SoTE VI Presenter Abstracts


WORKSHOPS

Reducing the Drudgery of 'Group Work' with Team-Based Learning

Bonnie Andersen, Utah Valley University

Steven Emerman, Utah Valley University

Abstract: Team Based Learning (TBL) is a way to use group work effectively in the classroom. Using strategically placed, permanent teams allows the professor to group students according to their ability so that there is a good variety of level of experience within each group. Courses are divided into modules that begin with an individual and team readiness assurance test (RATs), which encourages individual accountability for coming to class having read the assigned materials. Modules end with team application activities where students apply and evaluate a situation that directly relates to the topic of the module.


Building Learning Experiences That Matter: Using Civic Issues To Engage Students In Your Course Content

Julia Metzher, Georgia College

Caralyn Zehnder, Georgia College

Kimberly Cossey, Georgia College

Abstract: Does planning your course make you feel like you are in a race to complete a list of content from an ever-expanding textbook? Do you dread giving yet another dry lecture? Imagine a classroom where instead of listening to a lecture, students are leading discussions organized around a community or civic issue. Imagine students collaborating in teams to apply the course content to real-world examples instead of recalling facts on an exam. Imagine yourself with a renewed enthusiasm for the craft of teaching. We can provide you with a roadmap for transforming your classroom into a better learning environment using civic issues. Effectively designed courses can lead to increased student engagement, reinvigorate academic programs and make teaching more enjoyable for you.


Integrating The Process Of Strategic Planning And Assessment

Laura Snelson, Utah Valley University

Luanne Holden, Utah Valley University

Quinn Koller, Utah Valley University

Abstract: Institutions of Higher Education are faced with higher expectations for accreditation and accountability. As such, they often adopt strategic planning and assessment processes to meet these challenges. Utah Valley University incorporated the strategic planning and program assessment process for the learning communities program. This workshop will use a case study approach to focus on the strategic planning process, the incorporation of the assessment process into the planning process, and the preparation for program evaluation stage.


Advancing Undergraduate Research Through A Hands-On Research-Based Learning Community: The C-NERVE Experience

Desiree Budd, University of Wisconsin-Stout

J. Johanna Hopp, University of Wisconsin-Stout

Sarah Wood, University of Wisconsin-Stout

This workshop will introduce participants to C-NERVE (Cognitive Neuroscience Education and Research-Valued Experience). C-NERVE, an NSF funded program, is our attempt to develop a culture of research at a teaching oriented PUI by creating an immersive undergraduate research experience for students that facilitates the development of research facilities on campus, satisfies our own desire to spend the most possible time on research, and involves a group of colleagues that are like-minded in these goals.

C-NERVE provides University of Wisconsin-Stout undergraduates both in-classroom and laboratory experiences with psychophysiological technologies and methods used to study brain-behavior relations. Students are involved with courses utilizing digitally enhanced, hands-on lab activities and participate as research assistants in different faculty research labs. Further, to encourage a cohesive learning community among the students, there are a number of additional activities in which C-NERVE students and faculty participate. These include bi-monthly meetings, field trips to cognitive neuroscience research laboratories and trips to national and regional conferences.

C-NERVE is in its 8th year atß UW-Stout and is led by a team of interdisciplinary faculty from departments ranging from psychology to education to physics. Further, faculty from UW-Stout have recently collaborated with faculty at the University of South Carolina-Aiken to set-up a second C-NERVE type program on their campus (NSF TUES Phase II Grant, DUE#1020906). How a C-NERVE type program might look on different campuses and with different disciplines will be discussed.

Finally, presenters will share what has made C-NERVE successful. This will include discussions on how to incorporate an interdisciplinary team of faculty and how to engage students in both research and learning-community activities. Presenters will also discuss best practices for a successful research-based learning communities and share strategies on finding funding and administrative support.

INTERACTIVE DISCUSSIONS

Implications Of Sharing Undergraduate Research

Seth Gurell, Utah Valley University

Samuel Gedeborg, Utah Valley University

Daniel Delgadillo, Utah Valley University

Abstract: Undergraduate Research is considered to be the "pedagogy of the 21st century" and is an increasingly important aspect of higher education. Understanding that sharing data and undergraduate research needs to be done digitally in the 21st century sets the framework for this discussion. What sort of difficulties, challenges and debates exist from digital data storage and research repositories? Exploring the differing views will help participants make more educated choices when developing undergraduate research activities.


