The SoTL Advocate

Supporting efforts to make public the reflection and study of teaching and learning at Illinois State University and beyond…


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Where Can My SoTL Be Published? A Focus on Math and Science-Related Disciplines

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

This week is the fifth installment in the series that started in February with the question “where can my SoTL be published?” Subsequent weeks focused on publication outlets for health-related, business-related, and arts and humanities-related disciplines. This week, the spotlight is on SoTL publication outlets for math and science disciplines (e.g. biology, chemistry, physics).

The list below presents links for arts and humanities journals, organized by discipline. Each link is accompanied by a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website). I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Cross-Disciplinary Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

International Journal of Science Education The International Journal of Science Education (IJSE) bridges the gap between research and practice, providing information, ideas and opinion. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal accepts empirical research papers, papers on innovations and developments, position papers, theoretical papers and letters to the editors.
Journal of College Science Teaching No aims or scope provided for this journal
Journal of Computers in Math and Science Teaching JCMST is a scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.
Journal of Environmental Education The Journal of Environmental Education is a research-oriented, refereed periodical intended to provide a forum for critical and constructive debate on all aspects of research, theory and practice in environmental and sustainability education (EE & SE). Publication of diverse theoretical and methodological approaches and perspectives for international audiences is aimed at improving the quality of research and practice in the fields of EE & SE. Articles are encouraged that focus on methodological issues, challenges to existing theoretical discourses, conceptual work that links theory and practice and that crosses disciplinary boundaries.
Journal of Research in Science Teaching Journal of Research in Science Teaching publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, or case study research approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
Journal of Science Education and Technology Journal of Science Education and Technology published work categorized as disciplinary (biology, chemistry, physics, mathematics, computer science and engineering and the learning processes related to their acquisition and assessment of results), technological (computer, video, audio and print), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology is playing an increasing role both in the understanding and the development of science disciplines and in the delivery of information, the journal includes it as a component of science education.
Journal of Technology and Science Education The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all modalities.
Natural Sciences Education Natural Sciences Education (NSE) is a peer-reviewed international journal published online continuously during the year. Articles are written by and for educators in the areas of animal science, ecology, natural resources, agronomy, the environment, entomology, and more.
Research in Science and Technical Education Research in Science & Technological Education is an original research journal publishing international perspectives on science and/or technological education. Scholarly research that investigates and interrogates the psychological, sociological, economic and organizational aspects of science and technological education, as well as developments within the global curriculum is encouraged.
Science & Education Science & Education publishes research using historical, philosophical, and sociological approaches in order to improve teaching, learning, and curricula in science and mathematics. In addition, the journal disseminates accounts of lessons, units of work, and programs at all levels of science and mathematics that have successfully utilized history and philosophy.
Science Education Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.

 

