding Power, Predictive Measurement, Instructional Effectiveness, Academic Persistence
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Bordelon, Deborah E.; Sexton, Colleen M.; Vendrely, Ann M. – Journal of the Scholarship of Teaching and Learning, 2019
Building a general education program from scratch for a population of first generation and underserved students provided both a challenge and opportunity. Faculty who had limited previous experience teaching and assessing first year students engaged in study of the best practices and research. Faculty designed a four-year general education…
Descriptors: Teacher Role, College Faculty, First Year Seminars, Interdisciplinary Approach
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