1 Higher Education Pedagogy.pdfImpact of a lab-intensive remedial course on student achievement in subsequent core courses. Mentoring strategy as Engagement; student preparation in academic curriculum along with soft life-job skills as Competence; and, targeted industry internships as Continuity, helps increase student interest, retention and academic success

2 1.Understand the root causes of student apathy regarding academic retention and success;2. Recognize the importance of three broad conditions as holistic pedagogical intervention to improve students’ academic interest, engagement, retention and success; 3. Learn the strategies to implement broad conditions to support a comprehensive intervention program; and 4. Initiate collaborative partnerships with private, public and non-academic entities to negotiate targeted internships for students for sustained interest in the field of study

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4 Cultivating Interactivity in Online and Blended Learning EnvironmentsThe popularity of social media demonstrate how communities can develop and flourish in virtual spaces. How can higher education institutions and instructors leverage the power of community to enhance student learning – without compromising the rigor that is foundational to the Academy? Building on the scholarly literature and their own experiences teaching and providing faculty development in online and blended learning environments, the presenters will provide a rationale and demonstrate multiple practical methods for cultivating community in online and hybrid courses.

5 Articulate a rationale for creating community in online and blended learning environments.Describe strategies for cultivating community in online and blended learning environments. Identify tools for building community and enabling communication in online and blended courses. Description of the Practice to Be Modeled • Providing a framework for cultivating community that includes interactions between instructor and students, students and students, students and content. •

6 Modeling the stages of Community Development: Beginning/Establishing, Sustaining, andEnding/Transitioning. • Sharing examples of Learning Management System course resources, activities, and student responses that promote and illustrate community within online and hybrid environments.

7 Fifteen years ago it was assumed that effective college instructors held the following qualifications: content expertise, engagement in professional activities to remain current in their fields, experience/practice appropriate to their fields, and the ability to perform and conduct research (Boyer, 1997; Theall & Arreola, 2006). This basic assumption may not be true today. Today’s professors are willing to play a greater role in nurturing and shaping their students’ personal, professional, and academic growth. To do so successfully requires a paradigmatic shift in their view of appropriate teacher-student relations. Research findings suggest that today’s professor, must serve as expert, nurturer, a facilitator of learning, and counselor

8 What are the most pressing challenges you have encountered while teaching adults? What solutions have you tried? • How would you describe the appropriate role of a college professor today? • Can you provide an example of when you have experienced connectedness in your classroom or observed it in other classrooms? • Can you provide an example of when you have experienced authentic instruction in your classroom or observed it in other classrooms? • Can you provide an example of when you have experienced empathy in your classroom or observed it in other classrooms? • Using the principles of Servant Professorship, what other activities can we employ to address the challenges professors face when teaching adult learners?

9 Mixed methods research is a research design with philosophical assumptions as well as methods of inquiry. As a methodology, it involves philosophical assumptions that guide the direction of the collection and analysis of data and the mixture of qualitative and quantitative approaches in many phases in the research process... As a method, it focuses on collecting, analyzing, and mixing both the qualitative and quantitative data in a single study or series of studies. (2011, p. 5) This definition frames mixed methods as a distinct methodology and method. It shares with interdisciplinary research, an approach to knowledge that strives to consider multiple viewpoints or perspectives (Greene, 2007). It places emphasis on the "value added" of the mixing of the qualitative and quantitative strands.

10 1. Review the definition of mixed methods research and rationales for its use.2. Discuss why a mixed methods approach is particularly suitable for research about teaching and learning. 3. Review a typology of purposes for mixed methods research studies, along with frequency of use. 4. Provide three models of the design of mixed methods studies from three research publications. 5. Exchange experiences in conducting mixed methods studies. 6. Discuss challenges faced in conducting a mixed method study. 7. Review recommendations for designing a mixed methods dissertation.

11 Learning in the workplace is changingLearning in the workplace is changing. Key to organizational success is “innovation” but it really isn’t taught in education or at the workplace. What is needed are leadership and talent strategies to drive innovation. By identifying and fostering the key tenants of innovation, organizations are able to focus on producing innovators, not subject matter experts. By shifting our teaching and learning approaches, we can learn lessons can from real world leaders who possess the traits of risk-taking, curiosity, and creativity. In common to the most innovative business leaders and companies are five teachable and learnable traits – providing a platform for adjusting our own teaching methodologies to nurture and promote innovation and creativity.

