Browsing by Subject "student engagement"
Now showing 1 - 10 of 13
Results Per Page
Sort Options
Item A Six-Year Retrospective of ePortfolio Implementation: Discovering Inclusion through Student Voice and Choice(WAC Clearinghouse, 2024) Urtel, Mark; Fallowfield, Stephen M.; Angermeier, Lisa; Swinford, Rachel; Exercise & Kinesiology, School of Health and Human SciencesDesigning then implementing ePortfolios as a High Impact Practice (HIP) (Watson et al., 2016) across an academic program in kinesiology presents many opportunities and challenges. The authors document their six-year journey and ensuing lessons along the way, as they strive to uncover and enact best practices for department-wide implementation. After a first attempt implementing the ePortfolio when they realized their efforts fell short, this faculty team immersed themselves in comprehensive professional development and worked together with students to recast how each knew and understood an ePortfolio. To achieve the newly crafted outcomes of an ePortfolio project, the authors found that promoting student voice and choice is essential to fostering student engagement and inclusivity. Informed by findings of a mixed methods study, the faculty team hopes to provide a meaningful perspective that supports faculty exploration within ePortfolios and offer guidance to be sure students are partners in this journey.Item Building positive learning experiences through pedagogical research guide design(2018) Lee, Yoo Young; Lowe, M. SaraLibrary research guides are traditionally designed in a pathfinder-style format by resource type. However, would a pedagogical-style guide, which moves students through the research process, better support the student learning experience? This study sought to answer the question: Which guide design best supports the student information literacy learning experience outside of a classroom setting? This article reports results of a usability study (n=22) of first-year to graduate students who interacted with either a pedagogical or pathfinder-style research guide through a simulated research assignment. Results indicate that although there is no statistically significant performance difference between guide type, students using the pedagogical guide reported a more positive experience than those using the pathfinder guide. As a result, this led them to spend more time on, interact more with, and consult more resources on the research guide. Librarians who wish to enhance the usability of research guides may get greater student engagement by designing their guides pedagogically.Item The Effect of Real-World Research on Students’ Learning: Team-based and Project-based Learning(Office of the Vice Chancellor for Research, 2012-04-13) Hostetter, CarolAbstract: The paper presents the results of a study assessing students’ learning of the EPAS competencies taught in a BSW research class. The professor engaged students in conducting a mixed-methods research study, with students conducting interviews and surveys. Team-based learning was employed. Students’ knowledge and attitudes were found to be positive. Question SOTL practices encourage teachers to turn a lens to our classrooms, using theories and methods from the literature to solve classroom problems. One common problem is the lack of student engagement in certain required courses, such as research. An intriguing method for developing a more interactive classroom is Team-Based Learning (TBL). Engaging undergraduates in conducting research is an increasing trend in higher education. Could the combination of the two help create more interest and learning in an undergraduate research class? The research paper examines one way SOTL inquiry transformed teaching practices, and the impact the transformation had on students’ learning. Rationale TBL is an active learning pedagogical method which includes a specified classroom structure and experiential component. TBL supports content coverage through a team approach, frequent testing on class readings, group and class discussion, and application of knowledge (Michaelsen and Sweet, 2008). Research on TBL found students are more accountable and learn valuable team-work skills with TBL than in a traditional classroom (Michaelsen and Sweet, 2008). When used in medical school, students in the TBL classrooms significantly outperform others on exams. In addition, lower-performing students were found to benefit most (Koles, et al., 2010). Methods Students in an undergraduate research class were taught using TBL. Students were divided into teams responsible for completion of small research projects, while the entire class conducted interviews on the same topic. Students took unit tests based on assigned readings, discussed the readings and the test both with their team and the class at large, and applied their research knowledge in scaffolded assignments that built towards the final product. The team approach allowed for close mentoring and feedback as each task was completed. They presented their findings through a poster session and a paper. Student learning and attitudes were evaluated using multiple measures including testing, student reflection papers, and final papers. Quantitatively, the effectiveness of the TBL method was measured on tests and papers. Qualitatively, measures included reflection papers and course evaluations. Outcomes This instructional method was found to provide evidence of attained knowledge and feelings of engagement. Students’ scores on knowledge tests averaged 90% or better. Student reflections were strongly positive as to