item: #1 of 86 id: jethe-11 author: Gist, Corinne M; Andzik, Natalie; Smith, Elle E; Xu, Menglin; Neef, Nancy A title: The Effects of Gaming on University Student Quiz Performance date: 2019-04-17 words: 4563 flesch: 57 summary: A linear regression was used to compare student scores across the two conditions as well as performance over the course of a 15-week semester. Summative, or formal, assessments include systematic ways of assessing student learning and providing instructors with information that is useful in making final decisions, such as grade assignments (Brookhart, 2004). keywords: assessment; condition; education; kahoot; learning; participants; quiz; students; university cache: jethe-11.pdf plain text: jethe-11.txt item: #2 of 86 id: jethe-111 author: Hollander, Pam; Dawson, Duke; Haller, Charlotte; Briesacher, Erika; Collins, Caroline ; Rearick, Kristina; Lemieux, Elise title: The Importance of College Reading: Professors’ and Students’ Views date: 2022-06-15 words: 6980 flesch: 57 summary: “What common issues and problems do we as professors face with student reading?” “What content-specific issues/problems do we as professors face with student reading?” keywords: college; education; history; importance; journal; professors; reading; science; students; teaching cache: jethe-111.pdf plain text: jethe-111.txt item: #3 of 86 id: jethe-115 author: Dorland, AnneMarie title: That’s a Good Question: Using Design Thinking to Foster Question Formulation Skill Development date: 2022-06-15 words: 9144 flesch: 50 summary: This study evaluated the effects of the use of design thinking practices on student learning within the context of the first-year post-secondary classroom. This study of student learning and the impact of design thinking practices on divergent thinking focused learning outcomes is rooted in the particular local context (Huber & Hutchings, 2005) of the interdisciplinary, first-year undergraduate seminar classroom, and not of the design studio. keywords: design; design thinking; divergent; education; learning; phase; practices; question; research; students; study; thinking; work cache: jethe-115.pdf plain text: jethe-115.txt item: #4 of 86 id: jethe-12 author: Davidson, Skylar title: “Nothing Is Set in Stone”: Incorporating Futurology into College Courses date: 2019-04-17 words: 6123 flesch: 49 summary: Students grow their critical thinking skills during their college careers; however, careful attention must be paid to ensuring that students have the opportunity to grow these skills throughout college, rather than emphasizing their development just at the beginning of students' college experience or toward the end of their degree (Huber & Kuncel, 2015; Hall 2017). Students commented positively on more concrete activities that leave students with a tangible product in place when the class period is over, such as a futures wheel (a visual depiction of the direct and indirect consequences of a proposed action). keywords: activities; class; content; education; future; futurology; journal; learning; students; teaching; thinking cache: jethe-12.pdf plain text: jethe-12.txt item: #5 of 86 id: jethe-122 author: DeVita, James; Reilly, Colleen title: Letter from the editors date: 2020-05-18 words: 470 flesch: 58 summary: Our next issue will be published in November 2020, and we look forward to working with some of you as authors and reviewers in production of that and future issues of JETHE. 3, no. 1 Dear Contributors, Reviewers, and Readers: Spring 2020 has been an uncertain and difficult time for higher education around the world. keywords: articles cache: jethe-122.pdf plain text: jethe-122.txt item: #6 of 86 id: jethe-124 author: Warren, Jeffrey M.; Goins, Camille L.; Locklear, Leslie A.; Unger, Dana L.; Locklear, Tiffany M.; Neal, Gerald; Nickolson, Claudia; Robinson, Gretchen G. title: Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution: A Mixed Methods Study date: 2020-12-15 words: 6321 flesch: 40 summary: Finally, future research should include student perceptions of culturally responsive instruction in college and their beliefs of academic support needs. Culturally responsive instructors use cultural characteristics, experiences, and the perspectives of diverse students in a manner that is meaningful to cultural, experiential, and emotional development. keywords: analysis; education; instruction; instructors; participants; perceptions; practices; students; teaching; use cache: jethe-124.pdf plain text: jethe-124.txt item: #7 of 86 id: jethe-126 author: Kosal, Erica F. title: Role of Mindfulness Practices in the College Classroom date: 2022-01-04 words: 6982 flesch: 59 summary: Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. One such emerging device to be considered in the pedagogical toolbox is the use of mindfulness practices, where we can see its application to the educational field just beginning. keywords: control; group; journal; learning; mindfulness; mindfulness practices; practices; section; semester; students; value cache: jethe-126.pdf plain text: jethe-126.txt item: #8 of 86 id: jethe-13 author: Gould, Kathleen Anne; Barton, Andrea; Day, Karen title: The Interprofessional Showcase: Evaluating an event to increase professional understanding and collaboration date: 2018-11-03 words: 6921 flesch: 33 summary: The micro-vignette discussions allowed participants to share their expertise with other health professional students. However, these students represent a small subset of CHP students and of health professional students in general and results may not be the same with different student populations. keywords: care; collaboration; education; event; health; interprofessional; journal; learning; professionals; showcase; students; understanding; work cache: jethe-13.pdf plain text: jethe-13.txt item: #9 of 86 id: jethe-131 author: Gastreich, Karin R.; Milakovic, Amy E. title: Science, Poetics, and Immersive Field Ecology : Generating New Knowledge Through Interdisciplinary Inquiry date: 2022-01-04 words: 9284 flesch: 50 summary: Students will work closely with instructors and other students, including the submission of drafts, to complete their projects. To have a positive learning experience, active participation—coming prepared to class, engaging in discussions, listening to the perspectives of other students, critically examining the readings, and so forth—is essential. keywords: course; ecology; education; etwl; experience; field; history; inquiry; journal; learning; poetics; prairie; project; science; students; teaching; vol; writing cache: jethe-131.pdf plain text: jethe-131.txt item: #10 of 86 id: jethe-136 author: Lewis, Katie D.; Brown, Stephanie L. title: College Ready or Not? Engaging and Supporting English Language Learners in Higher Education date: 2021-05-03 words: 7553 flesch: 47 summary: We then explore how ELL students are classified and how these different profiles intersect with the limited range and types of English as a Second Language (ESL) support available at the institutional level. Scaffolding instructional practices are essential to engaging ELL students. keywords: academic; college; education; ells; english; esl; journal; language; learners; learning; process; skills; strategies; students; teaching; vol cache: jethe-136.pdf plain text: jethe-136.txt item: #11 of 86 id: jethe-14 author: Akkaraju, Shylaja title: Handwriting to Learn: Embedding a Crucial Study Skill in a Gateway Science Course date: 2018-11-03 words: 8530 flesch: 55 summary: In C. Rust (Ed.), Improving student learning—Theory and practice ten years on (pp. 412–424). To successfully embed a study skill in a course, it helps to track student experience and uncover any problems that the student might be facing. keywords: class; essay; exam; handwriting; home; learning; process; questions; students; study; threshold cache: jethe-14.pdf plain text: jethe-14.txt item: #12 of 86 id: jethe-15 author: Senkova, Olesya; Otani, Hajime; Skeel, Reid