Discipline-Specific Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Astronomy
Astronomy Education Review No aims or scope were provided for this journal.
Biology
American Biology Teacher The American Biology Teacher is a journal designed to support the teaching of K-16 biology and life science. The journal features articles relating to the content of biology, commentaries on the social and ethical implications of biology, biology teaching strategies appropriate to the classroom, laboratory and field sites, trends in biology teaching, and those that offer assistance in the professional development of biology and life science teachers.
Biochemistry and Molecular Biology Education Biochemistry and Molecular Biology Education is an international journal aimed to enhance teacher preparation and student learning in Biochemistry, Molecular Biology, and related sciences such as Biophysics and Cell Biology, by promoting the world-wide dissemination of educational materials.
CBE-Life Sciences Education CBE—Life Sciences Education (LSE) publishes original, previously unpublished, peer-reviewed articles on research and evaluation related to life sciences education, as well as articles about evidence-based biology instruction at all levels. One goal of the journal is to encourage teachers and instructors to view teaching and learning the way scientists view their research, as an intellectual undertaking that is informed by systematic collection, analysis, and interpretation of data related to student learning.
Journal of Biological Education Journal of Biological Education is firmly established as the authoritative voice in the world of biological education. The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore.
Journal of Microbiology & Biology Education The Journal of Microbiology & Biology Education (JMBE) publishes original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education.  JMBE welcomes thoughtful and supported submissions pertaining to scholarly teaching in undergraduate, graduate and professional (e.g., medical school) education, K-12 outreach, and informal education.
Chemistry
The Chemical Educator The Chemical Educator is a peer-reviewed journal serving the needs of all chemical education professionals at an affordable cost. The Chemical Educator is a working journal, a reference to current topics, experiments, and teaching methodology.
Chemistry Education Research and Practice Chemistry Education Research and Practice (CERP) is a peer-reviewed journal for teachers, researchers and other practitioners at all levels of chemistry education.
Journal of Chemical Education The Journal of Chemical Education publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
Engineering
Australasian Journal of Engineering Education The Australasian Journal of Engineering Education (AJEE) is offered as a means of exchanging current work and ideas, predominately from Australasian engineering education faculties and as a resource for Continuing Professional Development for our community.
Chemical Engineering Education CEE publishes papers in the broad field of chemical engineering education. Regular articles generally describe a course, a laboratory, a ChE curriculum, a graduate program, a special instructional program, a novel teaching approach, a method of using technology to improve teaching and so forth.
International Journal of Engineering Education The International Journal of Engineering Education is an independent, peer-reviewed journal. It has been serving as an international archival forum of scholarly research related to engineering education for over thirty years.
Journal of Engineering Education The Journal of Engineering Education is a peer-reviewed research journal focused on engineering education.
Geography/Geology
Journal of Geography The Journal of Geography provides a forum to present innovative approaches to geography research, teaching, and learning. The Journal publishes articles on the results of research, instructional approaches, and book reviews.
Journal of Geography in Higher Education The Journal of Geography in Higher Education is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.
Journal of Geoscience Education The Journal of Geoscience Education (JGE)is the premier peer-reviewed publication for geoscience education research at the undergraduate and pre-college levels. JGE serves as the only international forum for the publication of research concerning the pedagogy, assessment, and philosophy of teaching and learning about the geosciences.
Mathematics
The College Mathematics Journal The College Mathematics Journal is designed to enhance classroom learning and stimulate thinking regarding undergraduate mathematics. It publishes articles, short Classroom Capsules, problems, solutions, media reviews, and other pieces. All are aimed at the college mathematics curriculum with emphasis on topics taught in the first two years.
Educational Studies in Mathematics Educational Studies in Mathematics presents new ideas and developments of major importance to those working in the field of mathematical education. It seeks to reflect both the variety of research concerns within this field and the range of methods used to study them.
Investigations in Mathematics Learning Investigations in Mathematics Learning seeks to stimulate, generate, coordinate, and disseminate research efforts designed to understand and/or influence factors that affect mathematics learning.
Journal for Research in Mathematics Education JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: research reports, research notes, research commentaries, and book reviews.
Journal of Statistics Education JSE disseminates knowledge for the improvement of statistics education at all levels, including elementary, secondary, post-secondary, post-graduate, continuing, and workplace education.
Mathematics Teacher The Mathematics Teacher is devoted to improving mathematics instruction from grade 8-14 and supporting teacher education programs. It provides a forum for sharing activities and pedagogical strategies, deepening understanding of mathematical ideas, and linking mathematics education research to practice.
PRIMUS PRIMUS (Problems, Resources, and Issues in Mathematics Undergraduate Studies) is a leading journal for exchanging ideas about teaching collegiate mathematics. PRIMUS publishes lively and engaging articles for a readership comprised primarily of practitioners.  The journal’s focus is on pedagogical initiatives in college-level mathematics, mathematics education, and elementary statistics ranging in scale of application from individual students and courses to curricula and entire programs.
Physics
American Journal of Physics The American Journal of Physics publishes papers that meet the needs and intellectual interests of college and university physics teachers and students.
Physics Education Physics Education is the international journal for everyone involved with the teaching of physics in schools and colleges. The articles reflect the needs and interests of secondary school teachers, teacher trainers and those involved with courses up to introductory undergraduate level.

 

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Where Can My SoTL Be Published? A Focus on Arts & Humanities

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

This week is the fourth installment in the series that started in February with the question “where can my SoTL be published?” Subsequent weeks focused on publication outlets for health-related and business-related disciplines. This week, the spotlight is on SoTL publication outlets for arts and humanities disciplines (e.g. visual art, film/media art, music, dance, creative writing, languages/literatures/cultures, philosophy, history, religion, literature, and linguistics).

