Using US Tuning to effect: The American Historical Association’s Tuning Project and the first year research paper

2016 ◽  
Vol 16 (4) ◽  
pp. 385-402 ◽  
Author(s):  
Elizabeth Belanger
Keyword(s):  
Liberal Arts ◽  
Undergraduate Research ◽  
Core Competencies ◽  
Research Paper ◽  
Thinking Skills ◽  
Primary Sources ◽  
First Year ◽  
Multiple Sources ◽  
First Year Students ◽  
High Impact Practice

While research has long been recognized as a high impact practice in undergraduate education, much of the scholarship on undergraduate research has focused on students in the final years of their degree. This article describes a study of the ability of first year students to undertake historical research in an introductory level course at a small liberal arts college. It discusses the challenges that first year student’s face in interpreting primary sources, working with multiple sources and crafting arguments based narratives about their findings. It also documents how a research paper assignment advances students’ historical thinking skills and contribute to the development of what the American Historical Association has termed the “core competencies” in the discipline.

scholarly journals Assessing the Scope and Feasibility of First-Year Students’ Research Paper Topics

2017 ◽  
Vol 77 (6) ◽  
Author(s):  
Erin Rinto ◽  
Melissa Bowles-Terry ◽  
Ariel J. Santos
Keyword(s):  
Content Analysis ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Textual Analysis ◽  
Research Paper ◽  
First Year ◽  
Research Topics ◽  
First Year Students ◽  
Analysis Methodology ◽  
New Information

This study applied a content analysis methodology in two ways to evaluate first-year students’ research topics: a rubric to examine proposed topics in terms of scope, development, and the “researchability” of the topic, as well as textual analysis, using ATLAS.ti, to provide an overview of the types of subjects students select for a persuasive research essay. Results indicated that students struggle with defining an appropriate and feasible focus for their topics and that they often select topics related to education, health, and the environment. These findings were used to implement a new information literacy instruction model that better supports student topic development.

Decoding Black Iconography

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Alix Pierre
Keyword(s):  
Visual Culture ◽  
African Diaspora ◽  
Women Artists ◽  
Liberal Arts ◽  
Critical Examination ◽  
First Year ◽  
Women's College ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Spelman College

The paper examines how the Spelman College Museum of Fine Art, the only one in the country dedicated to the work of African descended women artists, is used as a pedagogical tool in the interdisciplinary African Diaspora and the World course to help students further explore the depiction and visualization of diasporan aesthetics during their matriculation. From a visual culture perspective, this is a critical examination of the process of looking among non-art major college goers. The emphasis of the analysis is on the perceiver or the “educand” as Paulo Freire puts it, and ways she is trained to visually represent Africa and its diasporas. The article discusses how the subjects, first year students at a black liberal arts women’s college, are taught to construct meaning from and respond to imagery made by women artists from the diaspora. At the heart of the study is the response of the perceivers, through an Audio Narrative assignment, to artefacts that communicate an African and Afro-descended iconography. 

Learning to LOLIPOP

2010 ◽  
pp. 176-194 ◽  
Author(s):  
Jennifer Bruen ◽  
Juliette Péchenart ◽  
Veronica Crosbie
Keyword(s):  
Language Learning ◽  
Course Design ◽  
Undergraduate Research ◽  
Foreign Language Learning ◽  
Electronic Version ◽  
First Year ◽  
European Language ◽  
First Year Students ◽  
Learning And Teaching ◽  
Intercultural Studies

The focus of this chapter is twofold: firstly, on the development of an electronic version of a European Language Portfolio, known as the LOLIPOP ELP,1 and, secondly, on its integration into a study and research skills module for first-year students on the BA in Applied Language and Intercultural Studies at Dublin City University. The chapter begins with an introduction to the concept of a European Language Portfolio (ELP) in the context of current trends in foreign language learning and teaching. It then describes the development and key features of the LOLIPOP ELP. It explains how it was integrated into a first-year, undergraduate research and study skills module focusing on elements of course design and assessment. Finally, the chapter concludes by analysing the output from the participants in this study which indicates that they appreciated the opportunity to engage with the LOLIPOP ELP and found it beneficial to their language learning although issues remain around its design and integration into an academic programme.

scholarly journals A Proposed Plan to Implement Core Competencies and High-Impact Educational Practices in Saudi Universities in Light of The Experiences of Some International Universities