L.; Babcock, Renée L. title: Testing Effect: A Further Examination of Open-book and Closed-book Test Formats date: 2018-11-03 words: 8652 flesch: 57 summary: Effect of open book examinations on test performance in an undergraduate child psychology course. As mentioned, the number of errors was closed to zero for the open-book cured recall (M = .99, SD = .01) and recognition tests (M = .98, SD = .04), and LSD tests showed that the difference was non-significant between these two conditions. keywords: book; book test; cued; effect; quiz; recall; recognition; study; test; testing cache: jethe-15.pdf plain text: jethe-15.txt item: #13 of 86 id: jethe-152 author: Cox, Thomas D; Raditch, Joseph title: Teaching Online and Cyberbullying: Exploring Cyberbullying Policies date: 2022-06-15 words: 7105 flesch: 38 summary: Even though cyberbullying policies may exist at institutions of higher education, they may be difficult for faculty and students to find. Barr and Lugus (2011) concluded that when they found cyberbullying policies, many were improperly housed within campus technology-oriented policies where many faculty and students might not look. keywords: conduct; cyberbullying; education; faculty; florida; harassment; institutions; journal; online; policies; policy; state; student; teaching; university cache: jethe-152.pdf plain text: jethe-152.txt item: #14 of 86 id: jethe-156 author: Murphy, Laurie; Eduljee, Nina B.; Croteau, Karen title: Teacher-Centered versus Student-Centered Teaching: Preferences and Differences Across Academic Majors date: 2021-05-03 words: 7634 flesch: 50 summary: The investigation of the attitudes of teachers towards using student centered teaching methods and techniques. Sport and exercise majors (mean = 1.90) preferred guest speakers (related to course topic), which is a teacher centered teaching method, more than nursing (mean = 2.55) or natural science majors (mean = 2.63). keywords: classroom; education; journal; learning; lecture; majors; methods; professor; student; teacher; teaching; teaching methods cache: jethe-156.pdf plain text: jethe-156.txt item: #15 of 86 id: jethe-16 author: Stover, Sheri; Heilmann, Sharon; Hubbard, Amelia title: Learner-Centered Design: Is Sage on the Stage Obsolete? date: 2018-11-03 words: 8444 flesch: 57 summary: Students have few opportunities to interact with other students in TC classrooms as most instruction is direct lecture transmitted from the instructor. Weimer (2014) suggested that students resist group work because they do not value the input of other students, and only value the faculty member because he/she is considered the expert knowledge provider. keywords: class; classroom; course; design; education; instructor; learner; learning; presence; students; teaching cache: jethe-16.pdf plain text: jethe-16.txt item: #16 of 86 id: jethe-166 author: Worsley, Ti'Era D; Roby, ReAnna S title: Fostering Spaces for Black Joy in STEM-Rich Making and Beyond date: 2021-10-18 words: 7489 flesch: 61 summary: What does it mean for Black youth in community-based, youth- focused makerspaces to express Black joy and loving blackness? As such, answering the research question, How do we, as STEM facilitators, counter anti-blackness in/through STEM, by fostering space for Black joy with youth in making?, is in service of radically imagining making that celebrates and honors Black youth. keywords: club; community; education; felicia; green; journal; joy; kia; making; science; spaces; stem; youth cache: jethe-166.pdf plain text: jethe-166.txt item: #17 of 86 id: jethe-167 author: Gilliam, Elizabeth; Toliver, S. R. title: Black Feminist Wondaland: Reckoning, Celebrating, and Reclaiming Joy in Higher Education date: 2021-10-18 words: 6393 flesch: 64 summary: Through Afrofuturism, Black women create physical and symbolic spaces where we can explore our identities, digging behind societal ideas about what it means to inhabit a Black female body, and creating room for other Black women and girls to define their own existence in numerous and nuanced ways (Morris, 2016). Still, the numerous ways Black women experience joy and celebration are often overlooked in higher education. keywords: black; education; feminist; journal; joy; monae; stories; teaching; vol; women; wondaland; work cache: jethe-167.pdf plain text: jethe-167.txt item: #18 of 86 id: jethe-17 author: Kennette, Lynne N; Wilson, Nathan Andrew title: Universal Design for Learning (UDL): Student and faculty perceptions date: 2019-04-17 words: 8921 flesch: 50 summary: 11.76 29.41 23.53 35.29 0.00 Offer an electronic version of the textbook 11.76 29.41 23.53 23.53 11.76 Post handouts on DC Connect (or make them available digitally) 6.25 12.50 0.00 81.25 0.00 Include subtitles on videos (closed captioned) 35.29 11.76 29.41 5.88 17.65 Upload files can be read using text-to-speech software (e.g., Word documents PDFs) 11.76 5.88 5.88 52.94 23.53 Provide clear guidelines for major assignments (e.g., example/sample assignment) 5.88 17.65 35.29 35.29 5.88 Include a field trip 94.12 5.88 0.00 0.00 0.00 Capture class lectures and made them available to stream after class (video or podcast) 47.06 29.41 5.88 11.76 5.88 Make available a glossary of terms (on DC Connect, in the textbook, or other) 35.29 17.65 11.76 29.41 5.88 Offer alternatives for auditory info (e.g., transcripts of videos) and visual info (e.g., description of images) 23.53 29.41 11.76 23.53 11.76 Highlight patterns and relationships in the course content 25.00 12.50 31.25 18.75 12.50 E ngagem ent Offer interesting and relevant major assignments 6.25 37.50 31.25 25.00 0.00 Allow for some autonomy and/or control in student learning (e.g., options for assignments (topic or format); or choices on tests (choose 1 of 2 essay questions; or pick 5 of the following terms to define) 23.53 11.76 35.29 23.53 5.88 Let students decide which topics are covered in the course 58.82 5.88 5.88 11.76 17.65 Use hands-on activities in class 18.75 31.25 12.50 25.00 12.50 Connect course content to real world experiences 5.88 29.41 17.65 47.06 0.00 Communicate with students (in class, outside of class, via message board or email) 5.88 5.88 23.53 64.71 0.00 Universal Design for Learning (UDL): Student and Faculty Perceptions 8 Journal of Effective Teaching in Higher Education, vol. With the exception of a few elements − field trips, peer evaluations, allowing students to resubmit assignments, giving students the choice of selecting which content is covered in the course, and capturing the lecture to make them available for later streaming − the UDL elements were rated as being helpful to student learning at least a moderate amount. keywords: assignments; class; content; course; design; education; faculty; learning; students; udl cache: jethe-17.pdf plain text: jethe-17.txt item: #19 of 86 id: jethe-174 author: Morton, Christina S. title: Unbroken: A Critical Autoethnography of a Black Woman’s Doctoral Experience During BLM date: 2021-10-18 words: 8613 flesch: 50 summary: #BlackintheIvory: Culturally responsive mentoring with Black women doctoral students and a Black male mentor. Additionally, Black doctoral women at predominantly white institutions have reported contending with personal and vicarious racially discriminatory experiences that have made them feel unwelcome in their academic environments (Shavers & Moore, 2019). keywords: autoethnography; blm; crt; education; experience; journal; people; race; racism; research; teaching; theory; women cache: jethe-174.pdf plain text: jethe-174.txt item: #20 of 86 id: jethe-184 author: Jenkins, Toby S; Boutte, Gloria; Wynter-Hoyte, Kamania title: Showing Out: Africanisms and Hip-hop Mindfulness as Black Cultural Praxis of Excellence, Resistance, Joy, and Love date: 2021-10-18 words: 8862 flesch: 61 summary: Whether you are a white college professor with little exposure to and knowledge about Black cultural experiences and histories or a Black college professor who has