Browsing by Author "Murphy, Emily"

Now showing 1 - 3 of 3
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    I do, and I understand: The value of active learning in the classroom
    (2019-07-23) Murphy, Emily
    An ancient Chinese proverb states “I hear, and I forget; I see, and I remember; I do, and I understand.” Faculty are constantly challenged to create new and engaging activities that will facilitate a students’ understanding of the material. Purposefully designed learning experiences can accelerate student understanding, and encourage learners to become more motivated and engaged in the classroom. In this session, a faculty member from the Indiana University Kelley School of Business Indianapolis will present different classroom activities from courses that allow the students to actively participate in their own learning. These exercises can easily be used in traditional classroom learning but are designed to encourage a flipped classroom approach. Application and hands-on learning has shown to be successful in student learning. The activities demonstrated in this session promote the students’ soft skills and encourage critical thinking and problem solving skills. This fun and interactive session will encourage attendees to participate in numerous classroom-tested strategies designed to improve their students’ soft skills. Attendees will also have the opportunity to share activities from their own classrooms.
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    Questioning CRAAP: A Comparison of Source Evaluation Methods with First-Year Undergraduate Students
    (IUScholarWorks Journals, 2021-10-08) Lowe, M. Sara; Macy, Katharine V.; Murphy, Emily; Kani, Justin
    Librarians and instructors see college students struggle with evaluating information and wonder how to best teach source evaluation in a one-time course integrated library research session to ensure understanding and improve student performance. This research compared multiple sections of first-year students over two semesters taught two evaluation methods: the CRAAP method, and the six journalistic question words. Results indicate that students taught to evaluate information using the six question words produced better end-of-semester papers. Results of the pre-, post-, and end-of-semester quizzes were less conclusive, but do highlight some of the challenges first-year students face when determining credibility. Results have the potential to inform instructional practice.
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    Teaching students to evaluate sources: getting back to basics
    (2020-10-28) Kani, Justin; Lowe, M. Sara; Macy, Katharine V.; Murphy, Emily
    Librarians and instructors regularly see students struggle with evaluating information. Is there a way to teach source evaluation in a one-shot session that leads to better student performance? We’ll present results of our research project, which compared multiple sections of students over two semesters. Some students were taught the CRAAP method, while others learned via the 6 journalistic question words. Was one method retained better than the other? Did student performance on quizzes and final papers differ based on the evaluation method they were taught? This presentation will engage you to think critically about teaching source evaluation in order to improve student learning.