12 Through the understanding of these five (5) processes noted below, both students and employees can learn the practical and “teachable” skills that lead to innovation in academic rigor and sustainable success in business: • Questioning • Experimentation • Observation • Association • Sharing/Networking

13 A faculty member and a librarian are partnering to provide information literacy and critical thinking instruction will be given. Information literacy is the ability to access and evaluate information. Accessing and evaluating information is the foundation for making informed decisions and it is a necessary part of the critical thinking process.

14 For example, at the undergraduate level, teacher education students may experience Teachscape, which allows them to watch videos of teachers in the field. Teacher education students also have opportunities to work with students who are English Language Learners, who have disabilities, and who are gifted and talented through Star Rotation courses. In addition, field-based methods courses allow students in teacher education to learn teaching methods and apply them in the field for five of the fifteen semester weeks. At the graduate level, counselor education students have the opportunity to develop specializations and hone their skills by participating in site-based or off-site clinical experiences during their practicum and internships. These experiences allow for students to receive supervision through direct feedback from on-site and university-based supervisors.

15 College instructors frequently express disappointment with student research papers, whichoften do not demonstrate the critical and analytical thought considered characteristic of academic discourse. This dissatisfaction may be reflective of a disconnect between college students’ and instructors’ views on the purpose and the nature of research: while scholars generally understand research as a process of critical inquiry, students often see it as an act of mere fact-finding. While the classroom can be a space in which students learn to approach research as dialogical and exploratory, this opportunity often becomes lost, as instructors’ conceptions of the research process do not always translate into actual teaching practice. Studies on students’ and instructors’ approaches to research writing suggest that if students are to understand and to engage in research writing as a creative, critical, and meaningful process of knowledge construction, educators need to develop pedagogical approaches and models that frame research and writing in different terms

16 While instructors described the research paper as analytical and interpretive in nature, students generally understood these assignments to be primarily informative and factual (Schwegler & Shamoon, 1982). Further studies on student writing and research behaviors provide further evidence that students approach research writing as the mere gathering and reporting of facts. Howard, Rodrigue, & Serviss (2010), in a detailed analysis of 18 college student papers, found that plagiarism and patchwork are commonplace. Contrary to common perceptions among instructors, these tendencies in student writing may be due more to a lack of engaging with and understanding sources, rather than to an attempt to cheat.

17 Students’ conceptions of the information seeking process influence how they engage with research and learning. Students who view information seeking as a process of scrutinizing or analyzing are likely to use more sources and more holistic strategies to develop a deeper understanding of their topics. Students are to understand and to engage in research writing as a creative, critical, and meaningful process of knowledge construction, educators need to develop pedagogical approaches and models that frame research and writing in different terms.

18 Higher education is currently facing a convergence of crisesHigher education is currently facing a convergence of crises. Studies have shown that students are not learning to think, they are taking on loads of student debt and they’re not finding jobs when they graduate. A growing chorus in the popular media that questions the value of a college degree, even as research continues to identify important social and economic benefits of completing college. Grades and instructor expectations for content are viewed as students’ primary motivations for learning, and correspondingly present important obstacles for improved critical thinking skills, student autonomy, and engagement in higher education.

19 Student confidence is shaped by past academic experiences and expectations of college upon entry, but continually shifts as a result of student interactions with peers, faculty, and others. Using student descriptions of their perceptions of college and of themselves, we describe the characteristics of students who describe themselves as self-assured and those who identify as apprehensive. When students do not expect to be successful they are less motivated and less likely to exert effort (e.g., Cox, 2009). If their confidence is tied to a lack of information about the expectations of college, they may not engage in appropriate self-regulatory behaviors that lead to success.

20 Universities are often concerned with issues of student retention, both in student and class retention rates, and the amount of knowledge a student gains and maintains in a course. Online and hybrid courses are becoming increasingly popular, however these courses often have high attrition rates. This high attrition can be blamed on difficulties navigating course material, having a lack of control over learning, and lack of individualization of learning. In an effort to increase retention rates in university students, we developed a tool that integrates information from student learning preferences, multimedia learning objects, and an ontology of security concepts that will help adapt security course content, and, in the future, content of any course, to individualize student learning. The Ultimate Course Search tool (UCS), part of the iSECURE research project funded by the National Science Foundation, is an open source technology that can be used in online or hybrid courses but also helps students increase learning in face-to-face course environments, and could be extrapolated for use with other subjects.