been taught to discard Black culture in order to succeed, we offer two cultural frameworks that can be used to redirect professional mindsets and reorder the professional movement of educators in ways that are informed by Black cultural ways of knowing, being, and doing. We invite educators to reimagine their classroom spaces by not only focusing on learning about hip hop but from it as well. keywords: african; cultural; culture; education; educators; hip; hop; hop culture; journal; movement; people; showing; students; teaching; vol; ways cache: jethe-184.pdf plain text: jethe-184.txt item: #21 of 86 id: jethe-186 author: Phelps-Ward, Robin; Harrington, Keneisha; Bowers, Lashia; Harry, Dion; Williams, Maurice; Fine, Cherese; Smith, Travis title: Researching, Learning, and Healing Within the Master’s House: A Collaborative Autoethnography date: 2021-10-18 words: 6712 flesch: 50 summary: Community Forging communities of resistance in anti-Black spaces has historically been a way Black people strive toward healing and thriving despite oppression (Johnson & Lubin, 2017; Lorde, 198; Spencer, 2016). This paper illustrates how researching, learning, and healing can manifest within research teams by emphasizing visibility, shared experience, authenticity, and community. keywords: anti; blackness; community; education; experiences; healing; journal; master; people; research; space; students; team cache: jethe-186.pdf plain text: jethe-186.txt item: #22 of 86 id: jethe-19 author: Parra, Ruben Dario title: Promoting Significant Learning: A Case Study in Computational Chemistry date: 2019-04-17 words: 6840 flesch: 51 summary: Evaluation of student learning in organic chemistry using the SOLO taxonomy. Encouraging higher-order thinking in general chemistry by scaffolding student learning using Marzano’s taxonomy. keywords: activities; chemistry; course; education; journal; learning; project; research; students; study; taxonomy; teaching cache: jethe-19.pdf plain text: jethe-19.txt item: #23 of 86 id: jethe-20 author: DeVita, James; Reilly, Colleen title: Letter from the editors date: 2018-11-16 words: 391 flesch: 42 summary: Our primary goal is to deliver high quality, data driven articles contributing to the scholarship of teaching and learning (SoTL) in higher education. If you are interested in reviewing for our journal, please send an email to the editors at jethe@uncw.edu indicating the subjects related to SoTL in higher education that most interest you and about which you have expertise. keywords: teaching cache: jethe-20.pdf plain text: jethe-20.txt item: #24 of 86 id: jethe-200 author: Robinson, Robert P. title: Teaching Black Lives Amidst Black Death: Reflections from a Black Visiting Professor date: 2021-10-18 words: 8637 flesch: 63 summary: Moving from within outward, I engage in this reflexive exercise to heal from my own struggles, to amplify historical pedagogical approaches and their relevance to the present, and to offer the affordances of Black histories, practices, and affinity spaces as sites of healing for Black academics and Black students. It took the violent murder of a local Black man to end this curricular violence (Jones, 2020) against Black students. keywords: affinity; black; class; course; death; education; journal; lives; meetin; practice; spaces; stealin; students; teaching; town; vol; white cache: jethe-200.pdf plain text: jethe-200.txt item: #25 of 86 id: jethe-202 author: Harrison, Laura M. title: Review of Range: Why Generalists Triumph in a Specialized World by David Epstein date: 2021-05-03 words: 1479 flesch: 50 summary: This is not difficult to see in K-12 schools often driven by high stakes testing but may be less obvious in higher education. Although Range does not belong to the long line of higher education scholarship dedicated to defending the liberal arts, Epstein succeeds in achieving this goal where many have faltered. keywords: education; epstein; range; world cache: jethe-202.pdf plain text: jethe-202.txt item: #26 of 86 id: jethe-204 author: Miller, Christine; Cruz, Laura; Kelley, Jacob title: Outside the Box: Promoting Creative Problem-Solving from the Classroom to the Boardroom date: 2021-05-03 words: 7046 flesch: 49 summary: Keywords: creativity; creative problem-solving; creative thinking; business management How many uses can you think of for a stapler? In other words, while creativity may be something you either have or you do not, evidence suggests that creative thinking can be taught. keywords: business; creativity; education; intervention; journal; management; problem; research; solving; students; teaching; test; thinking cache: jethe-204.pdf plain text: jethe-204.txt item: #27 of 86 id: jethe-206 author: Burt, Kate G.; Eubank, Jacob M. title: Optimism, Resilience, and Other Health-Protective Factors Among Students During the COVID-19 Pandemic date: 2021-05-03 words: 6971 flesch: 48 summary: Findings indicate that COVID-19 negatively impacted BIPOC students in multiple SDH areas which may have a compounding effect, hindering equity and justice. The rapid switch from in-person to online or remote learning caused concern about equity and inclusion, particularly for BIPOC students (Maloney & Kim, 2020). keywords: bipoc; covid-19; determinants; education; factors; health; journal; optimism; pandemic; participants; resilience; students; study; support cache: jethe-206.pdf plain text: jethe-206.txt item: #28 of 86 id: jethe-208 author: Reilly, Colleen; DeVita, James title: Letter from the editors date: 2020-12-15 words: 659 flesch: 54 summary: Your help and support have been invaluable as we continue to develop the journal, and we hope to continue to engage an international audience with current issues in teaching and learning in higher education. Although the global pandemic slowed us down, it did not prevent us from curating the five pieces included in JETHE volume 3, issue 2. keywords: education; jethe cache: jethe-208.pdf plain text: jethe-208.txt item: #29 of 86 id: jethe-213 author: Virtue, Emily E. title: Pedagogical Reflection: Demonstrating the Value of Introspection date: 2021-05-03 words: 7187 flesch: 58 summary: Rethinking student teacher feedback: Using a self-assessment resource with student teachers. Moreover, reflection forces teachers to identify any underlying assumptions they might have about teaching methods or students (Brookfield, 2017). keywords: college; day; education; journal; reflection; spn; students; teachers; teaching; time; value; work cache: jethe-213.pdf plain text: jethe-213.txt item: #30 of 86 id: jethe-216 author: DeVita, James M. title: jethe-216 date: 2022-01-04 words: 6293 flesch: 46 summary: Coaches were paired with treatment teachers based on the subject area in which a treatment teacher was being coached. In addition to the ISCRT observations, treatment teachers completed surveys at the end of each course. keywords: coaching; control; coursework; crt; education; language; learning; online; students; teachers; teaching; treatment cache: jethe-216.docx plain text: jethe-216.txt item: #31 of 86 id: jethe-219 author: Ericksen, Kirsten S.; Williamson-Ashe, Sandra title: High-Impact Educational Practices’ Influence on the Emerging Values Model: Group Work Impact date: 2021-05-03 words: 6483 flesch: 44 summary: Students participating in this graduate course had taken a general introduction to group work course as a prerequisite. The Emerging Values model found academic group work to be beneficial for students, specifically associated with peer value and group work values. keywords: activities; class; cohort; course; group; impact; learning; model; students; values; work cache: jethe-219.pdf plain text: jethe-219.txt item: #32 of 86 id: jethe-22 author: Kenney, Christine Kaye; Sreckovic, Melissa title: Examining Language in Higher Education Courses: Creating Opportunities for Critical Reflection date: 2019-11-25 words: 7656 flesch: 44 summary: An important principle to teach