Written by: Kathleen McKinney, former Cross Chair in SoTL and Professor of Sociology, Emeritus at Illinois State University
Gauisus is the internal, blind peer-reviewed scholarship of teaching and learning (SoTL) publication at Illinois State University (ISU). At ISU we define the scholarship of teaching and learning as the “systematic reflection/study on teaching and learning [of our ISU students] made public.” The first volume of Gauisus appeared in 2009 in print and pdf form and contained 13 traditional scholarly articles or notes. The second and subsequent volumes are multi-media publications and appear on line every late spring. Each will contain several representations of SoTL work. Representations may be scholarly papers or notes, online posters, videos, wikis or blogs and so on.
The purposes of Gauisus are the following: 1) to provide instructors writing about their teaching and learning a local but peer reviewed outlet to share what they and their students have done and learned and 2) to offer other instructors and students an accessible publication to read to obtain a sense of, and learn from, some of the scholarly teaching and SoTL projects conducted by their colleagues on our campus. Gauisus means glad, gladly, or joyful in Latin, as in the Illinois State University motto/logo, “Gladly we learn and teach.” Reviewers are volunteers from ISU, and sometimes beyond, who apply and are selected based on their experience with SoTL and reviewing scholarly work.
Volume 4, 2016 contains the following SoTL representations:
J. W. Anderson • Department of Family and Consumer Sciences
Sarah Bradshaw • Department of Family and Consumer Sciences
Jennifer Banning • Department of Family and Consumer Sciences
This study was designed to determine the usefulness of interrupted video case studies in providing vicarious, but meaningful, application of classroom learning, in this case, foundational theories of the human development field. Participants were students in a graduate Human Development course where a pre-/post-test format was utilized. The effect was significant as all participants’ posttest score improved. Also, pattern-matching results indicated an increase in complex levels of thinking across students’ work, further validating post-test scores. Results here serve also to confirm Egleston’s (2013) idea that an interrupted video case-study, could address all limitations typically associated with case-based instruction.
Karen Flint Stipp • School of Social Work
Kathryn Sheridan • School of Social Work
Ariana E. Postlethwait • Department of Social Work, Middle Tennessee State University
Social work has an ongoing challenge to help undergraduates identify as practitioner-researchers. In a one-semester research course for juniors, groups of students completed an agency-based proposal. The assignment used a service learning approach. Students worked with agencies to identify agency questions, and develop a proposal for finding answers to an agency question. The following year each student completed a two-semester practicum. This study asked graduating seniors to report whether elements of their junior year agency-based proposal informed their senior year field practicum work.
Mark Zablocki • Department of Special Education
Christy Borders • Department of Special Education
Carrie Anna Courtad • Department of Special Education
Stacey Jones Bock • Department of Special Education
Grammar Graphics is a visual system for teaching English syntax. It has the potential to influence ways in which teacher candidates may teach grammar to their K-12 students in the future as well impact their own syntactic knowledge. This system teaches visual symbols for each part of speech with rationale for the symbol itself. We investigated the impact of explicit instruction in grammar with Grammar Graphics on teacher candidate knowledge of syntax as well as their confidence to instruct their future K-12 students in grammar. We further assessed the impact of explicit instruction in grammar with Grammar Graphics on collegiate writing.
Rebekka Darner Gougis • School of Biological Sciences
Janet F. Stomberg • School of Biological Sciences
Alicia T. O’Hare • School of Biological Sciences
This project engaged two science graduate students as members of an educational research team to examine the progression of their experiences as student-researchers and their ideas about qualitative research. Their participation provides a unique context in which we can examine how future science educators come to understand the process and value of educational research, particularly qualitative research. This study can inform future studies that examine how to prepare educators in applying educational research to their practice and ultimately strengthen the quality of post-secondary science education.