scholarly journals Re-evaluating Passive Research Involvement in the Undergraduate Curriculum

2021 ◽  
Vol 5 (1) ◽  
pp. 53-59
Author(s):  
Nicholas Grindle ◽  
◽  
Stefanie Anyadi ◽  
Amanda Cain ◽  
Alastair McClelland ◽  
...  
Keyword(s):  
Student Learning ◽  
Lived Experience ◽  
Undergraduate Curriculum ◽  
Faculty Research ◽  
Research Involvement

In recent years, advocates for research-based education have publicized many examples of passive research involvement, defined as undergraduates learning about the content and lived experience of research at their institution. But the qualitative dimensions of passive research involvement remain unknown. The results show a range of experiences in student learning about faculty research.

Faculty research involvement and instructional outcomes

1976 ◽  
Vol 4 (2) ◽  
pp. 113-122 ◽  
Author(s):  
Donald P. Hoyt ◽  
Ronald K. Spangler
Keyword(s):  
Faculty Research ◽  
Research Involvement ◽  
Instructional Outcomes

scholarly journals An Information Literacy Snapshot: Authentic Assessment across the Curriculum

2015 ◽  
Vol 76 (2) ◽  
pp. 170-187 ◽  
Author(s):  
Betty Dance ◽  
Erin Davis ◽  
Britt Fagerheim ◽  
Anne Hedrich ◽  
Kacy Lundstrom ◽  
...  
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Authentic Assessment ◽  
Undergraduate Curriculum ◽  
Student Work ◽  
Broad View ◽  
Assessment Of Student Learning

This paper outlines the process and results of an authentic assessment of student work using a revised version of the AAC&U's Information Literacy VALUE rubric. This rigorous assessment, which included the scoring of nearly 900 student papers from four different stages across the undergraduate curriculum, revealed much about the process of authentic assessment of student learning, the struggles and competencies of our students, and a clear path forward for improving practice. It also gave us a broad view of student learning, allowing us to immerse ourselves in student work and providing a stronger narrative to share with stakeholders.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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