higher education students is that reflection on one’s language is a skill that will enhance all aspects of their professional disposition. Finally, strategies to encourage language reflection are offered. keywords: conversations; courses; disability; education; instructors; journal; language; learning; reflection; students; teaching; use cache: jethe-22.pdf plain text: jethe-22.txt item: #33 of 86 id: jethe-222 author: Boss, Ginny Jones; Davis, Tiffany J.; Porter, Christa J. title: On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators date: 2021-10-18 words: 7035 flesch: 42 summary: The literature on Black literacies provides a model for unframing white supremacy and increasing the mental, linguistic, and existential freedom of Black students (Baker-Bell, 2020). Specifically for Black students, educators must understand the explicit and insidious nature of anti-Black racism on campus (Haynes & Bazner, 2019). keywords: development; education; journal; learning; literacies; literacy; mattering; muhammad; racial; students; syllabi; teaching cache: jethe-222.pdf plain text: jethe-222.txt item: #34 of 86 id: jethe-229 author: Iluzada, Christina Long; Wakefield, Robin L.; Alford, Allison M. title: Personal Technology in the Classroom: Evaluating Student Learning, Attention, and Satisfaction date: 2022-01-04 words: 6552 flesch: 47 summary: Should instructors implement a free personal- technology-use policy to increase student attention and satisfaction? An instructor’s effectiveness in sustaining student attention may overcome a student’s dissatisfaction with the Personal Technology in the Classroom 123 personal-technology-use policy. keywords: attention; classroom; course; learning; policy; satisfaction; students; technology; use cache: jethe-229.pdf plain text: jethe-229.txt item: #35 of 86 id: jethe-231 author: DeVita, James; Reilly, Colleen title: Letter from the editors date: 2021-05-03 words: 807 flesch: 47 summary: We also want to highlight the continued demand for access to articles published in JETHE: as of April 2021, readers have completed over 6,300 full-text downloads of articles published in our first five issues. Although the pandemic slowed down our review and publication process this year, it did not prevent us from curating the eight articles and our first-ever book review included in JETHE volume 4, issue 1. keywords: issue; jethe; review cache: jethe-231.pdf plain text: jethe-231.txt item: #36 of 86 id: jethe-232 author: Yeo, Michelle; Lafave, Mark title: A Play in Three Acts: Confused, Conflicted, and Convinced (Learning to Reflect in Athletic Therapy) date: 2022-01-04 words: 7087 flesch: 55 summary: This article focuses on what we learned about the development of student reflection across the program. Based on feedback from students, the number of reflections students were required to complete were adjusted over time. keywords: education; feedback; journal; learning; process; reflection; students; teaching; writing; year cache: jethe-232.pdf plain text: jethe-232.txt item: #37 of 86 id: jethe-244 author: Torres, Elisa R.; Williams, P. Renée; Kassahun-Yimer, Wondwosen; Gordy, Xiaoshan Zhu title: Crossword Puzzles and Knowledge Retention date: 2022-06-15 words: 4700 flesch: 57 summary: The effectiveness of creating versus completing crossword puzzles should be examined further. Students perceive crossword puzzles as enjoyable. keywords: crossword; education; knowledge; puzzles; students cache: jethe-244.pdf plain text: jethe-244.txt item: #38 of 86 id: jethe-247 author: Litton, Eric title: Videos in Online Courses: Viewing Patterns and Student Performance date: 2022-01-04 words: 7066 flesch: 65 summary: Because of this, it is expected that student course grades will increase as they watch more of the total course videos; and student assignment grades will increase as they watch more videos related to the specific assignment. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their findings statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. keywords: courses; grades; minutes; patterns; percentage; performance; students; videos; viewing cache: jethe-247.pdf plain text: jethe-247.txt item: #39 of 86 id: jethe-249 author: Calkins, Susanna C.; Rivnay, Jonathan title: The Jigsaw Design Challenge: An Inclusive Learning Activity To Promote Cooperative Problem-Solving date: 2022-01-04 words: 6361 flesch: 48 summary: Commonly, the jigsaw method employs two steps: (1) students first learn together in “expert groups,” gaining mastery over a specific content area and (2) the groups are reconfigured into “jigsaw groups” so that there is one expert from each area in each new group who will then teach the other students (Aronson, 1978). Jigsaw Implementation The 4–5-person expert and jigsaw groups were preassigned manually based on major and year in the program to ensure that at least one topical expert was in each jigsaw group. keywords: activity; challenge; class; course; design; expert; group; jigsaw; learning; students; teaching; topic cache: jethe-249.pdf plain text: jethe-249.txt item: #40 of 86 id: jethe-25 author: Howton, Amy; McGrew, Mandy; Liu, Liyuan; Staples, Lauren L.; Ray, Herman E. title: The Influence of Syllabus Tone on Student Engagement in a Wellness Course date: 2020-05-18 words: 5819 flesch: 54 summary: Philosophically, these authors see learning as a partnership between teacher and student, in contrast to the traditional hierarchy of professor and students. Palmer’s team argue that a syllabus that includes detailed information on the course, including detailed course description, explanation of assignments and reasoning behind them, a detailed course calendar, and written in a positive and motivating tone has the potential to enhance student learning and engagement in the course (Palmer et al., 2016). keywords: course; education; learning; number; students; study; syllabus; teaching; tone cache: jethe-25.pdf plain text: jethe-25.txt item: #41 of 86 id: jethe-250 author: Lin, Phoebe S.; Kennette, Lynne N. title: Creating an Inclusive Learning Community to Better Serve Minority Students date: 2022-01-04 words: 7965 flesch: 39 summary: This may be especially helpful in encouraging white students to further ruminate over race-related issues, given that individuals who are unaffected by social issues are less likely to see them as problematic and, therefore, may be less motivated to engage in social justice activism (DiAngelo, 2018; Saad, 2020). For instance, instructors can mention the racial achievement gap, a documented phenomenon in which white students tend to obtain higher grades and graduation rates compared to students of color, in conjunction with evidence that factors such as socioeconomic status, lack of access to resources, and race-based discrimination cause these discrepancies rather than differences in intrinsic ability (Aronson et al., 1998; Jacoby & Glauberman, 1995; Jencks & Phillips, 1998; Steele, 1997). keywords: community; diversity; education; group; instructors; journal; learning; minority; psychology; students; teaching; vol; white cache: jethe-250.pdf plain text: jethe-250.txt item: #42 of 86 id: jethe-251 author: Dandotkar, Srikanth; Cruz, Laura E.; Stowell, Jeffrey R.; Britt, M. Anne title: Knowing About Knowing: Assessing How Reflective Writing Influences Undergraduate Students’ Epistemic Beliefs date: 2022-06-15 words: 6804 flesch: 50 summary: Epistemic beliefs are one’s assumptions about knowledge and knowing. Given the research in educational psychology that established epistemic beliefs as reliable predictors of student success, we devised a pedagogical intervention to improve students’ epistemic beliefs. keywords: beliefs; education; journal; knowing; knowledge; learning; psychology; research; structure; students; study; teaching cache: jethe-251.pdf plain text: jethe-251.txt item: #43 of 86 id: jethe-252 author: Anderson, Bill; Rymer, Rachel; Versaskas, Jennifer; Bueter, Abigail; Masood, Mahalia title: Assessing a Modified Jigsaw Technique with Theoretical Triangulation date: 2022-06-15 words: 7393 flesch: 49 summary: Krathwohl’s (2009) multimethod requirement will include student assignments from three classes, replicated across time, to examine the same learning outcome and independent student feedback from each class, “a redundancy of data gathering” (Stake, 2005, p. 454). Still, “higher student satisfaction is not necessarily indicative of learning” (Costouros, 2020, p. 159). keywords: education; group; jigsaw; journal; learning; students; teaching; technique cache: jethe-252.pdf plain text: jethe-252.txt item: #44 of 86 id: jethe-255 author: Stewart, Terah J.; Okello, Wilson Kwamogi title: Letter from the special issue editors date: 2021-10-18 words: 688 flesch: 58 summary: With white supremacy as the pretext, Yancy (2012) offered “it is white meaning making that creates the conditions under which black people are always already marked as different/deviant/dangerous” (p. 5) and which informs violence against Black people in pedagogy and praxis. As Bey (2020) reminds us, there are actions we can take that are on the way to our desire for Black mattering and Black freedom, that is, “there are things to be done in the interim,” which may lack complete fulfillment of our efforts but are “nonetheless in the service of that end” (p.103). keywords: education; issue cache: jethe-255.pdf plain text: jethe-255.txt item: #45 of 86 id: jethe-258 author: Okello, Wilson Kwamogi; Stewart, Terah J. title: Because We Know: Toward a Pedagogical Insistence on Black Mattering date: 2021-10-18 words: 4566 flesch: 51 summary: Black mattering assumes passage into the longer wakes of history for Black people, and once there, a sitting with realities of that passage. Mattering invested in living Black people must think beyond the conventional tropes that define acceptance and appreciation and wrestle with the cruelty of anti-Black racism as a process of necropolitical organizing, where Black people are already condemned to death and dying. keywords: anti; baldwin; black; blackness; education; mattering; pedagogies; people; teaching cache: jethe-258.pdf plain text: jethe-258.txt item: #46 of 86 id: jethe-259 author: Breeden, Roshaunda L. title: We Want to do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom date: 2021-10-18 words: 2427 flesch: 52 summary: Additionally, providing homeplaces means creating safe spaces for Black students and faculty to write, mentor, uplift, and teach one another. While Love highlights many examples from the K-12 context, her text is a call to action for all educators— teachers, administrators, researchers, and faculty in higher education and beyond— who claim to love Black children. keywords: abolitionist; chapter; education; love; teaching; work cache: jethe-259.pdf plain text: jethe-259.txt item: #47 of 86 id: jethe-26 author: Joseph, Dane Christian title: Randomize it: Fair Procedures when Constructing Multiple-choice Test-Keys date: 2019-04-17 words: 5613 flesch: 56 summary: Developing and validating test items. The purpose of this study was to empirically compare three strategies for varying the position of correct answers in multiple-choice test keys and to assess their impact on test scores. keywords: ability; answer; education; format; haladyna; item; journal; key; position; score; students; test cache: jethe-26.pdf plain text: jethe-26.txt item: #48 of 86 id: jethe-268 author: Elhage, Rasha; Laoesebikan, Olanipekun; Black-Parker, Kimberly title: Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI date: 2022-12-22 words: 10752 flesch: 46 summary: Findings from this study of alumni can lend insights to effective approaches to teaching graduate students from diverse backgrounds. Research also shows that the benefits that HBCUs provide to graduate students are similar in nature to those provided to undergraduate students. keywords: african; alumni; american; benefits; csu; degree; education; environment; faculty; graduate; institutions; learning; perceptions; respondents; students; study cache: jethe-268.pdf plain text: jethe-268.txt item: #49 of 86 id: jethe-270 author: Rima, Brandi; Rodriguez, Crystal title: What Did We Learn? Assessment of an Interdisciplinary Student Project date: 2022-01-04 words: 7036 flesch: 36 summary: Student assessment of venture creation courses in entrepreneurship higher education—An interdisciplinary literature review and practical case analysis. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. keywords: assessment; community; course; criminal; education; introduction; justice; learning; project; psychology; students; teaching cache: jethe-270.pdf plain text: jethe-270.txt item: #50 of 86 id: jethe-274 author: DeVita, James; Reilly, Colleen title: Letter from the Editor: Volume 4, Issue 3 date: 2022-01-04 words: 728 flesch: 45 summary: In just over two months since its publication in mid-Fall 2021, articles from the special issue have been downloaded over 1,500 times at an average rate of 175+ times per article. Demand for articles from the Spring 2021 issue (4.1) of JETHE further represents the growing reach of the journal with downloads exceeding 3,100 at an average rate of 350 full-text downloads per article. keywords: education; jethe cache: jethe-274.pdf plain text: jethe-274.txt item: #51 of 86 id: jethe-28 author: Babcock, Renée; Georgiou, Jean title: Comparison of Two Online Courseware Instructional Methods Using Propensity Score Matching date: 2019-11-25 words: 5914 flesch: 56 summary: Capitalizing on that information, the use of online learning materials to improve student learning has been increasingly adopted by college instructors, as publishers compete to offer digital supplements with their textbooks. A negative difference indicates that overall, the Fall 2013 (adaptive courseware) class had higher outcome values, while a positive difference indicates that overall, the Fall 2015 or Fall 2016 (interactive courseware) keywords: adaptive; courseware; fall; learning; matching; online; propensity; score; students; study cache: jethe-28.pdf plain text: jethe-28.txt item: #52 of 86 id: jethe-287 author: Craig, Clay; Bergstrom, Andrea; Brooks , Mary E. ; Bichard, Shannon title: Navigating the New Normal : Teaching in the Time of Covid date: 2022-12-22 words: 7763 flesch: 47 summary: Alpert et al.’s study (2015), an exception to the lack of random sampling comparing F2F, hybrid, and online, found that online students underperform relative to hybrid and F2F, and more specifically, disadvantaged students in the hybrid and online sections did worse than those in the F2F section. The researchers believe this finding is especially worthy of consideration as this may be an important indicator of the ongoing toll that the prolonged conditions of the global pandemic are having on student learning within the realm of higher education. keywords: class; course; education; journal; learning; online; pandemic; research; students; teaching; tools cache: jethe-287.pdf plain text: jethe-287.txt item: #53 of 86 id: jethe-29 author: Wymer, Kathryn; Fulford, Collie title: Students as Co-Producers of Queer Pedagogy date: 2019-04-17 words: 6565 flesch: 52 summary: At worst it had the potential to enable teachers or other students to label certain practice, such as nonbinary pronoun usage, as “incorrect” and liable to be graded as such. Responding to concerns about a textbook reading that students perceived as heteronormative, cisnormative, and antifeminist, we formed a partnership between students and faculty to reflect on the situation and to workshop ways to move forward. keywords: course; education; essay; faculty; handbook; journal; pedagogy; producers; queer; students; teaching; writing cache: jethe-29.pdf plain text: jethe-29.txt item: #54 of 86 id: jethe-300 author: DeVita, James; Reilly, Colleen title: Letter from the editors date: 2022-06-15 words: 539 flesch: 48 summary: Multiple articles