Understanding Students Expectations

Reneé Borns, Utah Valley University

Abstract: Most university instructors are Gen Yers or Baby Boomers. Students are typically Gen Xers, Millenniums , or Generation Me. The type of course assessments which instructors have learned to create and the type of course assessments that current students want may be different due to the generation gap. Therefore, what type of assignments do current students want or expect for them to excel? In addition, do subpopulations (age, gender, ACT performance) of students have different perspectives on such assignments? This session answers such questions based on research from students enrolled in a Utah Valley University course.


Review of Jung & Briggs Myers Personality Profile Assessment and Pre-Service Teacher Preparation in Introductory Education Classes

Jim McCoy, Southern Utah University

Ray Brooks, Southern Utah University

Abstract: A teacher's personality can play a major role in classroom instruction. Do certain personalities lend themselves more to high engagement classroom instruction and interaction as identified in an introductory education class? Do certain disciplines in the school organization attract certain personalities? Are certain personalities, as identified by the Jung & Briggs Myers Personality Assessment Instrument, more likely to be attracted to the teaching profession? Is there any difference in student performance, based on their identified personality, in an introductory education class? These questions lie at the heart of research being conducted by Dr. Jim McCoy and Professor Ray Brooks. It is proposed that an understanding of the type and expression of personality in teacher preparation can help both the candidate and future students in their respective classrooms.


The Teaching Of Doers

Janel Mitchell, Utah Valley University

Abstract: This presentation is for faculty, instructional designers, and course developers wanting meaningful learning experiences for their online students. The best way to learn something new is to experience it - to learn by doing. Moving students from theory to application in meaningful ways requires creativity. Learn about some creative assessments Utah Valley University successfully uses to give students valuable and transferrable experiences. We will first discuss what makes assessment meaningful followed by a brief showcase of examples to stimulate creative idea generation. Participants will leave this presentation with relevant, creative, real-world assessment solutions that can be implemented in their own courses

PANELS

Learning By Doing: Engaging Undergraduate Students In Composition Research And Scholarship

Christopher Lee, Utah Valley University

Angie Carter, Utah Valley University

Jake Partridge, Utah Valley University

Megan Rowley, Utah Valley University

Deanna Ashworth, Utah Valley University

Aaron Gates, Utah Valley University

Tayler Brown, Utah Valley University

Abstract: This panel will consist of five undergraduate UVU students and two faculty members within the English and Literature Department involved in an ongoing study within composition research and pedagogy. The students and instructors will discuss their roles within the project and share the benefits and challenges of undergraduate student involvement in qualitative research and publication. Although student engagement in undergraduate research is not particularly unique, this panel will further the conversation by discussing how involving student researchers in not only data collection, but analysis and subsequent publication efforts, can function as an additional motivator toward engagement.


Making Teamwork Work: Engaging First-Year Online Students in Team-Based Projects

Stephanie Cox, Boise State University

Jennifer Black, Boise State University

Abstract: This engaged teaching and learning presentation will discuss our experience using team-based projects in an online iteration of a required first-year Foundational Studies course that we co-developed and team-teach. One of the university learning outcomes it must address is "innovative thinking...as part of a team." We will present findings from our qualitative study of the students' final reflective essays in which they explained their perceptions of the success of their team project and articulated what they learned about teamwork. Finally, we will present tips for making online team projects meaningful, engaging, and successful.


Launching Campus-Wide Civically Engaged Learning: Innovative Approaches to Foundational Studies at Boise State University

J. Riley Caldwell-O'Keefe, Boise State University

Lisa Meierotto, Boise State University

Caile Spear, Boise State University

Faith Beyer Hansen, Boise State University

Abstract: Boise State University launched a new curriculum in the 2012-2013 academic year. The required second-year course engages students in discussions related to ethics, diversity, and internationalization through active, student-centered pedagogies. Our panel will highlight key components of our curricular approach to this course, demonstrated through community-engaged learning related to the Tomatoland project and campus accessibility mapping. Panelists will address fostering student engagement through innovative practices, working collaboratively between campus organizations to implement experiential programming, and utilizing diversity best practices. The panelists are faculty, staff and administrators involved in all aspects of the implementation and assessment of this course.


Experiential Learning About Student Resistance Through Undergraduate Research

Colt Rothlisberger, Utah Valley University

Shea Smart, Utah Valley University 

Averie Hamilton, Utah Valley University

Rob Blair, Utah Valley University

Anton Tolman, Utah Valley University

Abstract: Learner-centered teaching has proven effective in improving students' learning, yet students often resist this approach. Student resistance results from the interaction of multiple complex factors and understanding it is central to helping students learn. Using the framework of a research course, a group of students and two professor editors have been investigating and describing an Integrated Model of Student Resistance. This process has allowed students to expand their understanding of student resistance and enabled them to recognize their own resistance. This session will explore this model for undergraduate research and how it has benefitted student learning.


