SELECTED SCHOLARSHIP ON TEACHING AND LEARNING at ILLINOIS STATE UNIVERSITY
Volume 3 • April 2015
Volume 3 • April 2015
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EDITORIAL TEAM
Michaelene Cox, Co-Editor
Politics and Government Jennifer Friberg, Co-Editor
Communication Sciences and Disorders Julie Bates, Copy Editor
English Tom Silvia, Web Support
Center for Teaching, Learning, and Technology REVIEWERS (Double blind review process)
Rebekka Darner Gougis
Biological Sciences Richard Hughes
History Jim Kalmbach
English Lydia Kyei-Blankson
Educational Administration and Foundations Claire Lamonica
Center for Teaching, Learning, and Technology Phyllis McCluskey-Titus
Educational Administration and Foundations Kathleen McKinney
Cross Endowed Chair in the Scholarship of Teaching and Learning Erin Mikulec
School of Teaching and Learning Maria Moore
School of Communication Wendy Troxel
Educational Administration and Foundations James Wolf
Information Technology |
TABLE OF CONTENTS
Cross-Curricular Learning in Communication Sciences and Disorders: Leaving the Silos Behind
Jennifer Friberg • Department of Communication Sciences and Disorders Heidi Harbers • Department of Communication Sciences and Disorders This project describes student perceptions of learning following the completion of a cross-curricular end-of-semester project in communication sciences and disorders. Results indicated that students increased knowledge in several key areas, particularly in the integration of material from two separate graduate courses. Unwilling or Unable? Measuring Anti-Asian Implicit Biases of Pre-Service Teachers in Order to Impact Teacher Effectiveness
Nicholas D. Hartlep • Educational Administration and Foundations This exploratory scholarship of teaching and learning (SoTL) study analyzes undergraduate students’ performances on an Implicit Association Test (IAT). The purpose of this exploratory SoTL study was to measure the levels of implicit bias that two groups of pre-service teachers held toward Asian Americans. Two sections of students in a Social Foundations of Education course took an Asian IAT at the beginning and ending of a 6-week summer session. This research examined what students attributed their IAT results to. Family, friends, and upbringing (environmental and external) were salient attributions across both sections of the Social Foundations of Education course as determined by pre- and post-IAT writing assignments. Students’ justifications did not change during the 6-week course, which may show that students believe their biases are what they are, suggesting they don’t feel bad that they may harbor anti-Asian biases. How Volunteer Service Projects Enhance Learning and Classroom Community: A Longitudinal Study
Phyllis McCluskey-Titus • Educational Administration and Foundations Wendy Troxel • Educational Administration and Foundations Jodi Hallsten Lyczak • School of Communication Erin Thomas • Student Affairs Brandon Hensley • Educational Administration and Foundations This article shares the results of a longitudinal study conducted to assess student learning up to six years following participation in a volunteer service project with undergraduate and graduate students enrolled in a first-year seminar class and a first-year master’s degree course about college students. Data was collected using an open-ended survey and analyzed for relevant themes. Results are presented with implications for teaching and learning using collaborative volunteer service as a methodology. The Impact of Relevance and Teacher Immediacy on Cognitive and Affective Learning
John F. Hooker • School of Communication This study was an experimental investigation into the impact of lecture topic relevancy and teacher immediacy on students’ cognitive and affective learning. Students at Illinois State University (ISU) were recruited from multiple sections of Communication 110, a course required of all first-year students. Therefore, a variety of majors were included. The results revealed that students learned more with a highly relevant lecture topic. Students also learned more with a highly immediate instructor. There was no interaction between immediacy and relevance, contradicting previous research that suggested an overlap between the two. Pedagogical implications of the findings are discussed. Instructional Podcasts to Support Thesis Writing: Student and Committee Member Perceptions
Julie Raeder Schumacher • Department of Family and Consumer Sciences Podcasts support autonomous learning; however, literature is limited on using podcasts to educate students on technical processes separate from course content, such as writing a thesis manuscript. The purpose of this study was to explore the effectiveness of instructional podcasts on thesis writing for Master’s students in our department. The study revealed that students’ writing preparation and confidence was significantly increased after listening to a series of instructional podcasts. Responses from committee members showed positive trends in students’ writing. This study demonstrated podcasts provide one possible means of communicating departmental expectations of the thesis writing process. |
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