explore the use of specific teaching techniques and their respective effects on students’ experiences and learning outcomes. Microsoft Word - JETHE_editor_final.docx Journal of Effective Teaching in Higher Education, vol. keywords: articles; teaching cache: jethe-300.pdf plain text: jethe-300.txt item: #55 of 86 id: jethe-301 author: Thibaut, Dylan; Schroeder, Kersten title: Traditional, Mixed-Mode, and Online Instruction for Microbial Metabolism Before and During COVID-19 date: 2023-06-20 words: 6540 flesch: 48 summary: While the online semesters during COVID-19 managed to still do better than traditional instruction methods on the final exam, the same effect that mixed-mode instruction had compared to traditional was not as apparent on exam 1. Exam 3 showed the inverse of what occurred with exam 1 and exam 4, with traditional teaching methods leading to higher scores compared to the scores found when teaching with mixed-mode methods (p= <0.001). keywords: biochemistry; education; exam; instruction; journal; learning; metabolism; methods; mode; online; students; teaching cache: jethe-301.pdf plain text: jethe-301.txt item: #56 of 86 id: jethe-302 author: Leibold, Nancyruth; Schwarz, Laura M. title: Student Perceptions of Teacher Online Feedback: An Integrative Review date: 2022-12-22 words: 7018 flesch: 45 summary: • RQ2: What are student perceptions of text, audio, and video feedback in higher education? Likewise, Marshall et al. (2020) determined that student writing growth also resulted from video feedback. keywords: audio; education; feedback; journal; online; perceptions; presence; research; student; study; teaching; video cache: jethe-302.pdf plain text: jethe-302.txt item: #57 of 86 id: jethe-31 author: Rovito, Michael Joseph; Koontz, Amanda; Garcia, Martha; Tripp, Mary; Schneider, Kim; Walters, Linda title: Understanding the Effectiveness of a Peer Coach Model in Research-intensive Undergraduate Courses date: 2019-11-25 words: 5811 flesch: 44 summary: To study the effectiveness of the peer coach model in these EPCCs across all levels of student research, a pretest-posttest study design was employed to understand undergraduate students’ perceptions of their: 1) understanding of the field, 2) research skills, 3) ability to conduct research. Undergraduate research experiences in Psychology: keywords: coaches; education; experiences; groups; model; peer; post; research; skills; students; teaching; undergraduate cache: jethe-31.pdf plain text: jethe-31.txt item: #58 of 86 id: jethe-312 author: Gullo, Dana title: Supporting Students with Disabilities to be Successful in an Online Learning Environment date: 2022-12-22 words: 10866 flesch: 46 summary: Today, college students are older; approximately 35% of students currently enrolled in higher education are 25 years of age and older. Accommodation strategies of college students with disabilities. keywords: college; courses; disabilities; disability; education; faculty; journal; learning; online; services; students; support; swd; teaching; transition; vol cache: jethe-312.pdf plain text: jethe-312.txt item: #59 of 86 id: jethe-32 author: Cogswell, Cindy; Pauls, Scott; Gauthier, Adrienne; DeSilva, Erin title: Agile and Active: Sustaining Pedagogical Change in a Large-Enrollment Calculus Course date: 2019-11-25 words: 9098 flesch: 50 summary: This study serves to add a deeper understanding of sustaining course change in introductory mathematics courses by examining the context in which change occurred. It is well documented that the use of active learning strategies increases student learning (Freeman et al., 2014; Prince, 2004; Springer, Stanne, & Donovan, 1999). keywords: austin; case; change; college; course; dartmouth; education; faculty; journal; learning; mathematics; pauls; research; students; teaching; vol; work cache: jethe-32.pdf plain text: jethe-32.txt item: #60 of 86 id: jethe-320 author: Suart, Celeste; Cassidy-Neumiller, Martha; Harvey, Kelsey title: Modalities of Faculty Engagement with the Scholarship of Teaching and Learning date: 2023-06-20 words: 9299 flesch: 44 summary: We found respondents used multiple engagement modalities to stay informed on SoTL literature, carry out SoTL research, and disseminate their findings. Despite these benefits, there are several known barriers to faculty and staff participation in SoTL, including epistemological discomfort, limited time and monetary resources, and lack of perceived value of SoTL research by peers (McKinney & Jarvis, 2009; Miller-Young et al., 2018; Schroeder, 2007). keywords: education; engagement; et al; faculty; journal; learning; literature; research; respondents; scholarship; sotl; sotl research; staff; teaching; university cache: jethe-320.pdf plain text: jethe-320.txt item: #61 of 86 id: jethe-323 author: Dandotkar, Srikanth; Cruz, Laura; Britt, M. Anne title: Knowing, Thinking, and Learning: Fostering Critical Thinking in Undergraduate Psychology Classes date: 2022-12-22 words: 7476 flesch: 48 summary: Implications of this connection between argument analysis and epistemic beliefs in the context of improving students’ critical thinking skills are discussed. Keywords: critical thinking; epistemic beliefs; argument evaluation; argumentation; psychology class Introduction Critical thinking remains one of the primary learning outcomes ascribed to higher education; a position the skill has held for decades. keywords: argument; beliefs; education; journal; knowing; knowledge; learning; participants; speed; students; teaching; thinking cache: jethe-323.pdf plain text: jethe-323.txt item: #62 of 86 id: jethe-324 author: Love, Savanna; Marshall, David title: Video Feedback and Instructor Social Presence in an Asynchronous Online Course date: 2022-12-22 words: 6962 flesch: 52 summary: Keywords: video feedback; writing feedback; asynchronous; graduate students; instructor social presence An increased interest in online learning environments has led to discussions about the effectiveness of various forms of feedback students receive throughout an online course. Video Feedback An important way in which instructor social presence can be established is through various forms of feedback students receive throughout an online course. keywords: course; education; feedback; instructor; learning; presence; students; video; video feedback cache: jethe-324.pdf plain text: jethe-324.txt item: #63 of 86 id: jethe-33 author: Fisher, Amy K; Simmons, Chris; Allen, Susan title: Supporting and Challenging Student Cognitions in the Classroom date: 2019-04-17 words: 6187 flesch: 47 summary: Nonetheless, it can provide guidance for supporting student cognitive development and challenging students to move to the next level. Becoming a counselor: A longitudinal study of student cognitive development. keywords: classroom; complexity; development; education; journal; perry; role; students; supervision; teaching; work cache: jethe-33.pdf plain text: jethe-33.txt item: #64 of 86 id: jethe-336 author: Wells, Tommy title: Creating Trauma-Informed Higher Education Classrooms: Exploring Undergraduate and Graduate Student Perceptions date: 2023-06-20 words: 6085 flesch: 50 summary: Trauma and other adversities also increase the risk that college students may develop posttraumatic stress disorder (PTSD), depression, substance use disorders, among others (Anders et al., 2012; Copeland et al., 2007; Read et al., 2011; Turner & Butler, 2003). Because of the various effects that trauma can have on college students, it is important to understand how colleges and universities support them. keywords: classroom; college; education; faculty; journal; practices; strategies; students; teaching; trauma; undergraduate cache: jethe-336.pdf plain text: jethe-336.txt item: #65 of 86 id: jethe-341 author: DeVita, James; Reilly, Colleen title: Letter from the Editors date: 2022-12-22 words: 453 flesch: 49 summary: In many ways, the Fall 2022 issue of the Journal of Effective Teaching in