their perceptions of their learning and interest in the course. In addition, this method was found to improve the classroom environment. Students arrived prepared for class, the energy was high, and students were engaged. One aspect students particularly appreciated was that the research project they conducted had been approved by the institution’s IRB, so it was “real” research and could be published. A typical comment found in evaluations follows: “I think the team tests were extremely beneficial because not only does it make you retain information from the readings, it challenges you and makes you discuss.” Reflective Critique Since research is an important aspect of many undergraduate programs, it is crucial to find ways for students to learn and appreciate it. The growing body of literature on TBL and on engaging undergraduates in research projects provided ideas for aiding a lack of engagement in a required class. This case study of one course cannot be generalized, but may add to the body of literature in SOTL. Koles, Paul G., Stolfi, Adrienne, Borges, Nicole J., Nelson, Stuart, Parmelee, Dean X. (2010). The impact of team-based learning on medical students' academic performance. Academic Medicine, 85(11), 1739-1745.Item Impact of Schools' Social Bonding on Chronic Truancy: Perceptions of Middle School Principals(2009-03-18T18:34:05Z) Gentle-Genitty, Carolyn Sherlet; Westhuis, David; Barton, William H., 1949-; Adamek, Margaret E.; Anderson, Jeffrey; Jarjoura, G. RogerNo longer is the family the only unit of care for children and their education; schools are now the primary unit of education and are responsible for at least 6-8 hours of student connectedness. Yet, one in every 100 US students is truant. Among students ages 14-17, the number of truants is one in 10. In one township in Indiana, one in every three students is a chronic truant. Understanding why children disengage from school before reaching the compulsory attendance age of 16 is essential. This study explored the relationship of schools’ social bonding opportunities and principals’ perceptions of students’ social bond on rates of chronic truancy in middle schools. Chronic truancy was defined as 10 or more absences reported to the Indiana Department of Education during the 2006-2007 school year. Methods. A cross-sectional online survey consisting of 81 items was administered using Survey Monkey™. The list of participants was generated from the Indiana Department of Education’s online database of middle and junior high schools in Indiana. Of the 429 principals invited to participate, 144 responded. The final sample consisted of 99 public schools. Secondary data was used to compare school demographic characteristics. Results. Using multiple regression analyses, the results showed that schools’ social bonding opportunities and principals’ perceptions of students’ social bonding in middle school were positively but not significantly related to rates of chronic truancy. The variables in the model of best fit accounted for 16% of the change in rates of chronic truancy. Principals reported doing well at creating opportunities for students to attach and be involved in school but that they needed to improve on building relationships to effectively increase social bonding in their middle schools. Conclusions. Student success is dependent on not only what the student brings to the school environment but what the school environment provides to the student. Creating an environment for students to thrive and succeed relies on the opportunities for social bonding in the middle school. Truancy prevention and school engagement is a shared responsibility.Item Improving “Desktop medicine” efficiency using Guided Inquiry Learning in an Electronic Health Records System(2018-07-18) Purkayastha, Saptarshi; Naliyatthaliyazchayil, Parvati Ravindranathan Menon; Surapaneni, Asha Kiranmayee; Kowkutla, Ashwini; Maity, PallaviRecent studies have shown that more than 50% of physician time is spent on “desktop medicine” – the practice of medicine that requires the use of computers and other technology. Providers are trained in other medical practices through elaborate course work, but don’t get enough training and follow-up training on the desktop medicine practices such as efficient use of an electronic health record (EHR) system. By putting in practice theories from learning sciences, human-computer interaction and evaluation in an undergraduate health information management (HIM) course, we developed a module called Student Team Learning Monitor (STLM) in an open-source EHR.Item Information Literacy and Student Engagement: What the National Survey of Student Engagement Reveals about Your Campus(Association of College and Research Libraries, 2003-11) Mark, Amy E.; Boruff-Jones, Polly D.The annual National Survey of Student Engagement (NSSE) measures undergraduate “participation in programs and activities that institutions provide for their learning and personal development." Each item on the survey correlates to one of five benchmarks of “empirically confirmed ‘good practices’ in undergraduate education.” The NSSE is an excellent diagnostic fit with the Information Literacy Competency Standards for Higher Education because learning outcomes can be correlated with student engagement. This article will present case studies from the University of Mississippi and Indiana University-Purdue University Indianapolis to demonstrate how librarians can apply NSSE results for the purpose of assessment.Item Introducing Biology Undergraduates to Authentic Research through Grand Challenges