The list below presents links for arts and humanities journals, organized by discipline. Each link is accompanied by a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website). I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Discipline-Specific Publication Outlets:

Journal Name Aim/Scope/Mission of Journal

(excerpted, sometimes verbatim, from journal websites)

Art
Art Education Art Education covers a diverse range of topics of professional interest to art educators and anyone whose interest is quality visual arts education. It is published bi-monthly in full color, and each issue features an Instructional Resource article, making Art Education a significant addition to every teacher’s reference library.
International Journal of Art and Design Education The International Journal of Art & Design Education is the primary source for the dissemination of independently refereed articles about the visual arts, creativity, crafts, design, and art history, in all aspects, phases and types of education contexts and learning situations. The journal welcomes articles from a wide range of theoretical and methodological approaches to research, and encourages submissions from the broader fields of education and the arts that are concerned with learning through art and creative education.
Journal of Aesthetic Education Journal of Aesthetic Education (JAE) is an interdisciplinary journal that focuses on clarifying the issues of aesthetic education understood in its most extensive meaning. The Journal thus welcomes articles on philosophical aesthetics and education devoted to problem areas in education critical to arts and humanities at all institutional levels, to an understanding of the aesthetic import of the new communications media and environmental aesthetics, and to an understanding of the aesthetic character of humanistic disciplines.
Studies in Art Education Studies includes explorations of theory and practice in the areas of art production, art criticism, aesthetics, art history, human development, curriculum and instruction, and assessment. It also publishes reports of applicable research in related fields such as anthropology, education, psychology, philosophy, and sociology.
Teaching Artist Journal The mission of the Teaching Artist Journal is to advance and document innovative and effective teaching artistry, serve as a vital international forum, promote interdisciplinary critical-praxis, and connect diverse teaching artists through new methods, theories, and models. The Journal also seeks to advocate for the complex interests of teaching artists and their constituents, share field-specific artistic, educative, and psycho-social insights with theorists and practitioners within broader areas of study, and advocate for access to arts experiences for all.
Art History
Art History Pedagogy and Practice Art History Pedagogy & Practice (AHPP) is a peer-reviewed, open-access e-journal dedicated to advancing teaching and learning in art history. The journal provides a forum for scholarly discourse that articulates and presents the range of pedagogical methods for learners in formal, informal, and virtual learning environments. Art History Pedagogy & Practice embraces multiple research models that examine the effectiveness of instructional strategies and technologies that build the skills, theories, concepts, and values necessary to art historical practice.
Dance
Dance Teacher No scope or aims were published on this site.
English
Assessing Writing Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (‘direct’ and standardized forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development; it aims to value all perspectives on writing assessment as process, product and politics (test takers and raters; test developers and agencies; educational administrations; and political motivations).
College Composition and Communication College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field. The field of composition studies draws on research and theories from a broad range of humanistic disciplines and from within composition and rhetoric studies, where a number of subfields have also developed, such as technical communication, computers and composition, writing across the curriculum, research practices, and the history of these fields.
College English College English publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Issues may also include review essays. Contributions may work across traditional field boundaries; authors represent the full range of institutional types.
Computers and Composition Computers and Composition: An International Journal is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence.
English Education English Education is the journal of the Conference on English Education (CEE), a constituent organization of the National Council of Teachers of English (NCTE). The journal serves teachers who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy at all levels of instruction.
Journal of Teaching Writing The Journal of Teaching Writing publishes articles of interest to teachers at all grade levels, from preschool through university, that address the practices and theories which bear on our knowledge of how people learn and communicate through writing.
Kairos Kairos is a refereed, open-access, online journal exploring the intersections of rhetoric, technology, and pedagogy. Since its first issue in January of 1996, the mission of Kairos has been to publish scholarship that examines digital and multimodal composing practices, promoting work that enacts its scholarly argument through rhetorical and innovative uses of new media.