Higher Education (JETHE) reflects the ongoing efforts of faculty in higher education to return to a “new normal” as a result of the COVID-19 pandemic. The three articles that follow address other aspects of online teaching and learning: Leibold and Schwarz examine “Student Perceptions of Teacher Online Feedback,” Love and Marshall focus on “Video Feedback and Instructor Social Presence in an Asynchronous Online Course,” and Gullo discusses “Supporting Students with Disabilities in Online Learning Environments.” keywords: jethe; teaching cache: jethe-341.pdf plain text: jethe-341.txt item: #66 of 86 id: jethe-344 author: Baker, Jonathan; Tukhvatulina, Sophya title: Reflections of Adult Learners in Asynchronous Online Degree Programs date: 2023-06-20 words: 8797 flesch: 47 summary: and could not relate to the experiences of online students, which was reflected in the requirements that faculty have for their students. All participants agreed that assignments should be due on Sundays at 11:59pm because it is assumed by adult online learners to be “the standard.” keywords: adult; adult learners; degree; education; learners; learning; online; participants; professors; programs; students; study cache: jethe-344.pdf plain text: jethe-344.txt item: #67 of 86 id: jethe-354 author: Akkaraju, Shylaja title: The Oral Exam : Learning for Mastery and Appreciating It date: 2023-06-20 words: 4827 flesch: 48 summary: With meticulous planning, it is possible to motivate students to learn for mastery and acquire expertise by employing oral exams as the pivotal assessment strategy in an online course thereby also making academic dishonesty almost irrelevant. Keywords: oral exams; mastery learning; threshold concepts; deliberate practice; pedagogy of care Most Human Anatomy & Physiology instructors believe that academic integrity is compromised in online courses (Carrasco, 2022). keywords: education; exam; journal; learning; mastery; practice; students; teaching; threshold cache: jethe-354.pdf plain text: jethe-354.txt item: #68 of 86 id: jethe-36 author: Steiner, Hillary; Trivedi, Nirmal; Brown, Joshua title: Bringing a Learning Strategies Project to Scale in a First-Year Seminar date: 2019-04-17 words: 7864 flesch: 59 summary: Goodman, K. M., Baxter Magolda, M., Seifert, T. A., & King, P. M. (2011) Good practices for student learning: Mixed-method evidence from the Wabash National Study. The importance of self-regulation for college student learning. keywords: group; journal; learning; project; self; seminar; strategies; strategy; students; study; use; year cache: jethe-36.pdf plain text: jethe-36.txt item: #69 of 86 id: jethe-37 author: Scherer, Hannah H.; O’Rourke, Megan; Seman-Varner, Rachel; Ziegler, Peter title: Coteaching in Higher Education: A Case Study of Instructor Learning date: 2020-05-18 words: 6381 flesch: 48 summary: Megan was a new lead instructor for the course with significant disciplinary expertise but little higher education teaching experience. These “brokers” can facilitate STEM faculty learning about reformed teaching practices by translating ideas in a way that makes them accessible to STEM faculty with little training. keywords: case; course; education; faculty; journal; learning; planning; practice; teaching; team cache: jethe-37.pdf plain text: jethe-37.txt item: #70 of 86 id: jethe-377 author: DeVita, James; Reilly, Colleen title: Letter from the editors date: 2023-06-20 words: 760 flesch: 49 summary: Thanks again for your ongoing support, and we hope you enjoy the current issue of JETHE. Included in Volume 6, issue 1 of JETHE are six (6) articles focused on a range of SoTL topics that relate to critical issues in higher education today. The next two (2) articles in the issue examine experiences of specific populations in higher education and seek to identify strategies for supporting these students’ learning. keywords: journal; teaching cache: jethe-377.pdf plain text: jethe-377.txt item: #71 of 86 id: jethe-39 author: Cook, Jessica; Chen, Cuixian; Griffin, Angelia title: Using Text Mining and Data Mining Techniques for Applied Learning Assessment date: 2019-04-17 words: 8134 flesch: 54 summary: As there are numerous studies that have been conducted on student evaluation of faculty instruction using quantitative, meta-analyses practices (Evans, 2013; Uttl, White, & Gonzalez, 2017; Zhao & Gallant, 2012), this study provides a timely and unique approach to using text mining and data mining techniques in examining the validity and reliability of student evaluations in accessing teacher effectiveness and student learning. Therefore, even though intensive human manual scoring to analyze student evaluations is important, automatic quantitative analysis of student evaluation can be an alternative efficient approach to analyze students’ text response. keywords: assessment; data; data mining; ebc; education; evaluations; learning; mining; student; teaching; techniques; text; text mining cache: jethe-39.pdf plain text: jethe-39.txt item: #72 of 86 id: jethe-40 author: Virtue, Emily E title: Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students date: 2019-11-25 words: 6950 flesch: 58 summary: Such observations may suggest that their time spent in class thinking and reading about college student identity allowed them to understand the Using Fiction 80 Journal of Effective Teaching in Higher Education, vol. Background and Framework Development in the College Context While student development and identity have been studied, little is known about student identity as it relates to conditionally-enrolled students in their first Using Fiction 71 Journal of Effective Teaching in Higher Education, vol. keywords: characters; college; development; education; fiction; identity; journal; new; students; study; transition cache: jethe-40.pdf plain text: jethe-40.txt item: #73 of 86 id: jethe-42 author: Hammond, Kay Maree title: Experiential Learning and Peer Teaching to Develop PowerPoint Slide Formatting Skills date: 2019-11-25 words: 7647 flesch: 56 summary: Our marking rubric was also vague and offered little to guide student learning as it stated, “visual aids well prepared, managed and appropriate for presentation”. However, faculty face time pressures to train students on effective use of information technology for educational activities. keywords: activity; design; education; formatting; journal; learning; powerpoint; presentation; skills; slide; students; teaching; text; time cache: jethe-42.pdf plain text: jethe-42.txt item: #74 of 86 id: jethe-51 author: Sherr, Goldie Libby; Akkaraju, Shylaja; Atamturktur, Seher title: Nudging Students to Succeed in a Flipped Format Gateway Biology Course date: 2019-11-25 words: 4645 flesch: 56 summary: Self-regulation is a set of processes that promote student learning and success (Zimmerman, 2002). The impact of nudging via text messages on preparedness, attendance, and punctuality 79.75 87.7705 0 20 40 60 80 100 Students with at least 80% average on quizzes Students with at least 80% attendance record Pe rc et na ge Average Quiz Grades and Attendance (80% or higher) for sections that nudges with texts 7 11 8 11 8 3 7 5 3 3 2 1 3 4 5 5 1 1 0 0 T R A C K I N G P R O G R E S S M E E T keywords: class; course; education; journal; learning; monitoring; self; students; text cache: jethe-51.pdf plain text: jethe-51.txt item: #75 of 86 id: jethe-52 author: Cornell, Heidi Renee; Sayman, Donna; Herron, Jason title: Sense of Community in an Online Graduate Program date: 2019-11-25 words: 7266 flesch: 54 summary: In addition, instructors may want provide online students with more choice in how their classes are structured to embrace more of a constructive approach to teaching and learning. For example, Wdowik (2014) provided students with an online learning community through the use of Blackboard Collaborate and found that it enhanced student engagement levels and quality of student learning by allowing the instructor to be