I-Learn: Innovative Modes of Engaged Learning at BYU-Idaho

Dan Moore, Brigham Young University – Idaho

Devan Barker, Brigham Young University – Idaho

Steve Hunsaker, Brigham Young University – Idaho

Abstract: Panelists will describe innovative modes of engaged learning available to BYU-Idaho students. These programs include: Two not-for-profit institutions designed to connect faculty-mentored student research teams with real-world projects from industry; A program that trains students to provide student-eye perspective on faculty teaching; and A Research Conference run mostly by students. Panelists will describe how these programs emerged and evolved. A discussion of best practices, potential pitfalls, etc. will follow each panelist's brief presentation—so that participants can share other ways to achieve similar results, find out more about BYU-I's programs, etc. The session will close with a summary discussion.


Electronic Textbook and E-Course Material Pilot Study at the Woodbury School of Business: Student Experience, Faculty Experience, Student Performance and Implementation

Lynn Adams, Utah Valley University 

Norman Wright, Utah Valley University

Eugene Seeley, Utah Valley University

Lowell Glenn, Utah Valley University

Jared Chapman, Utah Valley University

Shad Gale, Utah Valley University

Ashley Jefferies, Utah Valley University

Benjamin Bowman, Utah Valley University


Abstract: This series of research papers being presented at SoTE represents ongoing research to determine the overall experience and attitudes toward the implementation of electronic textbooks and e-course materials for college courses. In fall 2013, the Woodbury School of Business (WSB) at Utah Valley University (UVU) converted over fifty courses to electronic texts only. The WSB made this transition in many of its classes for various financial reasons as well as to provide students with a more interactive way of learning course material through the application of the additional learning tools that can only be found within the electronic textbooks' platforms.

Multiple focus groups were held at UVU to discover any possible, prominent and/or re-occurring themes, either positive or negative, among the thoughts and attitudes of students and faculty that are currently participating in those courses. Findings from these focus groups were recorded, transcribed and summarized in order to develop a thorough analysis of students' and faculty attitudes and to determine both the accuracy and validity of survey questions that were distributed to over one-thousand UVU students and to most of the participating faculty regarding their experience with transitioning to electronic textbooks and course material.

Student feedback showed that although there are multiple anomalies dealing with the execution of the WSB's transition from paper texts to electronic texts (such as initial set-up, poor mobile access, and complete textbook ownership), students are generally pleased with adapting to a more interactive and cost-friendly electronic version of their textbooks. Features such as rich-text searching, electronic flash-cards, and text magnification were highlighted by focus group participants as tools that help to provide students with a more engaged, adaptable, and applicable learning experience.

Additional feedback showed that a recurring theme related to students' experiences with the implementation of e-text was the feeling of poor communication between the WSB and the students with relation to the unexpected cost of materials as well as a lack of additional options outside of the required e-text assigned by the WSB. Initial set-up and difficulties logging in to the designated e-text materials were also discussed as being problematic for e-text implementation in WSB classes.

One of the main goals with the e-text implementation is that professors hope their students will come to class more prepared. Activities such as pre-class quizzes require students to become familiar with the material prior to each class period thus allowing professors to focus more on application of the principles being taught, rather than elementary and basic fundamentals. This research will provide valuable information regarding the attitude and experience UVU faculty participating in the implementation of e-text in their designated courses. Initial findings will be presented.

Finally, end-of-semester test scores for students using electronic textbooks have been compared with those of students using hard-copy textbooks; the preliminary results showed a near 4 percent increase in test scores, averaged over the three tests given, and despite the fact that on the first test a decrease in scores of 1.3 percent was seen.

PAPERS

Students Reach Beyond Expectations With Cafeteria Style Grading

Anne Arendt, Utah Valley University

Angela Trego, Utah Valley University 

Jonathan Allred, Utah Valley University

Abstract: Five sections of Fundamentals of Technology are offered using a cafeteria-style grading method. This means students get to choose those assignments that appeal to them individually and need not complete all the assignments to get an A grade. Rather, they complete those assignments desired in order to earn the applicable points. There are over twice as many points possible in this course than are required for an A. On average about 16% of students do 10% more work than is even required for an A. I.e., they go above and beyond the highest specified requirements by an additional 10%. 