Pedagogy Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture is an innovative journal that aims to build and sustain a vibrant discourse around teaching in English studies. In spite of the large role that teaching plays in the lives of most English studies scholars, no other mainstream journal in English devotes itself exclusively to pedagogical issues spanning the entire discipline. By contrast, Pedagogy covers all areas of English studies from literature and literary criticism to composition to cultural studies.
Research in the Teaching of English Research in the Teaching of English is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities.
History
History Teacher The History Teacher publishes inspirational scholarship on traditional and unconventional techniques in history education.
Journal of American History The Journal of American History (JAH) is the leading scholarly publication and the journal of record in American history. The JAH publishes articles, and interchanges, states-of-the-field, as well as reviews of books, digital history projects, exhibits, and movies. The JAH makes selected content freely available, including the “Textbooks and Teaching” section and Teaching the JAH.
Teaching History Teaching History seeks to provide history teachers at all levels with the best and newest teaching ideas for their classrooms.
Languages, Literatures, & Cultures
Foreign Language Annals Foreign Language Annals seeks to serve the professional interests of classroom instructors, researchers, and administrators across a range of contexts and is dedicated to the advancement of the teaching and learning of foreign languages, particularly languages other than English. The journal welcomes submissions that report empirical research on, and that have clear and significant implications for, foreign language teaching and learning at all levels of instruction. The journal also welcomes manuscripts that advance theoretical discussions in foreign language education as well as manuscripts that document the effectiveness of teaching strategies or address a wide variety of emerging issues of interest within the profession.
French Review The French Review publishes (in English and French) approximately 50 articles and 300 reviews on French and Francophone literature, cinema, culture, linguistics, and pedagogy.
Hispania Hispania publishes original, unpublished manuscripts on applied linguistics, cultural studies, culture, film, language, linguistics, literary criticism, literature, and pedagogy having to do with Spanish and Portuguese. Throughout Hispania‘s history, it has published scholarly articles and reviews that are judged to be of interest to specialists in the discipline(s) as well as to a diverse readership of teachers of Spanish and Portuguese.
International Review of Applied Linguistics in Language Teaching International Review of Applied Linguistics in Language Teaching (IRAL) is devoted to problems of general and applied linguistics in their various forms. IRAL‘s long-term interest lies in areas of research which concern first- and second-language acquisition (including sign language and gestural systems). Contributions are welcome on naturalistic and instructed language learning, language loss, bilingualism, language contact, pidgins and creoles, language for specific purposes, language technology, mother-tongue education, terminology and translation.
Language Educator The Language Educator includes feature articles on important developments in language teaching and learning. Special emphasis is placed on new technology, innovative programs, and all levels of education from early language learning through postsecondary study.
Music
International Journal of Music Education The International Journal of Music Education (IJME) publishes scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction.
Journal of Research in Music Education Journal of Research in Music Education comprises reports of peer-reviewed original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.
Music Educators Journal Music Educators Journal offers peer-reviewed scholarly and practical articles on music teaching approaches and philosophies, instructional techniques, current trends and issues in music education in schools and communities and the latest in products and services.
Philosophy of Music Education Review PMER invites original and previously unpublished submissions, including articles addressing philosophical or theoretical issues relevant to music education; responses to articles that have appeared in PMER, or comments on other issues relevant to the philosophy of music education (no longer than 1500 words); and book reviews, offering critical analysis of recent publications dealing with philosophical or theoretical issues in music education.
Philosophy
Metaphilosophy Metaphilosophy publishes articles and book reviews stressing considerations about philosophy and particular schools, methods or fields of philosophy. The intended scope is very broad: no method, field or school is excluded. Particular areas of interest include issues in the teaching of philosophy.
Teaching Philosophy Teaching Philosophy is the only journal devoted exclusively to the practical and theoretical discussion of teaching and learning philosophy.  Articles addressing any subject area in philosophy, as well as articles applying current scholarship on teaching and learning to the study of philosophy, are welcome.
Theater
Research in Drama Education Research in Drama Education provides an international forum for research into drama and theatre conducted in community, educational, developmental and therapeutic contexts.
Theater Topics Theatre Topics is a peer-reviewed publication committed to publishing subjects of current interest, written in accessible and well-defined language, for a general audience of theatre educators and practitioners. Subjects of interest include acting, advocacy, community-based theatre, design, directing, dramaturgy, and theatre pedagogy, with an emphasis on articles that reflect the intersection of theory and practice.