21 Demonstrate a thorough understanding of the benefit to student learning of explicit, deliberate instruction of critical thinking in subject area courses. 2. Incorporate the “elements of thought” into critical thinking instruction in their disciplines. 3. Promote the “intellectual standards” in their critical thinking instruction. 4. Explain a coherent framework for integrating critical thinking instruction into their teaching.

22 Classroom discussion and dialogue can be difficult to facilitate wellClassroom discussion and dialogue can be difficult to facilitate well. Too often, classroom discussion is embedded in the transmission model of education (Wink, 2005) and looks more like call and-response than authentic grappling with complex concepts and topics. As social constructivists of knowledge, we believe that students should go beyond receiving and transmitting information and instead should generate knowledge with one another, and ultimately be transformed by that knowledge (Wink, 2005).

23 Higher education institutions open their gates to non traditional students, and faculty members have to find ways to take into account the individual differences and assure effective student learning. Teacher education is more and more concerned with preparing future teachers how to effectively teach diverse groups using existing curricula or assessing and adapting the curriculum to the needs of their students. • Increase awareness of sensitivity to other cultures • Increase awareness of the hidden curriculum and understand its implications • Define the principles for curriculum assessment • Apply these principles to multicultural education • Identify the best practices for assessing multicultural curriculum • Integrate these principles in their own instructional design

24 Formative evaluations can provide an opportunity to respond to student comments early in the semester (Aultman, 2006). They can also serve as a medium to improve communication between students and instructors. But how can we as instructors make sense of this feedback? What can instructors do with this mid-semester feedback? Why do some students not participate in the feedback process? Feedback allows teaching staff to evaluate their effectiveness from the student perspective (Diamond, 2004).

25 Being a reflective practitioner is considered a pinnacle of teaching practice (Moon, 1999) and reflective practice remains a valuable aspect of teaching (Winchester & Winchester, 2011). Mid-semester student evaluations are one aspect of this process. Student evaluations can provide useful information (Theall & Franklin, 2001). Structured mid-term feedback allows instructors to evaluate effectiveness from the students’ perspective (Diamond, 2004). The justification for student feedback includes that they contribute to improving the quality of teaching

26 A vital component of higher education is the practice of community engagement.This important educational pillar underlies a meeting of the theoretical with the practical in a hands-on, holistic manner that allows our primary customers: the students, to professionally anticipate the real world. They get to understand the dynamics of working with excellence in solving issues and contributing to society, in a meaningful, respectful, timely, organised and feasible manner.

27 Academic self-regulation is one of the essential ingredients for academic success and eventual student retention through degree attainment. These skills include setting personal targets for academic performance, monitoring performance, mastering and matching learning skills for various academic tasks, and modifying academic behaviors as necessary and are applicable in all higher education disciplines. Not all college students enter higher education with strong self-regulation skills, and student retention data show that the lack of these strategies is often central to unsuccessful academic performance. Although self-regulation skills can be taught, they are not successfully mastered through one-time, didactic presentations of information. Instead, they must be embedded throughout learning processes and made explicit through repeated focus and review. This poster presentation outlines the practice of embedding academic self-regulation skills into college classrooms

28 Diversity on campus is considered to be of compelling value to the education of all students.Much attention has been focused on recruitment of underrepresented students. Less is known about proven strategies to retain and successfully graduate students with different life experiences than those who have traditionally dominated college campuses. In K-12 schools, however, the issue of supporting students’ long-term success has been a focus for years, as teachers are held accountable for reaching ALL students in their increasingly diverse classrooms. Lessons learned from these classrooms offer valuable insights for higher education where faculty are expected to help all students reach their academic and social potential.

29 Adult students and academic educators want to find the effective teaching strategies leading to successful learning outcomes. The nursing students face difficulties learning a vast amount of information from the textbooks. Engaging students and keeping their attention focused require faculty competency in the implementation of innovative strategies. Traditional and innovative teaching strategies have been an ongoing point of interest in nursing education. Traditional teaching strategies, such as reading from assigned text material, lecturing based on textbooks, and exams, are regularly used in the contemporary classrooms

30 For decades teachers have struggled to isolate students and eliminate the ‘distraction’ of socialization. Constructivist pedagogy argues against such isolation, citing the value in such concepts as self-efficacy, choice theory, inter subjectivity, and self-regulation. The trend in higher education is toward even less personal contact but greater accessibility with the use of online platforms. Although online platforms provide fast and convenient access to information and are technically able to facilitate interaction, Online discussion forums have emerged as a popular Web application to build and support online communities for numerous engineering interest areas and practice.