2021 ◽  
Vol 14 ◽  
pp. 223-240
Author(s):  
Hisham Saad Zaghloul ◽  
Jehan Abd-Alwahab Alandejani ◽  
Yousef Khader Sanajlawe
Keyword(s):  
Teaching And Learning ◽  
Undergraduate Research ◽  
Core Competencies ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
Survey Analysis ◽  
Indiana University ◽  
First Year Seminars ◽  
The Impact

Although first-year seminars and experiences have been widely considered as a high-impact educational practice, which is used to enhance academic performance, retention, and acquisition of critical 21st Century outcomes, first-year seminars and experiences tend to be loosely defined and assessed in prior studies to highlight its importance in improving the education process as a whole; therefore, this study aims to assess the impact of highimpact educational practices (HIEPs) in preparatory years in Saudi Arabia and international universities, then proposing a plan for efficiently implementing HIEPs in higher education institutions. To achieve that, case-based analysis and the survey analysis method were used wherein qualitative examination of practices in University of California and Indiana University and quantitative assessment of (130) faculty members and students’ perception of Northern Border University was conducted. Case analysis revealed that international universities implement practices suited for their institution and not the stated one i.e., Health Professional Advising Center, undergraduate research programs, or Capital academic internship program in University California, while undergraduate research, service-learning practices, or learning community in Indiana University. Survey analysis on the other hand stated that consisting of the above (20_ years respondents, implementation of core competencies and HIEPs helps in exploring relevant issues and controversies, linking of knowledge and skills, and better students and faculty bond which raise teaching and learning experience. Results revealed that core competencies and HIEPs have a significant influence on the teaching and learning outcomes. As result, an efficient implementation the plan is proposed to activate HIEPs and core competencies in the preparatory year at Saudi universities.

scholarly journals Information literacy in the humanities

2021 ◽  
Author(s):  
Karin Pettersson
Keyword(s):  
Information Literacy ◽  
Digital Humanities ◽  
Primary Source ◽  
Round Table ◽  
Primary Sources ◽  
First Year ◽  
First Year Students ◽  
New Ways Of Working ◽  
Special Collections ◽  
Challenges And Opportunities

Many university libraries hold cultural heritage collections that are unknown to the majority of students. The digitisation of these collections offers new ways of working with primary sources, and with it, an increasing interest in archives and older collections. This development has made us reflect on our information literacy classes within the humanities. Are we too influenced by the STEM and social science interpretations of information literacy and their focus on the peer-reviewed article? We want to challenge this view and discuss what a humanities approach to information literacy could incorporate.We want to invite you to a discussion on how we can integrate archival material and other primary sources into our classes,thus broadening mainstream information literacy to include primary source literacy (see ACRL’s Guidelines for primary source literacy, 2018). Our understanding is that this topic is generally not discussed at Nordic information literacy conferences, and our literature review indicates that this field is mostly addressed by special collections librarians and archivists (Hauck & Robinson, 2018; Hubbard & Lotts, 2013; Samuelson & Coker, 2014).In addition, in digital humanities pedagogy, there is need for reflection on data or sources beyond “tool-based thinking” which this approach would open up for(Giannetti, 2017). We will share two examples of how we have engaged students with primary sources and discuss the pedagogical challenges and opportunities. Our aim has been to go beyond show and tell and let the students actively work with primary sources. One example, from the Master’s Program in Digital Humanities, involved working with digitised sources using the platform Omeka. In the other, first year students from the Department of Conservation explored primary sources from the Gothenburg Exhibitionheld in 1923. Hopefully, this round table can be a stepping-stone for forming a network where we continue to share our experiences.