in Global Health: Examining Environmental Factors that Influence the Development of Zebrafish Embryos(Office of the Vice Chancellor for Research, 2014-04-11) Sarmah, Swapnalee; Chism, Grady; Vaughan, Martin; Marrs, James A.; Marrs, Kathleen A.To increase student excitement and engagement in science, a course-based undergraduate research experience (CURE) has been introduced in the curriculum at IUPUI. In Fall 2013, original research projects investigating prenatal alcohol, nicotine and caffeine exposure effects on development of zebrafish embryos was introduced into the Introductory Biology K102 course. This research project was also a part of a new Themed Learning Community (TLC) at IUPUI called “From Molecules to Medicines” that examined grand challenges in global health. In documenting the developmental effects on zebrafish embryos, and designing new protocols to address student research questions, students gained experience with authentic research methods, laboratory techniques, microscopy, image analyses, statistical analyses, scientific writing and presentation skills. This project, especially in a freshman undergraduate lab setting, requires a new way of problem-solving, but greatly facilitates student excitement and engagement in science through the use of research-based high-impact practices for student success and persistence. To continue an inquiry-based lab on global health issues and to keep IUPUI biology curricula current with the rapid rise of bioinformatics, concepts of bioinformatics were introduced into the Cell Biology Laboratory K325 course in Spring, 2014. Students were allowed to work on their own investigatory projects to analyzed zebrafish microarray data to find genes affected after ethanol exposure. Students used NCBI/ Ensembl databases to retrieve the gene/protein sequences, and various freely available tools (GeneBank, Protein Data Bank, BLAST, ClustalW, ExPasy, Phylogenetic Tree) to investigate the evolutionary conservation of genes/proteins affected after ethanol exposure. Student learnt 3D-protein structure construction and observed how 3D-protein structure could change with single amino acid changes. Preliminary assessment indicates that students are gaining an understanding the web-based databases and tools and enjoying the investigatory nature of the lab exercises.Item Library Instruction and Student Engagement in the Age of Google(LOEX Press, 2010) Weare, William H., Jr.; Kowalsky, MichelleA typical library instruction session generally includes demonstrations of how to use the library catalog, how to access information via library-provided electronic resources, and how to use the electronic journal list. Given limited time with a new group of students, many librarians would not opt to include instruction on how to effectively and efficiently use a search engine. The 2006 OCLC report College Students’ Perceptions of Libraries and Information Resources indicates that “that 89 percent of college student information searches begin with a search engine." Librarians should also consider beginning their library instruction sessions at the place where their students would begin—with Google. Such an approach not only motivates students, but it also enables the instructor to build on the students’ prior knowledge and research experiences more quickly and efficiently. Lessons which begin by briefly evaluating a student's prior knowledge make good pedagogical sense. Students naturally feel more confident and eager to learn something new when it appears that the topic is familiar. Activating prior knowledge prepares the mind to integrate new knowledge and concepts. Using Google to help students connect new knowledge to old helps them build sequences of memories that associate library searching with their previously 'easy' and 'enjoyable' search engine experiences. Lessons which extend student understanding of a familiar concept help to create better student searchers. In this session the presenters will demonstrate a variety of ways in which instruction librarians can use search engines and related web search products to increase student engagement.Item Looking Out and Looking In: Promoting Academic Success through Peer Review and Self-Reflection in Online and Face-to-Face Courses(2014-11-21) Zhu, Liugen; Hook, Sara AnneThis presentation will illuminate why peer review and self-reflection are important in promoting academic success and student engagement in both online and face-to-face courses. It will showcase the effective and easy-to-implement techniques that the presenters use to provide students with opportunities to look outward and inward and how the results contribute to course grades and the overall assessment of student learning. Attendees will be able to incorporate these techniques into any course at any level.Item Novice Versus Advanced Undergraduate Computing Students’ Engagement in Collaboration in an Online Flipped Classroom(International Society of the Learning Sciences, 2022) Vickery, Morgan; Mithun, Shamima; Computer Information and Graphics Technology, School of Engineering and TechnologyThis paper explores students' engagement in collaborative learning activities within two data science courses (one introductory and one advanced) taught synchronously online during the 2020-2021 academic year. Here, we draw on a multidimensional perspective of student engagement to understand novice and advanced computing students' collaborative learning practices and propose instructional design elements informed by students’ unique needs and the limitations of the virtual format.