Constructing Engaged Learning In Scientific Writing: Implementation And Assessment Of A Blended PedagogicalApproach

Christina A. Geithner, Gonzaga University

Alexandria N. Pollastro, Gonzaga University

Abstract: Studies regarding engaged learning in undergraduate sciences have been limited to one or two teaching/learning strategies. The effectiveness of a blended pedagogical approach in improving writing skills and scientific literacy was assessed in three cohorts of Scientific Writing (n=94). Mean scores on revision assignments following peer review and instructor feedback were significantly higher than those on drafts. Students' perceptions of their writing skills, knowledge, and attitudes increased significantly over the semester. Revisions, peer reviews, writing abstracts, and doing literature searches were identified as effective learning strategies. Engaging students with a blended pedagogical approach improved their writing skills and scientific literacy.


Effects Of Social Loafing And Diffusion Of Responsibility In Team-Based Courses: Proposed Solutions

Matthew R. Draper, Utah Valley University

Jessica C. Hill, Utah Valley University

Abstract: Team-based teaching is one of the primary methods of engaging students in a learner-centered classroom (Michaelsen, Knight & Fink, 2004). We analyzed three team-based courses across several semesters to investigate social loafing and diffusion of responsibility (Hall & Buzwell, 2013; Li et al., 2010. Our results provided evidence for these constructs in all courses assessed. Further, these two processes detracted significantly from the success of under-performing students but had little effect on higher-performing students. Possible solutions to ameliorate effects on under-performing students will be discussed in the context of traditional, learner-centered, and team-based classrooms. 


Choose Your Own Adventure: Encouraging Student Engagement and Agency in American Literature

Amy Getty, Grand View University

Abstract: How do we get students to see past their grade or the course requirements to get at the heart of our disciplines? This is the question at the base of this presentation. In it, one model for student empowerment will be presented for teaching American Literature survey classes, based on the Choose Your Own Adventure books. Course design and philosophy, student reaction to choice, and how the model might be modified for other disciplines will all be addressed. 

Promoting and Sustaining a Culture of Undergraduate Research among Chemistry Majors

Julia Metzker, Georgia College

Chavonda Mills, Georgia College

Rosalie Richards, Georgia College

Abstract: Early access to mentored undergraduate research (UR) is of high value to our chemistry program. However, in recent years, we have observed declining interest among our first-semester students in UR opportunities despite increases in the number of matriculating majors. A preliminary survey indicates that the decline in interest is anchored in two important perceptions held by the students: (1) UR is time-consuming and will detract from their academic success and (2) a lack of prestige associated with UR. Interestingly, the students overwhelming indicated that UR would be valuable to their future goals. We have investigated these perceptions by initiating a comprehensive study of students with a goal of developing a roadmap for a sustainable and robust UR program.


Getting Iterative Writing Right: Using Peer Mentors to Provide Interactive Feedback in Health Science Writing

Andrew M. Hyer, Boise State University

Sarah E. Toevs, Boise State University

Tamera West, Boise State University

Abstract: Writing in a discipline is a complex task and requires timely and supportive iterative feedback. This paper describes the implementation and evaluation of a writing intensive upper-division health science research methods course. Writing mentors are used to provide students with feedback on multiple drafts of a high-stakes writing assignment. Drawing upon our experiences and data collected over several years, we discuss the potential of this model to (1) engage students in writing as an iterative process, (2) involve undergraduate students in teaching as mentors, and (3) facilitate individualized writing feedback at multiple-stages in a high enrollment course. 


There's More than One Way to Kill Two Birds with One Skinned Cat: Using University Focused Curriculum in the Composition Classroom to Improve Student Retention and the First Year Experience

Pace Gardner, Utah Valley University

Abstract: The goal of student retention has been dubbed by all administrative levels of Utah Valley University as a top priority. To this, the Department of Basic Composition & ESL has instituted a unique pedagogical approach to the teaching of English 0890. Titled "You + UVU," this course seeks to familiarize freshmen students with university services, foster interpersonal relationships between classmates, find meaningful connections with the surrounding community and, of course, increase writing proficiency. The goal is that by using the university itself as the genesis for writing prompts and writing instruction, freshmen engagement is increased, and, as a result, so too is student retention.


Fostering an Inquiry-Based Approach to Learning through the Use of Digital Technologies

Norman D. Vaughan, Mount Royal University in Calgary, Alberta

Abstract: The purpose of this research study was to investigate if and how an inquiry-based approach to digital technology integration could be utilized in a pre-service teacher education program. All students enrolled in an educational technology course during the winter 2013 semester completed an inquiry-based learning project related to the integration of digital technologies in their future teaching practice. Through blog postings, an online survey, and a face-to-face focus group the study participants indicated that this approach to technology integration is useful when teachers provide a big picture orientation, use clear guidelines and scaffold the process, ensure that students make careful and informed topic selection, facilitate weekly technology instruction related to the project, and incorporate digital storytelling to convey the results.


The Master PGA System: An Assessment And Total Control Training Method, Using Real Community Projects, For A Class Of 370 Students.

Hannes (JH) du Toit, North-West University, South Africa

Abstract: One of the most rewarding projects in my career was to develop Professional Practice for Engineers, moving away from traditional style of teaching, to Project Based Learning. Real projects for real clients to the advantage of the community were added, and no tests and exams are used to assess. The challenges were plenty, because this program was, and still is, unique. Running community projects with teaching modules larger than 370 students, and to ensure that each student reached the learning outcomes, need proper planning and dedication. With the accreditation visit of ECSA (Engineering Council of South Africa) in 2011, the panel was convinced that this style of teaching is the way to go. The one question I could not answer was: "How do you ensure and proof that each student in the module reach the outcomes claimed by the module?" I developed a unique approach, called the Master PGA System, to determine and proof the quality of each individual's contribution to the team project. Peer assessments are done on the quality of written proof journals by individuals. Each one in the team compares the tasks on the Action List, set by the group itself for each one, to reach the project goals. The layout of the Master PGA document clearly shows the progress in real time of all the team members. The visibility of groups or individuals in trouble, pave the way for timely intervention by facilitators.  ECSA's question is answered and the Master PGA System is also useful in any other module of teaching, using group work. 


Dance Loops, Open Beta: Lecture/Demonstration with Live, Interactive Video Looping.

Hannah Braegger McKeachnie, Utah Valley University

Ismael Arrieta-Silva, Utah Valley University

Molly Buonforte, Utah Valley University

Barton Poulson, Utah Valley University

Nichole Ortega, Utah Valley University

Abstract: Dance Loops is a performance that does with dance what live looping has done for music: It allows performers to augment their own live performance with material that is recorded, manipulated, and played back on the spot. This paper reports on the performance of Dance Loops at the Utah Conference for Undergraduate Research and explores its benefits and challenges for undergraduate performers and technologists.


Fostering Active Learning In Mathematics: Engaging Students As Math Researchers

Violeta Vasilevska, Utah Valley University

Abstract: This semester, I have been working with three math major students on undergraduate research. In this talk, I will discuss few aspects of this work: how this research has been conducted, the role of being a mentor - the challenges and how to overcome them, and the effect on the students, the successes and failures, and how to deal with them. Furthermore, various active learning strategies that I have used in my classes will be discussed. In particular, I will talk about the implementation of Inquiry-Based learning and the effect of the different class structures on this implementation.


Student Engagement Based On Gender In A UAE Private University

Racquel Warner, Middlesex University in Dubai

Abstract: This research study investigated the engagement patterns of male and female undergraduates in a private higher education institution in Dubai UAE. Descriptive statistics show that in general, undergraduate females and their male counterparts, at this private university, participate and rank the importance of educationally purposeful activities equally. They devote equal time meeting expectations but males spent more time studying and held lower priority for collaborative activities, service learning and application of knowledge in the real world. The results point to areas where institutions could focus efforts to enhance the quality of the undergraduate experience for all students. Keywords: Student engagement, gender, retention, persistence.


Learning Matters: Establishing A Culture Of Experiential Research Learning At A Small Research-Intensive University

William J. Owen, University of Northern British Columbia

Heather Smith, University of Northern British Columbia

 

Abstract: Engaging students through experiential research learning allows students to gain richer and more complex understandings of the world in which they live. At our small, research-intensive university, expanding experiential learning required a shift in culture from research-informed content learning to research-involved experiential learning. This shift was enabled via a small grants program and faculty-focused professional development opportunities. This paper will share our philosophy, present our implementation frameworks and identify the resources required to proceed with these projects. We conclude with reflections on lessons learned with a focus on benefits of the programming for students and the community. Dr. William J. Owen's Bio: Vice-Provost, Student Engagement at the University of Northern British Columbia.


Flipped Face-To-Face Versus Online: A Case Study In Introductory Biology.

Heath Ogden, Utah Valley University

Abstract: The objective of this study is to compare performance of students in flipped Face-to-Face (F2F) and online Biology 1010 classes at UVU. The same content was delivered to the F2F and online Biol 1010 using the learning management system in order to compare performance. Two specific research questions were examined: 1) How does performance compare between the two student groups? 2) Are there differences in learning gains between the two groups? 