31 One of the major goals of higher education is to prepare leaders who are not only skillful and knowledgeable problem solvers, but who are also self-aware, reflective, ethical, and fully integrated in their intellectual and personal capacities. Metacognition, which is identified as thinking about thinking, seeks to bring to self-awareness and self-regulated learners. Research indicates that teaching students how to learn is not less important than teaching them content, especially in a rapidly changing technology era

32 To address low success rates in some high enrollment courses, many colleges have adopted a computer-mediated approach to delivering the curricula. The computer-mediated instructional model as one in which students work individually using a software program to learn content while instructors provide additional teaching and support as needed. In some cases, traditional teacher-led activities are replaced entirely by the learning technology

33 Students’ motivational orientations and learning strategies are two factors that have consistently been found to be essential in college students’ academic achievement. Hybrid learning is not exclusive to the college classroom, but can be implemented with equal effectiveness in the adult continuing education setting. In order to increase the student’s depth of knowledge regarding subject content and to reinforce aural and theoretical capabilities, the use of online delivery methods for selected resources was added to a traditional onsite experiential community arts class in jazz theory and improvisation. A variety of instructor-created digital multimedia learning objects, together with explanatory transcripts, provided the adult learner with supplemental materials to reinforce the content presented in the traditional weekly classroom.

34 The major goals of problem-based learning (PBL) activities include improvement of social skills, increased academic aptitude, mastery and retention of information. One of the most significant challenges for any educator is how to effectively communicate tacit knowledge to students. Being a professional educator and subject matter expert guarantees neither expert teaching by faculty, or expert learning for students. Most faculty have a vision of the perfect seminar environment and desired outcomes (maximum student-to-student interaction, self motivated lifetime learners, nuanced insight from participants, etc.),

35 Self-awareness increases an individual’s levels of competent and ability to effectively engage with diverse groups of individuals (Sue, Arredondo, & McDavis, 1992). Facilitate reflection and discussion in an effort to foster greater awareness of self. In particular the presenter will highlight the constructivist, transformative, and emergence pedagogical models for their focus on creating new knowledge through personal experience, self awareness,and reflection.

36 Greater accountability of teaching and learning in higher education has influenced the growth of institutional and individual assessment (UNESCO, 2009). This growing sense of accountability is often contributed to stakeholder demands for quality education and the growing competitiveness in the knowledge market. Institutional effectiveness and student outcomes are evaluated in response to this call for accountability (Judd & Keith, 2012). Simultaneously, institutions are experiencing a shift toward a more student centered paradigm and innovative instructional practice put forth by faculty.

37 As online education continues to move into the world of higher education at a startling rate, faculty and administrators grapple with the challenges of meeting the demands of today’s online learner while retaining the pedagogical qualities that traditional face-to-face programs embody. In light of these challenges, virtual technologies have emerged as a possible conduit for bringing those pedagogical qualities from traditional programs to online education. In this session, the presenters will discuss the attributes of virtual technologies that can enhance the quality of any online program and demonstrate how they incorporate the virtual technology Blackboard Collaborate into their graduate and undergraduate teacher education programs.

38 One way to prepare graduate students for the teaching profession is by co-teaching with a seasoned faculty member (Eddy & Mitchell, 2006). Additionally, the growing emphasis on teaching from an inter-disciplinary perspective means that more and more faculty are facing coteaching for the first time in their careers (Letterman & Dugan, 2004). Faculty and graduate students, as adult learners, face new learning situations with a rich and varied background that allows them to incorporate new learning into their existing schemas (Knowles, Holton, & Swanson, 1998) and potentially to engage in transformational learning (Mezirow, 1991).