First-year student's understanding of academic dishonesty : a case study

2017 ◽  
Author(s):  
◽  
Carole K. Douglas
Keyword(s):  
Academic Dishonesty ◽  
Liberal Arts ◽  
Collaborative Study ◽  
First Year ◽  
First Year Students ◽  
University Of Missouri ◽  
Academic Assistance ◽  
System Data ◽  
Strong Deterrent

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This case study examines first-year first-time college students’ understanding of academic dishonesty. The study used data from interviews with twenty-seven first-year students at Lyon College, a small, private, liberal arts institution that utilizes a traditional honor code system. Data from direct observations, a physical artifact search, and a document search were also used. Four main themes emerged from the data: (Not) Learning about Academic Dishonesty, Stepping Stone, Degrees of Dishonesty, and Fear. First-year students had a narrow understanding of academic dishonesty and expressed a desire to know more. Students also indicated that fear of losing financial aid or disappointing parents were reasons to engage in academic dishonesty, while the fear of punishment was not a strong deterrent to engaging in academic dishonesty. Further, first-year students were fearful of engaging in collaborative study and asking peers for academic assistance. Specific recommendations for changes to institutional policies and procedures are discussed.

scholarly journals Cognitive Growth Learning Model to Improve the Students’ Critical Thinking Skills

2019 ◽  
Vol 4 (2) ◽  
pp. 112-123
Author(s):  
Aprilia Nurul Chasanah
Keyword(s):  
Critical Thinking ◽  
Differential Calculus ◽  
Industrial Revolution ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Cognitive Growth ◽  
First Year Students ◽  
Central Java

The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.

scholarly journals Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRAC in Legal Education

2016 ◽  
Vol 13 (5) ◽  
pp. 106-124
Author(s):  
Kelley Burton ◽  
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Journal Article ◽  
Legal Education ◽  
Legal Reasoning ◽  
Thinking Skills ◽  
First Year ◽  
First Year Students ◽  
Learning And Teaching ◽  
Incremental Approach

Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council’s Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are ‘expected to know, understand and be able to do as a result of learning’ (Kift et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRAC (issue, rule, application and conclusion). The acronym IRAC is not offensive and potentially instils a positive professional legal identity and is a student-centred approach to problem solving. This journal article documents an incremental approach to IRAC in law where first year students answer a problembased law question using a grid format before preparing a barrister’s advice.

scholarly journals The effectiveness of the Bringing in the Bystander™ program among first-year students at a religiously-affiliated liberal arts college

2018 ◽  
Vol 6 (2) ◽  
pp. 511-525 ◽  
Author(s):  
Elizabeth M. Inman ◽  
Stephenie R. Chaudoir ◽  
Paul R. Galvinhill ◽  
Ann M. Sheehy
Keyword(s):  
Self Efficacy ◽  
Liberal Arts ◽  
Survey Design ◽  
Liberal Arts College ◽  
Rape Myth Acceptance ◽  
Rape Myth ◽  
First Year ◽  
Median Income ◽  
First Year Students ◽  
Myth Acceptance

To address sexual assault, many universities are implementing Bringing in the Bystander™ (BitB) training, a prevention program that aims to improve participants’ bystander self-efficacy and reduce rape myth acceptance. Although growing evidence supports the efficacy of BitB, data primarily have been amassed at one large public university, the University of New Hampshire, limiting the generalizability of intervention effectiveness. To address this gap, we made modifications to training structure and assessed BitB effectiveness among first-year students at a private Jesuit Catholic liberal arts college in Massachusetts. Using a within-subjects pre-/post-test survey design, we found that students’ (N = 164) bystander self-efficacy significantly increased and rape myth acceptance significantly decreased following training. Results indicate that BitB implementation is feasible and effective on a new campus despite modest modifications to training delivery and despite differences in religious affiliation, median income, and class size between the two campuses.

scholarly journals Jordanian University Students’ Awareness of the Different Phonetic Alternates of the English Plural Morpheme

2021 ◽  
Vol 7 (1) ◽  
pp. 121-139
Author(s):  
Hana Asaad Daana ◽  
Qadri Farid Tayeh
Keyword(s):  
University Students ◽  
Mother Tongue ◽  
Research Paper ◽  
First Year ◽  
First Year Students ◽  
University College

This research paper investigates the extent to which Jordanian university students majoring in English are aware of the different phonetic forms or alternates of the English plural morpheme. The paper analyzes the results taken from 50 fourth-year female university students and 50 first-year female university students at Princess Alia University College at Al-Balqa Applied University in Amman. They were presented with randomized lists of 30 monosyllabic nonsense nouns selected to test their awareness of the various phonetic formsof the plural morpheme in English. The results showed that the fourth-year students outperformed the first-year students in producing the various phonetic productions of the plural morpheme. The groups used the same repair strategies. Analogy from the mother tongue was detected in the responses of both groups.

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