more accessible and supportive. keywords: community; course; discussion; education; graduate; group; learning; online; program; sense; students cache: jethe-52.pdf plain text: jethe-52.txt item: #76 of 86 id: jethe-55 author: Cruz, Laura; Meadows, Jennifer; Panter, Nikki title: The Fledgling Mindset: Preparing Biology Students to Leave the Academic Nest date: 2020-12-11 words: 9958 flesch: 53 summary: Preparing Biology Students to Leave the Academic Nest Laura Cruz, Penn State University Jennifer Meadows, Tennessee Tech University Nikki Panter, Tennessee Tech University, (npanter@tntech.edu) Abstract: As Biology students prepare to complete their undergraduate degrees and continue into either a career or to another degree, the scientific skills learned in the classroom are not enough to secure their professional path. keywords: assignments; biology; career; communication; course; education; fledgling; journal; learning; mindset; professional; research; science; skills; students; study; survey; teaching; vol cache: jethe-55.pdf plain text: jethe-55.txt item: #77 of 86 id: jethe-56 author: DeVita, James; Reilly, Colleen title: Letter from the editors date: 2019-05-23 words: 344 flesch: 52 summary: The primary goal of JETHE is to deliver high quality, data driven articles contributing to the scholarship of teaching and learning (SoTL) in higher education. If you are interested in reviewing for our journal, please send an email to the editors at jethe@uncw.edu indicating the subjects related to SoTL in higher education that most interest you and about which you have expertise. keywords: jethe cache: jethe-56.pdf plain text: jethe-56.txt item: #78 of 86 id: jethe-58 author: Wonder, Kelly title: Understanding Student Perceptions of Class Participation date: 2021-05-03 words: 8046 flesch: 49 summary: These perceptions include intentionality of pedagogy to engage students, the power distance relationship between teacher and students, and the assessment practices used to motivate and measure student participation. Inside the undergraduate college classroom: Faculty and students differ on the meaning of student participation. keywords: class; classroom; education; english; journal; language; learning; participants; participation; skills; student; teacher; teaching; understanding cache: jethe-58.pdf plain text: jethe-58.txt item: #79 of 86 id: jethe-64 author: Phan, Mi Pham Kieu title: The Application of Metacognitive Note-taking Skills in Reading Lessons to EFL College Students date: 2020-05-18 words: 6804 flesch: 54 summary: However, the previous findings on the benefits of explicit instructions of metacognitive reading strategies, self-questioning and note-taking can spur the pursuit of the present study. The instructions of metacognitive reading strategies were proved to boost students’ achievements in vocabulary and reading comprehension (Djudin, 2017). keywords: education; journal; learning; mnt; note; posttest; pretest; reading; skills; strategies; students; taking; teaching cache: jethe-64.pdf plain text: jethe-64.txt item: #80 of 86 id: jethe-66 author: Lai, Alice title: Creating Project-Based Learning for Online Art Classrooms date: 2021-05-03 words: 6860 flesch: 40 summary: Online art professors have documented various student projects, highlighting the promising aspects of learning with technologies. Another challenge pointed toward the professor’s role in facilitating student online discussions. keywords: art; classrooms; course; education; journal; learning; online; pbl; project; questions; research; students; teaching cache: jethe-66.pdf plain text: jethe-66.txt item: #81 of 86 id: jethe-67 author: Ricci, Leila Ansari; French, Rebecca title: Aiming for Alignment: Faculty and Student Perspectives on Effective Teaching for First-Generation Students date: 2023-06-20 words: 8250 flesch: 49 summary: Students appreciated when professors sent reminders of due dates and assignment requirements because students are very busy and often work full time. The measures consisted of two surveys developed by the first author that were based on teaching practices described in prior research as benefiting first- generation students (the practices are described in Appendix A, which contains survey items). keywords: college; courses; education; faculty; generation; generation students; journal; means; need; professors; students; survey; teaching cache: jethe-67.pdf plain text: jethe-67.txt item: #82 of 86 id: jethe-84 author: Gallagher, Kristel M title: “I teach, therefore I am?”: Exploring the Teaching Personas of College Professors date: 2020-12-10 words: 7621 flesch: 47 summary: Although teacher personality, teacher burnout, and the association between the two has been investigated previously, and most recently in meta-analytic form (Kim et al., 2019), the concept of the teaching persona is less present in the literature. The use of these established scales aids in the dissemination, application, and replication of personality research findings, and also can inform educational researchers who may wish to construct comprehensive theories of teacher personality from existing research (Kim et al., 2019). keywords: burnout; everyday; journal; participants; personality; personas; professors; self; study; teacher; teaching cache: jethe-84.pdf plain text: jethe-84.txt item: #83 of 86 id: jethe-85 author: DeVita, James; Reilly, Colleen title: Letter from the editors date: 2019-11-25 words: 587 flesch: 49 summary: Microsoft Word - JETHE Editor Letter - November 2019 issue.docx Journal of Effective Teaching in Higher Education, vol. One year ago we published our first issue of the Journal of Effective Teaching in Higher Education. keywords: articles; teaching cache: jethe-85.pdf plain text: jethe-85.txt item: #84 of 86 id: jethe-9 author: Perrotta, Katherine Assante; Bohan, Chara Haeussler title: A Reflective Study of Online Faculty Teaching Experiences in Higher Education date: 2020-05-18 words: 6753 flesch: 40 summary: Furthermore, Kimmel and Fairchild (2017) contend that “little is known about [online faculty] experiences” (p. 53). First, Shea et al. (2001) and Skibba (2011) found that online faculty tend to engage in greater self-reflection than face-to-face instructors. keywords: author; college; course; development; education; evaluations; experiences; faculty; journal; learning; online; student; study; teaching cache: jethe-9.pdf plain text: jethe-9.txt item: #85 of 86 id: jethe-95 author: Vengadasalam, Sarbani Sen title: Transformative Pedagogy and Student Voice: Using S.E.A. Principles in Teaching Academic Writing date: 2020-12-10 words: 7538 flesch: 45 summary: When academic writing students—whether undergraduate or graduate, or from a W.A.C. or a W.I.D. class—understand the value of transformative writing practices in the development of their professional identities in academic writing and community spaces, they become aware of their ability to contribute to change and scholarship even as they develop individualized distinctive voices. What is student voice? keywords: education; graduate; pedagogy; research; scaffolding; students; teacher; teaching; transformative; undergraduate; voice; writing cache: jethe-95.pdf plain text: jethe-95.txt item: #86 of 86 id: jethe-97 author: Blanton, Morgan Vassey; Pacifici, Linda C. title: Learning by Design: Rethinking Curriculum Alignment through Collaborative Inquiry date: 2020-12-10 words: 4484 flesch: 48 summary: It was not until we analyzed student learning data collaboratively that we realized the learning outcomes of the Digital Sabbath assignment did not meet our expectations or assumptions of Course We organized student learning data from the reflection and activity logs and began comparing those learning outcomes to Course Objective 2, “Express the changing nature of learners and learning in the digital age.” keywords: assignment; course; digital; learning; students; teaching cache: jethe-97.pdf plain text: jethe-97.txt