 


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New Issue of JoSoTL Available

The most recent issue of the Journal of the Scholarship of Teaching and Learning (Editor-in-Chief: Michael Morrone, Indiana University) has been published, featuring seven articles focused on diverse topics such as the impact of gratitude on focus and resilience in learning, in-class vs. out-of-class learning, assessment, and attitudes toward technology. Articles have been linked below with abstracts excerpted directly from the JoSoTL website. Happy reading!

Brightening the Mind: The Impact of Practicing Gratitude on Focus and Resilience in Learning

Author: Jane Taylor Wilson

A growing body of groundbreaking research shows that gratitude has the power to heal, energize, and transform lives by enhancing people psychologically, spiritually, physically, and cognitively. This study contributes to the study of gratitude by exploring its impact on focus and resilience in learning. Specifically, this study examines the impact that practicing gratitude has on college students’ ability to focus in class and remain resilient in the face of difficulties while learning.

An Investigation of the Relationship between In-Class and Out-of-Class Efforts on Student Learning: Empirical Evidence and Strategy Suggestion

Author: Tin-Chun Lin

In this paper we explore and discuss an important research question in higher education – is there a trade-off relationship between in-class and out-of-class efforts for students? We used an empirical model to test the trade-off hypothesis between these two efforts. We identified a trade-off between in-class and out-of-class efforts, especially for those students who do not perform well on examinations. We clarified possible reasons for this relationship in a lower-performing student group and noted potentially harmful implications for higher education. We recommended that instructors work individually with students in setting appropriate goals for each exam and frequently offering feedback. Doing so can strengthen rapport between students and faculty, thereby enhancing students’ motivation to learn and confidence in utilizing faculty as a learning resource. We also recommended a classroom-based game play strategy to promote students’ motivation to learn and encourage their participation.

You Can Lead Students to Water, but You Can’t Make Them Think: An Assessment of Student Engagement and Learning though Student-Centered Teaching

Authors: Jennifer Bradford, Denise Mowder, & Joy Bohte

The current project conducted an assessment of three student-centered teaching techniques in a criminal justice and criminology research methods class: Team-Based Learning, Incentive-Based Learning, and Flipped Classroom. The project sought to ascertain to what extent these techniques improved or impacted student learning outcomes and engagement in this traditionally difficult course. Results provide empirical evidence that students were significantly engaged with the course and benefited from these pedagogical techniques.

Moving Beyond Assessment to Improving Students’ Critical Thinking Skills: A Model for Implementing Change

Authors: Ada Haynes, Elizabeth Lisic, Michele Goltz, Barry Stein, & Kevin Harris

This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students’ critical thinking skills and in the development of these skills within their courses. Seventy-five percent of faculty participating in a CAT scoring workshop at their institution reported greater understanding of students’ strengths and weaknesses in critical thinking and 45% reported that CAT scoring had changed their teaching practices and/or assessment. In addition, participants attending a training session on CAT-Apps reported a greater willingness to place more emphasis on critical thinking assessments and less on factual knowledge assessments in their courses as a result of participation in training.

Assessing Public Health Majors thought the Use of e-Portfolios

Authors: Tara L. Crowell & Elizabeth Calamidas

When assessing an entire academic program, there are various possibilities; most require students to reflect holistically on knowledge learned. Final presentations, internships, theses, and dissertations all require the students to recall the entirety of their learning experience. These are more traditional ways to assess the student as well as the program as a whole. However, with advancement in technology, the use of electronic portfolios (e-Portfolios) has been advocated to highlight student accomplishments as well as to document program and course outcomes. The following project illustrates the use of e-portfolios and develops specific rubrics in order to measure both student learning and program assessment. The use of e-Portfolios as an assessment measure was developed and implemented into the Public Health Program. All graduating students, upon completing their internships, create an ePortfolio. These portfolios are used by faculty for both student and program assessment purposes. Data collected over the 7 semesters provides valuable insight into both students’ level of competencies and program outcomes for both Pubic Health core goals and objectives.