39 The conversation will begin with a brief overview of the literature on co-teaching and a summary of the co-teaching experience by the facilitators. A set of guiding questions will be provided for the audience to allow for maximum focus on the conversation about co-teaching. Included in these questions will be a focus on common challenges faced when co-teaching, strategies to employ to get the most out of the co-teaching experience, and a collection of best practices from audience participants. The final moments of the session will provide an opportunity for collecting group information that will be posted on a publicly available web link for future access. • 15 minutes—overview of the literature and facilitator experiences • 30 minutes—engagement in conversation using guiding questions • 5 minutes—summary and posting of key points

40 A model of prospective entrepreneurs’ profile (PEP), as a comprehensive measure for soft skills of entrepreneurial competencies, perception, orientation, self efficacy and self-employment intentions. An instrument was prepared compiling standard tests to inventory above soft skills with student demographics

41 As students navigate through a world with a plethora of resources available to them, plagiarism and academic dishonesty continue to be major problems in academia. In an effort to curb or redefine academic dishonesty, some instructors tailor their online exams so that outside resources are permitted. This weakens the integrity and lowers the educational standards of the exam. Instructors need to be aware that most plagiarism comes from social networking sites, Wikipedia and other online resources where students can collaborate and share work from previous classes. Specific strategies such as strategic exam design and online proctoring can help alleviate some of these factors and ensure academic integrity.

42 According to the 2011 National Survey of Student Engagement (NSSE), over a third of University of Georgia (UGA) students had unmet financial needs. Financial needs contribute to student attrition and extend graduation rates. Textbooks and other educational materials contribute to those financial challenges, costing students an average of $900 to $1200 a year (Wiley, Green & Soares, 2012). Open Education Resources (OERs) are textbooks and other learning materials in the public domain with open copyright licenses that are available at no cost to faculty, students, or the institution. While high quality OERs are plentiful, the challenges for faculty are the time and incentives to abandon textbook-based lesson plans in favor of OERs

43 Learning objectives included problem solving, inquiry, integration of learning, information literacy skills, communication skills, and interdisciplinary understanding.

44 In order for a shift to occur in students’ critical thinking abilities, there must be a culture shift in pedagogy (instruction). There are two types of instructional approaches: didactic and interactive. An advocate of didactic instruction tends to focus on gaining a clear understanding of basic skills before engaging in more cognitively demanding activities, coursework, discussions, etc. An advocate for interactive instruction believes that instruction should be structured around assignments that require more intellectual demands from students while simultaneously embedding practice of basic skills (Newmann et.al., 2001). This is not to diminish the need to cover basic skills, but to emphasize higher order thinking skills (HOTS). Critical, logical, reflective, metacognitive, and creative skills are all components of HOT. HOTS are best stimulated when students transfer these skills to novel or authentic situations.

45 A digital badge is a clickable graphic that contains an online record of (1) an achievement, (2) the work required for the achievement, (3) evidence of such work, and (4) information about the organization, individual, or entity that issued the badge

46 The 2014 Conference on Higher Education Pedagogy is a perfect platform to accommodate a conversation on pedagogical approaches to online learning. Three faculty members will facilitate the conversation that will center around the following questions: What are your thoughts regarding online classes for graduate students? Have you experienced a shift in pedagogy with the increase of online learning? 2. How do you meet the needs of a variety of students online? How do you motivate them? How do you help them understand their responsibilities in the online learning environment? 3. What tasks or assignments have been successful online? What delivery platforms have been effective for various tasks? 4. What types of assignments do you require? Readings and written assignments, forum boards, quizzes, PowerPoints? Do you tailor activities and assignments to meet the digital abilities and learning styles of your students? 5. Do you work in a community of practice or other support network with your online teaching? What support systems have you found valuable?

47 Supporting Students to Develop Collaborative Learning Skills in College ClassroomsInterpersonal skills, organizational skills, ability to communicate with people different from yourself. Other significant relationships were found between entering students’ gender and their perceived leadership skills and their ability to work in teams to solve problems. Among graduating students significant relationship were explored between gender and students’ perceived oral communication skills. Further MANOVA examining the relationship between students’ study discipline and perceived skills and abilities indicated that significant relationships exist for both entering and exiting college students in their perceived interpersonal skills, organizational skills, ability to work in teams to solve problems and ethical reasoning.

48 Online education, once considered a novelty or, at best, an alternative delivery method aimed primarily toward an idiosyncratic population of students, has moved aggressively into the mainstream of higher education. As online education continues to grow in teaching institutions worldwide, it is our responsibility as educators to continue to grow with it. We are tasked with not only redesigning content to fit into the online environment, but also designing it in such a manner as to engage and bring together our students in a collaborative and meaningful way.