Teaching Hybrid And Blended-Learning Courses Across Disciplines: Developmental Math And Human Resources Management

Jonathan H. Westover, Utah Valley University

Jacque P. Westover, Utah Valley University

Abstract:This paper examines the role and effectiveness of hybrid course offerings within the higher education context. Providing a review of the growing body of academic literature on the effectiveness and learning outcomes of the hybrid model, this paper also provides a look at two distinct hybrid courses; one lower-division college algebra course and one upper-division human resource management course. The strengths and weaknesses of these hybrid courses are assessed and discussed alongside a brief proposal for continued academic research examining hybrid course best practices.


Engaging Students Through Blackboard - Inside And Outside Classroom.

Tanvir Prince, Hostos Community College

Abstract: This is not about the mathematics itself but more generally how to address some common problems that is usually found in community colleges using the blackboard and its various features. Thus this will be a two way conversation between the presenters and the audience and by doing so the presenter will also hope to gain knowledge from the audience and apply it in the future.


Six Years Of Continuous Improvement In An Undergraduate Hydrology Course: Team-Based Learning, Team-Based Research

Steven Emerman, Utah Valley University

Abstract: Hydrology I is a required course for undergraduate majors in both Geology and Environmental Management at Utah Valley University. From Fall 2008 through Spring 2010 the average pass rate was (34 ± 7)%. Starting in Fall 2010, in-class lectures were replaced by in-class team-based problem-solving, which resulted in the average pass rate increasing to (65 ± 22)% from Fall 2010 through Fall 2012. Starting in Spring 2013, course research projects were required to be team-based, with part of every class period devoted to team meetings. In Spring 2013 and Fall 2013 the average pass rate has been (93 ± 9)%.


Achieve Higher Levels Of Bloom's Taxonomy With Team-Based Learning

Bonnie Andersen, Utah Valley University

Abstract: Analyzing, evaluating, and creating are the highest levels in Bloom's Taxonomy and are often the most challenging to integrate in the classroom learning environment. Team-Based Learning (TBL) involves using strategically placed, permanent teams to foster student involvement with subject content. Elements of TBL include individual and group quizzes, peer evaluations, and application activities. The application activities are a key to bridging the gap between students merely remembering and understanding a topic and creating a solution to a significant problem. Incorporating TBL frees up class time to specifically focus on the higher levels of Bloom's Taxonomy.


General Biology: Can Alignment Make Students More Successful Critical Thinkers?

Skylar Larsen, Utah Valley University

Craig Young, Utah Valley University

Jared Keetch, Utah Valley University

Abstract: In science education, greater learning gains are associated with engaged learning strategies over traditional lecture formats. This approach facilitates development of higher-order cognitive skills (HOCS), which are not only imperative for all successful scientists but necessary for every citizen. Development of these HOCS, however, is not accomplished in some classrooms due to lack of alignment of learning objectives and evaluation, or lack of assessment of these skills entirely. Specifically, we asked how do learning goals and objectives align with assessments, and are learning gains on HOCS better achieved by students in more aligned classrooms tested with higher-cognitive level assessments?


Inspiring Collaborative Professionalism Through Cooperative Engagement

Rees Shad, Hostos Community College

Abstract: In this session, Professor Shad will give an overview presentation about the experience of gathering together a group of disparate design students to help him create a textbook introducing iterative game design to students at Hostos Community College in the South Bronx. The project not only gave the students involved a life changing experience in collaborative design, it introduced them to the business of publishing, and formed the basis for a continuing design collective called the Hive Cooperative.


Fifth Time's a Charm: Learning from the 5th Annual Free Legal Clinic

Jill Jasperson, Utah Valley University

Abstract: Fifth Time's a Charm: Learning from the 5th Annual Free Legal Clinic After organizing the UVU Free Legal Clinic for four years, the author finally wrote a GEL grant, got research monies, and created a research stream from this project. She hired a research assistant and created questionnaires for the students, clients, and attorneys involved in this huge project. On the fifth year, she finally found some answers to her questions. Is engaged learning really worth it, especially for the UVU Legal Studies students? Is this a sustainable project? Is LEGAL engaged learning alive and well? Find out the answers to these questions and more!


Activating The Body In Primary School Teaching

Michael Bjørn, University College Lillebælt

Abstract: It is a well-known fact that physical activity promotes health. But that physical activity also enhances learning, still needs to be fully documented. In this proposal, I will address the subject of being physically active in school activities in the academic subjects in order to enhance learning not only for those students (about 15%) who do not thrive in school today but for all students. Based on the large research project "School on the Move", which includes 11 ph.d projects and one postdoc, the presentation will resolve some of the first results and there will be video examples of best practice with focus on how to create a physically active classroom in order to achieve excellence in learning outcome. 


