The International Journal of Teaching and Learning in Higher Education, 2017
A cross-disciplinary team of composition, communication, and library faculty used lesson study to... more A cross-disciplinary team of composition, communication, and library faculty used lesson study to investigate interdisciplinary instructional strategies to improve students’ use of quoting in their writing. The team developed a three-class lesson plan to introduce the concept of quoting, practice the concept, and allow students to reflect on their use of quotations in their writing. We collected a pre and post quiz to measure students’ understanding before and after the lesson, students’ practice paragraphs, students’ reflections, and students’ final course research assignments. These samples were analyzed by the research team. Our evidence suggests that students can articulate how a quote from a source should be integrated into their writing by describing how they would use a signal phrase and quotation marks, but they have difficulty in applying this complex skill in their own writing even after focused instruction on how to use quotes.
For many faculty developers, 2020's challenges changed our approach to our work. We found tha... more For many faculty developers, 2020's challenges changed our approach to our work. We found that by expanding our networks and relying on our collaborative spirit, we were able to adapt quickly and effectively to changing events. Each member of our four-person Learning + Teaching Center (LTC) team brings expertise and skills for faculty development. We employ a holistic approach to faculty development that not only provides programming for teaching improvement but also addresses the social and emotional needs of faculty and staff. The challenges of 2020 forced faculty and staff to work remotely, which necessitated more programming in how to use online technology. In addition, many faculty and staff were deeply troubled by the racial inequities brought to nationwide attention during the spring and summer. During these crises, we moved all of our programming online. We found that participation numbers increased online, but social interaction decreased. We recommend faculty developer...
In the editorial by Bryan, Hall and Heuther (2016), these founding members of the Academy for Fel... more In the editorial by Bryan, Hall and Heuther (2016), these founding members of the Academy for Fellows of Teaching and Learning (AFTL) at the University of Cincinnati asked how the AFTL has raised the status of teaching at the university, developed relationships with other faculty development organizations, and cultivated support in the university administration. In a response to this 2016 reflection on the progress of the AFTL, Benander and Page (2017) responded by outlining the challenges to the AFTL distinguishing itself from the other faculty development organizations at the university. Benander and Page suggested that the AFTL develop a unique voice in the discussion. They suggested more active membership participation to support teaching in their departmental RPT processes, pursue participation in provostal initiatives to promote excellence in teaching, and cultivate a unique contribution to faculty development not covered by other organizations at the university.
Convinced of the power of PBL to promote students’ critical thinking as demonstrated by its appli... more Convinced of the power of PBL to promote students’ critical thinking as demonstrated by its application across disciplines, we designed a series of problems for students in a second-year writing course. We collected samples of their writing before and after implementation of the problems. We were concerned about whether PBL pedagogy would negatively influence second-year students’ writing. However, our preliminary findings suggest that students’ critical thinking about writing improved with the use of PBL pedagogy.
Can general education competencies be assessed using eportfolios from different platforms and pro... more Can general education competencies be assessed using eportfolios from different platforms and programs? A study of 27 portfolios (11 programs or courses, five platforms) indicates that this is possible. Using the American Association of Universities and College’s VALUE rubrics to assess eportfolios from different platforms, constructed for different purposes, showed progressive mastery of skills over the course of the university experience. The study highlighted that demonstrating certain skills such as community engagement, information literacy and integrative learning need artifacts that explicitly address these skills, whereas critical thinking and written communication were more generally represented in the eportfolios regardless of course or program.
Implementing service-learning is challenging in light of issues such as changes in student demogr... more Implementing service-learning is challenging in light of issues such as changes in student demographics and pressure from existing curricula goals. However, closer community engagement is increasingly important in the long-term goals of our universities. Members of a faculty learning community at an open-access college reflect on the process of implementing the official university definition of service-learning in their English program. The implications of using servicelearning as a teaching tool are critically discussed.
This special issue of the Journal for Research and Practice in College Teaching is devoted to cas... more This special issue of the Journal for Research and Practice in College Teaching is devoted to case studies of eportfolio implementation in a decentralized context. This articles serves as an introduction to the special issue, provides a background for the current research in eportfolio implementation, and concludes with an assessment of the changing influence of technology in relation to eportfolio implementation.
Lesson study is a technique that helps faculty examine student learning that encourages scholarly... more Lesson study is a technique that helps faculty examine student learning that encourages scholarly teaching. In lesson study, faculty identify a concept and develop a lesson plan to support student learning of the concept. The opportunity to collaborate on lesson development and to examine student learning opens up a space for faculty to exchange ideas about effective teaching. Most faculty do not have opportunities to collaborate on their teaching at this deeper level, but a lesson study project provides guidance for instructors to explore student learning in-depth. This article examines how lesson study provides opportunities for college faculty to engage in cross-disciplinary Scholarship of Teaching and Learning (SoTL) projects. In addition to structuring SoTL projects, lesson study can aid faculty in the development of assessment plans to improve student learning. 1 IJ-SoTL, Vol. 14 [2020], No. 1, Art. 2 https://doi.org/10.20429/ijsotl.2020.140102 PLANNING LESSON STUDY The starti...
This article reports on a case study, using a think-aloud approach (Boren & Ramey, 2000; Jaspers,... more This article reports on a case study, using a think-aloud approach (Boren & Ramey, 2000; Jaspers, Steen, van den Bos & Geenen, 2004; Kilsdonk et al., 2016), to investigate how different types of audiences interpret ePortfolios. During recorded viewing, students, instructors, and business professionals narrated their experience of reading two ePortfolios. Consistent with findings by Conrad and Bowie (2006), Ramirez (2011), and Gallagher and Poklop (2014), interpretation of an ePortfolio’s purpose varied depending on the audience reading the ePortfolio. Navigation through the ePortfolio was most consistent across all 3 groups, with participants interpreting the navigation menu order as a recommendation of reading order by the author of the ePortfolio. Motivation to continue reading, interpretation of personalization, and perception of reflective writing also varied depending on the audience reading the ePortfolio. This study provides evidence that an important element of teaching stud...
This case study outlines the eportfolio implementation in the Department of English and Communica... more This case study outlines the eportfolio implementation in the Department of English and Communication at Blue Ash College, a regional campus of the University of Cincinnati. This program gives students and instructors the choice to use whichever Web 2.0 platform they prefer to create portfolios that document mastery of course objectives. In addition the eportfolios are an essential part of the pedagogical process of the courses which help students cultivate reflection on their progress over time.
Refaei and Benander describe a newly designed basic writing course that allows students to work a... more Refaei and Benander describe a newly designed basic writing course that allows students to work at an accelerated pace. The new course features modules that scaffold writing assignments, classroom tutors, individualized instruction, collective learning by students working in groups, and shared student writing. To facilitate real-time feedback, Refaei and Benander created a Google Drive folder for each class so students would have access to planning materials and prompt writing feedback. This new course design effectively supports students as they move into college level courses at an open-access two-year college. ____________________________________________________________________________
The International Journal of Teaching and Learning in Higher Education, 2017
A cross-disciplinary team of composition, communication, and library faculty used lesson study to... more A cross-disciplinary team of composition, communication, and library faculty used lesson study to investigate interdisciplinary instructional strategies to improve students’ use of quoting in their writing. The team developed a three-class lesson plan to introduce the concept of quoting, practice the concept, and allow students to reflect on their use of quotations in their writing. We collected a pre and post quiz to measure students’ understanding before and after the lesson, students’ practice paragraphs, students’ reflections, and students’ final course research assignments. These samples were analyzed by the research team. Our evidence suggests that students can articulate how a quote from a source should be integrated into their writing by describing how they would use a signal phrase and quotation marks, but they have difficulty in applying this complex skill in their own writing even after focused instruction on how to use quotes.
For many faculty developers, 2020's challenges changed our approach to our work. We found tha... more For many faculty developers, 2020's challenges changed our approach to our work. We found that by expanding our networks and relying on our collaborative spirit, we were able to adapt quickly and effectively to changing events. Each member of our four-person Learning + Teaching Center (LTC) team brings expertise and skills for faculty development. We employ a holistic approach to faculty development that not only provides programming for teaching improvement but also addresses the social and emotional needs of faculty and staff. The challenges of 2020 forced faculty and staff to work remotely, which necessitated more programming in how to use online technology. In addition, many faculty and staff were deeply troubled by the racial inequities brought to nationwide attention during the spring and summer. During these crises, we moved all of our programming online. We found that participation numbers increased online, but social interaction decreased. We recommend faculty developer...
In the editorial by Bryan, Hall and Heuther (2016), these founding members of the Academy for Fel... more In the editorial by Bryan, Hall and Heuther (2016), these founding members of the Academy for Fellows of Teaching and Learning (AFTL) at the University of Cincinnati asked how the AFTL has raised the status of teaching at the university, developed relationships with other faculty development organizations, and cultivated support in the university administration. In a response to this 2016 reflection on the progress of the AFTL, Benander and Page (2017) responded by outlining the challenges to the AFTL distinguishing itself from the other faculty development organizations at the university. Benander and Page suggested that the AFTL develop a unique voice in the discussion. They suggested more active membership participation to support teaching in their departmental RPT processes, pursue participation in provostal initiatives to promote excellence in teaching, and cultivate a unique contribution to faculty development not covered by other organizations at the university.
Convinced of the power of PBL to promote students’ critical thinking as demonstrated by its appli... more Convinced of the power of PBL to promote students’ critical thinking as demonstrated by its application across disciplines, we designed a series of problems for students in a second-year writing course. We collected samples of their writing before and after implementation of the problems. We were concerned about whether PBL pedagogy would negatively influence second-year students’ writing. However, our preliminary findings suggest that students’ critical thinking about writing improved with the use of PBL pedagogy.
Can general education competencies be assessed using eportfolios from different platforms and pro... more Can general education competencies be assessed using eportfolios from different platforms and programs? A study of 27 portfolios (11 programs or courses, five platforms) indicates that this is possible. Using the American Association of Universities and College’s VALUE rubrics to assess eportfolios from different platforms, constructed for different purposes, showed progressive mastery of skills over the course of the university experience. The study highlighted that demonstrating certain skills such as community engagement, information literacy and integrative learning need artifacts that explicitly address these skills, whereas critical thinking and written communication were more generally represented in the eportfolios regardless of course or program.
Implementing service-learning is challenging in light of issues such as changes in student demogr... more Implementing service-learning is challenging in light of issues such as changes in student demographics and pressure from existing curricula goals. However, closer community engagement is increasingly important in the long-term goals of our universities. Members of a faculty learning community at an open-access college reflect on the process of implementing the official university definition of service-learning in their English program. The implications of using servicelearning as a teaching tool are critically discussed.
This special issue of the Journal for Research and Practice in College Teaching is devoted to cas... more This special issue of the Journal for Research and Practice in College Teaching is devoted to case studies of eportfolio implementation in a decentralized context. This articles serves as an introduction to the special issue, provides a background for the current research in eportfolio implementation, and concludes with an assessment of the changing influence of technology in relation to eportfolio implementation.
Lesson study is a technique that helps faculty examine student learning that encourages scholarly... more Lesson study is a technique that helps faculty examine student learning that encourages scholarly teaching. In lesson study, faculty identify a concept and develop a lesson plan to support student learning of the concept. The opportunity to collaborate on lesson development and to examine student learning opens up a space for faculty to exchange ideas about effective teaching. Most faculty do not have opportunities to collaborate on their teaching at this deeper level, but a lesson study project provides guidance for instructors to explore student learning in-depth. This article examines how lesson study provides opportunities for college faculty to engage in cross-disciplinary Scholarship of Teaching and Learning (SoTL) projects. In addition to structuring SoTL projects, lesson study can aid faculty in the development of assessment plans to improve student learning. 1 IJ-SoTL, Vol. 14 [2020], No. 1, Art. 2 https://doi.org/10.20429/ijsotl.2020.140102 PLANNING LESSON STUDY The starti...
This article reports on a case study, using a think-aloud approach (Boren & Ramey, 2000; Jaspers,... more This article reports on a case study, using a think-aloud approach (Boren & Ramey, 2000; Jaspers, Steen, van den Bos & Geenen, 2004; Kilsdonk et al., 2016), to investigate how different types of audiences interpret ePortfolios. During recorded viewing, students, instructors, and business professionals narrated their experience of reading two ePortfolios. Consistent with findings by Conrad and Bowie (2006), Ramirez (2011), and Gallagher and Poklop (2014), interpretation of an ePortfolio’s purpose varied depending on the audience reading the ePortfolio. Navigation through the ePortfolio was most consistent across all 3 groups, with participants interpreting the navigation menu order as a recommendation of reading order by the author of the ePortfolio. Motivation to continue reading, interpretation of personalization, and perception of reflective writing also varied depending on the audience reading the ePortfolio. This study provides evidence that an important element of teaching stud...
This case study outlines the eportfolio implementation in the Department of English and Communica... more This case study outlines the eportfolio implementation in the Department of English and Communication at Blue Ash College, a regional campus of the University of Cincinnati. This program gives students and instructors the choice to use whichever Web 2.0 platform they prefer to create portfolios that document mastery of course objectives. In addition the eportfolios are an essential part of the pedagogical process of the courses which help students cultivate reflection on their progress over time.
Refaei and Benander describe a newly designed basic writing course that allows students to work a... more Refaei and Benander describe a newly designed basic writing course that allows students to work at an accelerated pace. The new course features modules that scaffold writing assignments, classroom tutors, individualized instruction, collective learning by students working in groups, and shared student writing. To facilitate real-time feedback, Refaei and Benander created a Google Drive folder for each class so students would have access to planning materials and prompt writing feedback. This new course design effectively supports students as they move into college level courses at an open-access two-year college. ____________________________________________________________________________
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