Using Indirect vs. Direct Measures in the Summative Assessment of Student Learning in Higher Education

Authors: Christine Luce & Jean P. Kirnan

Contradictory results have been reported regarding the accuracy of various methods used to assess student learning in higher education. The current study examined student learning outcomes across a multi-section and multi-instructor psychology research course with both indirect and direct assessments in a sample of 67 undergraduate students. The indirect method measured student perceived knowledge and abilities on course topics, while the direct method measured actual knowledge where students answered test questions or solved problems reflecting course content. Both measures independently demonstrated increases from pretest to post-test; however the indirect measure did not correlate with final course grades. Results also showed respondents scoring lower on the direct measure were overconfident (as measured by indirect score) in their perceived knowledge and ability, the Dunning-Kruger Effect. Based on our findings, we concluded that the indirect method was not an accurate measure of student learning, but may have benefits as an instructional tool.

“I Tolerate Technology – I Don’t Embrace It”: Instructor Surprise and Sensemaking in a Technology-Rich Learning Environment

Authors: Jennifer Fairchild, Eric B. Meiners, & Jayne Violette

Assuming a dialectical approach to technology and pedagogy, this study explores sensemaking processes for instructors teaching in a technologically enhanced college classroom environment. Through a series of semi-structured individual and group interviews, seven instructors provided narrative accounts of the problems encountered with progressive instructional technology and their emergent strategies to make sense of and manage it. Three primary dialectical tensions were described: freedom vs. confinement, connectedness vs. fragmentation, and change vs. stability. Two related modes of sensemaking in response to these tensions were also uncovered: adaptation, involving day-to-day adjustments to non-routine failures, and reframing, entailing gradual reflection upon the instructors’ roles in the classroom. Implications for the current findings are discussed.


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Volume 4 (2016) of Gauisus is published!

 

Written by: Kathleen McKinney, former Cross Chair in SoTL and Professor of Sociology, Emeritus at Illinois State University

gauisusGauisus 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: 

Using Interrupted Video Case Studies to Teach Developmental Theory: A Pilot Study

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.

Service Learning for Development of Undergraduate Practitioner Researchers

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.

Can Grammar Graphics Impact Grammar Knowledge and Collegiate Writing?

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.

How Do Science Undergraduate Students Benefit from Conducting Educational Research?

Rebekka Darner Gougis • School of Biological Sciences

Janet F. Stomberg • School of Biological Sciences

Alicia T. OHare • 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.


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Call for Contributors and Reviewers for Volume 5 of Gauisus

The call for contributors and reviewers for the 2016-17 volume of Gauisus, Illinois State University’s internal SoTL publication, has been posted. Redbird faculty, staff, and students — please consider contributing a representation of your SoTL work or submitting your name to review the work of your peers!

Interested in seeing current and past issues of Gauisus? Check them out here!

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New SoTL E-journal in Art History

Written by: Virginia B. Spivey, Michelle Millar Fisher, and Renee McGarry on behalf of AHTR. Queries should be addressed to info@arthistorypp.org

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Note: This blog is cross-posted on ISSOTL’s blog.

Last year, Art History Teaching Resources (AHTR), a peer-populated open educational resource, began research and development on Art History Pedagogy and Practice (AHPP), a new online, open-access, and peer-reviewed journal launching in fall 2016. Devoted to the scholarship of teaching and learning in art history (SoTL-AH), and funded by the Samuel H. Kress Foundation, this project developed in response to two key issues: first, the recognition that art historians need opportunities to share rigorous pedagogical research produced in the field; and second, the reality that teaching in the discipline has historically been undervalued in both economic and scholarly terms.

To assess the situation, AHTR conducted a preliminary study, including a field-wide survey performed by the research firm of Randi Korn & Associates that drew over 1200 respondents in higher education, art museums, and other arts-related professions. Simultaneously, AHTR undertook a literature review examining 93 academic publications culled from art history, art and museum education, visual and cultural studies, and digital humanities. The findings, published in AHTR’s October 2015 White Paper, revealed that while art historians in higher education frequently talk about and seek out information related to their teaching, the discipline’s major periodicals and professional conferences give minimal attention to pedagogy.  With this clear mandate for the creation of Art History Pedagogy and Practice, an advisory board was formed, a mission statement crafted, and a partnership established with the Graduate Center at the City University of New York to maintain the e-journal on CUNY’s Digital Commons repository.  A Call For Papers has just been released, and publication of the inaugural issue is slated for October 2016.