Construct Identification Of Service And Engaged Learning Outcomes: The 9R S&EL Framework

Letty Workman, Utah Valley University

Bernd Kupka, Utah Valley University

Jon Westover, Utah Valley University

Abstract: This study's purpose is to identify major service and engaged learning outcome constructs toward future development of assessment measures. Core principles of service-learning identified in the literature have resulted in different formulations of the R's of service-learning (see Malone, 2010; Workman and Berry, 2010; MJCSL, 2001; Sigmon, 1979). The theoretical "9R" S&EL framework presented here is developed from the literature to aid future research and measurement development of relevant outcome constructs in the service and engaged learning pedagogy. Outcomes and benefits are discussed, as well as gaps identified for future research.


The Art Group Crit. How Do You Make A Firing Squad Less Scary?

Peter Day, University of Wolverhampton

Abstract: The relationship between achievement and feedback, and the fact that effective feedback improves achievement, is well documented (Taylor and McCormack, 2004; Hattie and Timperley, 2007). This is especially true of written feedback. However, in art and design education, feedback will take place in an often emotionally charged face-to-face meeting where verbal criticism, both negative and positive, takes place in front of an audience. The forum for this feedback in art education is the Group Crit (Crit, Art Crit, or Group Critique) at which students are expected to present and perform. It is the students' reception and perception of this oral feedback in today's quality-focused context, which is at the heart of this study. 


Bringing Data Science To The Social Sciences: The UVU Data Lab

David J. Anderson, Utah Valley University

Tanner D. Nackos, Utah Valley University

Barton Poulson, Utah Valley University

Abstract: This paper reports on the development and in-process evaluation of The UVU Data Lab, which teaches undergraduate students the basic principles and practices of data science and supports them in engaged work. The Data Lab also supports the ongoing development of the 2015 Utah Data Dive, which is an event in which students will work with local nonprofits over a 48 hour period to organize, analyze, visualize, and present their data. David J. Anderson, Undergraduate Student in Behavioral Science at Utah Valley University Tanner D. Nackos, Undergraduate Student in Behavioral Science at Utah Valley University Dr. Barton Poulson's Bio: Associate Professor of Psychology at Utah Valley University; PhD Social-Personality Psychology

Posters

Anatomy Academy Promotes The Intellectual And Professional Development Of Undergraduate Students Through An Experiential Learning Environment.

Heather Wilson-Ashworth, Utah Valley University

Jeff McCleve, Utah Valley University 

Erik White, Utah Valley University 

Jon Wisco, Brigham Young University

Jane Lasseter, Brigham Young University

Gaye Ray, Brigham Young University

Gary Seastrand, Brigham Young University

David Morton, University of Utah

Abstract: Anatomy Academy combats childhood obesity through educational intervention by supplementing existing physical education curricula at elementary schools with an interactive learning experience designed to engage elementary students (Students) with immediately applicable biological concepts, empower them to take a proactive role in their personal health, nurture scientific curiosity, and encourage the pursuit of higher education. The curriculum, conducted by college students (Mentors) consists of classroom activities and outdoor activities. Mentor responses to the Pre and Post Self-Evaluation Surveys indicate that at least half of the mentors felt that they improved on all measures of instructor effectiveness after participating in Anatomy Academy. Specifically, Mentors reported improvement on content delivery, student engagement, classroom management, and level of professionalism.


Learner-Centered Evaluation of Teaching

John R. Fisher, Utah Valley University

Abstract: Most evaluative instruments focus more on instructional delivery (producer-centered) than on how students can use instruction systematically to move toward becoming independent, lifelong learners. This presentation examines evaluations that use a learner-centered approach, comparing them to the traditional, quantitative student evaluation of teaching. It shows the weakness of quantitative approaches while exploring the advantages of qualitative measures that examine learning processes as well as educational outcomes. The approach also addresses major concerns of low response rates and security that plague online teacher evaluations. 


Taking Physics Out of the Classroom and into the Community: Service-Learning with an "Elementary" Twist

Johanna Hopp, University of Wisconsin – Stout

Abstract: This service learning project highlights community engagement by taking physics students out of the classroom and into the local elementary schools. Students in introductory-level (conceptual and calculus-based) physics courses participate in the project. The college students develop a highly interactive physics lesson to do with an elementary classroom (K-5). Their activity is focused on a specific physics topic, performed in the spirit of the scientific method (predicting, observing, concluding), and includes a "take-home" element and parent education piece. Project assessment includes cooperating teacher surveys and college-student surveys specifically addressing the project objectives, including enhancing learning and deepening understanding.


The 2.0 Project: Using RTI With At-Risk High School Students

Bridget Crane, VISTA

Abstract: The 2.0 Project uses an RTI approach, providing interventions aimed at increasing academic success in students who are at-risk of not graduating from high school. The program is run by interns that provide these students with one-on-one weekly mentoring. Students are moved through a pyramid of interventions with an emphasis on obtaining organizational and study skills. Overall, the program has been successful as evidenced by improved student study habits and increases in average cumulative GPA. The 2.0 Project is now in its 3rd year and continues to improve through evaluation and refinement.


UVU National Survey Of Student Engagement (NSSE): Engagement Indicators

Laura Snelson, Utah Valley University

Reneé Borns, Utah Valley University

Abstract: Engagement Indicators are summary measures based on sets of NSSE questions examining key dimensions of student engagement. Utah Valley University (UVU) administered the National Survey of Student Engagement (NSSE) in 2013. The engagement indicators offers valuable information about a distinct aspect of student engagement. We provide results of ten indicators that are organized into four themes: (1) academic challenge, (2) learning with peers, (3) experiences with faculty, and (4) campus environment. This poster offers summary findings on performance comparison for UVU first-year and seniors students. The results are further divided by College, Department, and Major. This report informs stakeholders the degree of student performance and performance variations within the institution. 


UVU National Survey of Student Engagement (NSSE): High Impact Practices

Laura Snelson, Utah Valley University

Colleen Bye, Utah Valley University

Abstract: Results from the UVU National Survey of Student Engagement (NSSE) regarding students' participation in the following six high impact practices (HIPs): learning communities, service learning, research with faculty, internships or field experiences, study abroad, and culminating senior experiences are presented. This poster provides information on the first three (HIPs) for first-year students and all six (HIPs) for seniors compared to institutions such as Rocky Mt. Public, Carnegie Class, and All NSSE 2013 participant institutions. Results may generate interesting conversations as to how each high-impact practice varies between UVU first-year students and seniors and those of our comparison groups.


A Hybrid Model For Teaching Students How To Adapt To Rapid Changes In Information

Jeanne Hilton, University of Nevada, Reno

Abstract: New professionals face emerging issues that were not addressed while they were students. They need strategies for finding, analyzing and presenting new information to different audiences. This presentation focuses on a hybrid learning model that helps students adapt to rapid changes in information by identifying and applying evidence-based information to current issues. Students acquire a self-directed knowledge base, clinical reasoning skills, self-evaluation and better retention of new information. They actively engage in learning, formulate abstract concepts and generalizations, and integrate their learning into existing knowledge. The teacher serves as facilitator/consultant. This model can be adapted to most college courses.


What Post-Secondary Educators Can Learn From K-12 Educators

Katura Lesane, Ashford University

Abstract: College classrooms across the nation are filled with learners who are ill-prepared for the rigors of the college curriculum. They are either placed in developmental courses or they fail and never matriculate. College professors can foster engagement and provide these learners with academic support by employing strategies that encourage critical thinking and that allow for demonstration of learning in a variety of ways. This includes the use of differentiation, performance assessment, technology, writing across the curriculum, and graphic organizers. These basic strategies often used in the K-12 classroom can be a support to the college learner who struggles and who needs additional academic support. 


Attendance Incentive Program

Amanda Davis, VISTA

Abstract: This program is implemented in an alternative high school serving at-risk students in northern Utah. All of the students attending the school are at risk for a variety of reasons. The school has implemented an attendance incentive program to improve attendance. The program was implemented on a weekly basis where students who did not have any negative marks on their attendance received a small incentive. After a full month, all of those who had perfect attendance for that month received a bigger incentive such as movie tickets or gift cards. Data was kept at an individual student as well as school level to gauge progress.


Enhancing Professional Learning Community (PLC) Effectiveness Through The Use Of Data

Beverly Gerratt, VISTA

Abstract: Mountain Crest High School has the unique opportunity to have a relationship with the Public School Partnership. Americorps VISTA members have been placed at MCHS and have created data presentations for the different subject department PLCs. These data presentations are based on common assessments given within the department. The assessments are then used to create charts comparing scores across the department for each assessment item. The data is returned to the department and used in department PLC meetings to provide a starting point for teacher collaboration for improved classroom instruction as well as improved student performance.