49 Advances in technology available to students and instructors, as well as increased research on the nature of creativity, has shed light on the learning process and changed the way modern educators conceptualize the learning process (Friedman, 2005; Gardner, 2006; Papert, 1993; Wagner, 2012). Many leading educators today view learning through a constructivist lens - as a collaborative process through student to student and students to teacher discourse Optimal learning occurs when the learner has the freedom and autonomy to engage in purposeful and relevant educational material and use his or her unique creativity to integrate new information and concepts with pre-existing perceptions (Hmelo-Silver, 2004; Wolters, 2003; Pink, 2006; Wagner, 2012). Therefore, creating a structured and safe learning environment where students collaborate, communicate, direct and control their learning becomes the role of the instructor (Barron, 2003, Ginsburg-Block, etal,, 2006; Hmelo-Silver, 2004). This is accomplished through projects that require critical thinking and problem-solving abilities (Hmelo-Silver, 2004). The end result is that the learner not only analyzes and evaluates new material, but retains synthesized knowledge through the opportunity to create something new that has personal significance.

50 Increasing Student Engagement in Large Classes through Questioning, Reading, and ResponseStudent engagement refers to a number of modes of instruction that focus the liability of learning on the learners (Bonwell & Eison, 1991). In essence, learners are actively engaged in the learning process. When done well, students become an important part of a given class and remain engaged throughout the session. The outcome is higher student achievement. Studies support student engagement, or active learning, as an effective method of instruction (Armstrong, 1983; McKinney, 2010). This interactive practice session will share, model, demonstrate, and discuss various strategies to increase student engagement in large enrollment classes through questioning technique, active reading tactics, and student participative responses.

51 Skills expected of college graduates include being able to construct their own arguments using supporting evidence and claims as well as analyzing the arguments of others. The challenge is for students to move beyond an emotional response to a true critical analysis of an issue. We adapted a critical thinking approach, De Bono’s six thinking hats, to help students analyze arguments in a logical manner. Students were expected to summarize the author’s argument, identify the strengths and weaknesses, provide their emotional reaction, and identify the audience that benefits from the argument. We found that investigating an argument from a particular viewpoint (i.e., thinking hat) and then working together as a group to fully analyze the issue to be a successful teaching strategy.

52 Use the ePortfolio platform itself (Pathbrite) to analyze what works and what doesn’t work when teachers, TAs, and hundreds of students use ePortfolios for metacognition, reflection, motivation, community, and assessment.

53 The learning environment or climate, has an impact on a student’s overall academic performance.Therefore, it is essential to gain insight into the student’s perceptions of their learning environment which can provide significant feedback regarding the curriculum. Tools have been developed to allow reliable and valid ways in which to quantitatively measure these perceptions affording the opportunity for change. Results from these tools can be used to change the learning environment to enhance student learning.

54 Facilitation TechniquesAs this is a conversation session, we hope that discussion will progress organically. To facilitate the conversation, we plan to employ the following techniques as necessary: • Prepared questions for reflection and discussion • Pair/share activities • Case studies for the group to consider

55 As educators, we must realize the importance of instructional strategies that can easily be incorporated into lessons to help increase students’ opportunities to respond, thus, increasing student achievement. The use of high and low-tech active student response (ASR) systems in postsecondary courses keeps the students actively involved in learning course content. In addition, in undergraduate courses designed for teaching candidates, ASR systems serve a dual purpose in helping the students realize their duty as future, licensed teachers to use evidence-based practices to increase achievement.

56 With over 1.5 billion users, including most college students, Facebook use as an educational tool is growing. In this study, a Facebook page was created for a large enrollment nutrition course, and student engagement with, and attitudes about the page were assessed using both Facebook metrics and student surveys. The majority of the class (69.4%) joined the page, and 97% of those remained members even after the academic term ended. Student engagement with the page was lower than expected and declined during the semester, with the exception of posts specifically mentioned in class, or relating directly to course (i.e. tested) material. Only 11.6% of students reported viewing the posts daily, and few “liked”, “shared” or commented on posts made by the professor. The results suggest that use of bonus points for engagement (likes, clicks, comments, posts) or the use of directed questions based on class material as the Facebook post should further engage students outside of the class time

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58 Low survey response rates are a pervasive problem in research on undergraduatestudents. In particular, this study focuses on discovering the most effective method for collecting data about student’s experiences learning engineering in real-time. Real-time data collection for this study is described as gathering information about experiences within the context of the current situation. Capturing data in the moment helps to eliminate possible memory loss with regard to experiences and also clarifies the context of the question. Using focus groups, this study compares undergraduate students’ perspectives on data collection tools from popular social media, institutional, and traditional online survey software. The outcomes from this study include ways of prompting students to take the surveys (impetus) and suggestions for the format of the survey to increase response rates. Surprisingly we found that students suggested pen and paper as a top choice over electronic methods, even though this approach was not among our suggested options. These outcomes can help researchers develop effective strategies for real-time data collection.

59 Being a scholarly teacher, one who using evidence to drive each area of goodinstruction, can be extremely challenging. Experts, often of national prominence, reside on every college campus. These experts have disciplinary knowledge in every conceivable area related to good teaching and learning. In this session we will explore which disciplinary areas may be beneficial to building a repertoire of scholarly teaching. The goal of this session is to help you to learn how to get off the carousal of burning time and energy attempting to be proficient in areas that you could very quickly (with just a bit of assistance) be exceptional.

60 Many have examined the use of mobile learning in the university and why it is used in the university (Abramson, 2012; Akour, 2008; Lu & Viehland, 2008), yet there has not been a document that has looked at the latest contemporary applications of the smartphone as actually used by the students. There are many universities that have technology use surveys that are given to incoming freshman as well as other groups of interest (Walker & Jorn, 2011). Being that there is a diverse body of learners (Stevens, 2012) there needs to be a qualitative analysis to aid in the development of more accurate methods to measure what students are using smartphones for.. Educators using smartphones and in some instances combined with software as a service and other applications in order to deliver content, enhance communication and collaboration in the traditional, online and hybrid learning environments. Particular attention is to be paid to the information technology and education pedagogy theories in order to properly evaluate the approached taken. While this is not a meta-analysis, it is necessary to create categorical system which illustrates the features and functions of the different approaches More detailed questions to be answered are what sort of metrics can be measured on student access to learning management systems through mobile devices and how to properly identify smartphones via LMS servers and other devices, such as waypoints. Technology is rapidly changing, but there are some constant categories of smartphones which are identified and can provide us with information that will show what academically related and knowledge building tasks these devices enhance.

61 Action research is a form of critical social science practice that has extensive disciplinary reach across institutions of higher education worldwide. Course-based action research draws upon this larger discourse through the lens of higher education pedagogy centering on reflective, participatory, and action learning principles and methods. In this practice session, we will provide and model key concepts and strategies for designing and implementing an innovative approach to course-based action research through the case of a newly developed graduate course. The session will balance the goals and objectives for instructor, student, and community partner learning outcomes.

62 A Model of Academic MotivationThe MUSIC Model of Academic Motivation was developed to help instructors design courses that engage students in learning (Jones, 2009, 2010b). The MUSIC model consists of five components that have been researched extensively over many years by many researchers to support student engagement in academic settings: eMpowerment, Usefulness, Success, Interest, and Caring (MUSIC is an acronym that is used to help instructors remember these five components). The 5 key principles of the MUSIC model are that students are more motivated when they perceive that: (1) they are empowered, (2) the content is useful, (3) they can be successful, (4) they are interested, and (5) they feel cared about by the instructor and/or other students. The model components are explained briefly in this section and more fully in Jones (2009) and at

63 Description of PracticeThe session will be organized in the following order: • 10 minutes – I will begin the session with an explanation of the MUSIC model to ensure that participants understand the basic tenets of the model. • 10 minutes – I will briefly discuss some key findings from researchers who have studied motivation in higher education courses and use these findings as examples of how the MUSIC model can be used to design and diagnose instruction. • 25 minutes – I will show real-world examples from courses and ask participants to work in groups to analyze whether the examples would promote students’ motivation based on motivation research and theories. • 5 minutes – I will answer final questions from participants

64 At the college level, more than half of all students surveyed acknowledge at least oneincident of serious cheating in the past academic year, and more than two-thirds admit to one or more "questionable" behaviors -- e.g., collaborating on assignments when specifically asked for individual work. We believe it is significant that the highest levels of cheating are usually found at colleges that have not engaged their students in active dialogue on the issue of academic dishonesty.“ (Mccabe & Pavela, 2005.) This surprising information leaves instructors of higher education shocked and leads them to ask, what can I do in my classroom to ensure the highest levels of academic integrity.

65 “A number of colleges have found effective ways to reduce cheating and plagiarism. The key to their success seems to be encouraging student involvement in developing community standards on academic dishonesty and ensuring their subsequent acceptance by the larger student community. “ (McCabe & Pavela, 2012.) Here at Virginia Tech we have a student run Honor System that upholds our Honor Code. This is one step in beginning to build a culture of academic integrity at the university level. This session will discuss ways the instructor can incorporate the institutional Honor System/Code or her/his own code to maintain integrity in learning, for example asking students: What does academic integrity mean? Why is academic integrity important? There will also be a student perspective on academic integrity. Additionally, we will share the facets of our Honor System/code with the audience and discuss how we strive to incorporate academic integrity into our classrooms and throughout the culture of our institution.

66 Investigation of Teaching TechniquesLecture • Demant & Yates (2003) define lecture as “chalk and talk” and “drill and kill (p. 488) • Morgan, Whorton and Gunsalus (2000) state how speakers can “bias the information, [the] listener attention wanes after approximately fifteen minutes, and long term retention may be limited” (p. 56) Small Groups • Scott & Baker (2003) conclude that peer input and small group interaction is mandatory for the acquisition of knowledge • Finch (2003) states that through peer feedback students have increased “motivation, participation, real communication, in-depth understanding, commitment, confidence…and accuracy when students prepare and deliver learning tasks for each other” (par. 15) Discussion • Morgan, Whorton and Gunsalus (2000) believe class discussion “involves participation…keeps learners active, promotes development of communication and collaboration, and encourages tolerance for other points of view” (p. 57)

67 Identifying Influences on Instructors’ Chosen Teaching TechniquesPersonal Experiences as Students • Beegle & Coffee (1991) found instructors were more likely to teach according to how they were taught • Page (1992) believes instructors, who as students had less favorable experiences in science and math classes, projected a negative image on the subject Learned Techniques • Scott & Baker (2003) found “as few as 10% of the teachers would transfer new learning into regular classroom use” (p. 69) • Beegle & Coffee (1991) accepted the hypothesis that “professors tend to emulate in the classroom the teaching technique that they experienced as students” (par. 5) Personal Decision Making and Self- Reflection • Vassallo (2004) claims in “their role of teacher, educators reveal their inner voice to deduce the inner voice from their students” (p. 181) • McIntyre (1997) believes instructors are emotional learners

68 The literacy crisis in K-12 schools is ubiquitous in educational research andgovernment reports. Too many students leave high school lacking literacy skills needed for college or career readiness and success. Students who do go on to college often need literacy support and many enroll in remedial courses; however, students who do seek remedial support are less likely to eventually earn their degree or certificate. College classrooms have become increasingly diverse environments, and students’ academic success depends on their understanding of content; however, reading assignments can represent academic barriers for students who might otherwise be engaged and motivated to do well. Instructors can incorporate reading strategies into their instruction to meet the needs of all students. Instructors to have prereading strategies to motivate readers and elicit prior knowledge, during-reading strategies to support readers with organizational strategies to strengthen connections and build on conceptual knowledge, and post-reading strategies to allow for reflection and meaning making. Participants will engage in hands-on practice and collaborate with colleagues to discuss meaningful ways for incorporating these strategies into their courses. As lecture capture technology becomes more mainstream in University classrooms, research regarding its use is only beginning to emerge.

69 Team-Based Learning (TBL) is here! Using TBL in the classroom means students take individual and group readiness assessments designed to demonstrate their out of class preparation and encourage collaboration. The Immediate Feedback Assessment Technique (IF-AT) allows you to respond immediately to the needs of the students through mini-lectures, and prepares them for working together to respond to real world activities.

70 A Transformational Twist on Learner-Centered Teaching: Experience and Existential PhenomenologyWe established the importance of (1) first person experiences shared by students and the instructor in relation to course content, (2) the instructor’s emphasis on description rather than explanation of course content as well as providing sensory and affective experiences, and (3) the collaborative, caring environment in which students felt safe and comfortable in struggling with difficult concepts and were deeply aware of and sensitive to their peers. Subsequent utilization of practices informed by these findings in other courses at undergraduate and graduate levels resulted in highly positive experiences as described by students and their instructors

71 What are the unique challenges and opportunities presented in large classes?• What are some strategies for “managing” classes with a hundred or more students? • How can large class instructors get to know their students? • How can large class instructors give regular and meaningful feedback on assignments? • How can large class instructors incorporate active learning in the classroom? • How can large class instructors encourage discussion among their students? • What is the role of technology in the large class? • What are some strategies to deal with cheating in the large class environment?

72 Read Effective teaching Instructional strategies.pdf Research based learning strategies The influence of teaching strategies on student achievement