The AHPP initiative builds on the success of AHTR as space for the exchange of pedagogical ideas in art history. Founded on dual goals to raise the value of the academic labor of teaching and to provide peer support across ranks of tenured, tenure-track, and contingent instructors, AHTR began as a collaboration between Michelle Millar Fisher and Karen Shelby at Baruch College in 2011. Fisher, then a Graduate Teaching Fellow with a background in museum education, and Shelby, then an Assistant Professor of Art History, organized meetings where colleagues shared teaching materials and experiences. Their popularity suggested potential for a digital forum to connect a wider community of practitioners, and gave rise to the arthistoryteachingresources.org website, which launched publicly in 2013 and has grown rapidly to now average over 800 hits each day.  Since January 2015, when the current 2.0 design debuted, it has received more than 267,000 views from over 91,000 educators in K-12, post-secondary institutions, and art museums, and from academic support staff including reference librarians and curriculum designers. AHTR’s administration has similarly expanded to a collective of art historians, working in different professional settings and ranging in experience from early career scholars to those well established in the field.

A key motivation in founding AHPP has been to reinforce the value, complexity, and rigor of the study of teaching and learning. We want SoTL in art history–and in other disciplines–to be recognized as a robust form of scholarship.  We believe this mission can be successfully championed through the combination of OER and peer-reviewed publication.  As the umbrella platform for AHPP, AHTR will continue to push the boundaries of traditional modes of scholarly communication as an OER that facilitates collaboration and sharing in a forum that requires shorter lead time and lighter peer review.

We are especially interested in questions of labor and value in art history teaching as we, in tandem, assess the sustainability of the scholarly publication model in a digital world.  It is worth noting that a Kress grant in 2014 allowed AHTR to pay scholars small stipends to produce open access lesson plans available on the site, but practitioners contribute blog posts with no compensation and the site’s administrative oversight and operating costs are provided voluntarily by the leadership collective. Perhaps ironically, while collaborating to expand AHTR to include AHPP, it became quite clear that journal management would involve a further commitment of unrecognized, and often unpaid, labor.

As AHTR is not formally affiliated with an institution (partnership with the Graduate Center is beneficial and generous but informal) nor a 501c3, it is able to remain financially and administratively independent from the hierarchies established within academia.  Maintaining this autonomy highlights the privileges and pitfalls of working for free as an academic, especially as more and more academics work outside the tenure track. Marginalized scholars, in particular, are more likely to do this sort of work and less likely to be rewarded for it in their career.

This concern speaks to another, equally important need to open up SoTL in art history–including our own project–to critical eyes and feedback around the intersectionality of race, gender, and discourses of global art history.  In a field where a majority of white women perform much of the labor to teach a disciplinary narrative that continues to favor European art, the questions and ethics of labor in the classroom – and the labor of writing about the classroom – come to the foreground, as does the role of race and experience in shaping course content. We hope to bring these questions, and many more from the wider academic community, to bear on the scholarship of teaching and learning with Art History Pedagogy and Practice.


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TLI Update and Resources for Successful Publication of SoTL Work

The following is from the co-editors of Teaching & Learning Inquiry, Nancy Chick and Gary Poole:

Teaching & Learning Inquiry (TLI)—the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL)—is now available online and open access at TLIjournal.com.

On January 1, all issues of TLI went online under a CC-BY license, which permits unrestricted use, distribution, and reproduction of its materials as long as the original work is properly attributed. From now on, TLI will provide free, instant, and permanent access to all materials it publishes and has published to date.

This move makes the research and ideas published in the journal more readily available to an ever-expanding SoTL community, facilitating increased sharing, readership, and citation of TLI‘s authors. At the same time, TLI will continue to provide thorough and rigorous reviews, as well as careful editorial attention to submissions.

Visit TLIjournal.com to read all articles, submit manuscripts, and sign up for alerts of new content. Questions may be sent to TLIj@ucalgary.ca.

Looking back, we have published several resources to support the dissemination of SoTL work, in TLI or any other SoTL publication outlet. We hope you’ll find a review of these helpful: