Conference Sessions
Conference Schedule • Conference Home
An Analysis of Learning in a Teacher Education Course
Ruth Nyland, UW-Stout
1:00 pm, Ballroom B
This presentation will describe a study that involved student weekly Critical Incident Questionnaires in the 2005/ 2006 school year. The objective of this research was to determine if teacher education students would deepen the level of student reflections to improve student learning and instructor performance in the education course. This study is significant because students in the SPED-315/515 Early Childhood/Special Education Programming course typically reflect at a superficial level. The researcher deepened the level of student reflection, improved student learning and instructor performance in the course. Learners were asked to reflect on the process and product of using this approach. The results were thematically analyzed to determine student learning as a result of weekly critical incident questionnaire.
Assessment of Student Engagement in STEM Service-Learning Courses
Kit Carlson, UW-Stout
10:30 am, Ballroom B
The purpose of this project is to assess student engagement in STEM (science, technology, engineering, and math) service-learning courses. Service learning is the process of applying knowledge learned in the classroom to help a community need followed by personal reflection. A survey was conducted to assess several engagement parameters before and after completion of a STEM service-learning activity. The results of this survey will be presented. An additional component of this project that is still underway involves assessment of STEM faculty attitudes towards service-learning. Preliminary results from this aspect of the project will be discussed.
Benefits of Integrated Learning Beyond Classroom Borders
Anne Hoel & Susan Greene, UW-Stout
10:30 am, Ballroom A
An integrative learning project involving across-college collaboration between Business and Applied Psychology students was undertaken to assist the community Free Clinic.
A total of 14 graduate Applied Psychology students and 46 senior Business Administration students worked jointly to conduct a strategic analysis of the community Free Clinic. Clinic directors’ were interested in determining the level of satisfaction experienced by people using the services of the Free Clinic, as well as the various benefits to the community by having the clinic services in place.
We wanted to determine factors students’ identified as commonalities to integrate learning from two diverse programs of study, Business Administration and Applied Psychology. We also identified student engagement criteria within and across course boundaries. Faculty can then use this knowledge to encourage further collaborative efforts between majors, as well as partnering in further community policy decisions.
Best Practices Derived from Lesson Study at UW-Stout
Bryan Beamer , UW-Stout
10:30 am, Ballroom C
Lesson study is a professional development process that Japanese teachers engage in to systematically examine their practice, with the goal of becoming more effective. This examination centers on teachers working collaboratively on "study lessons". Working on these study lessons involves planning, teaching, observing, and critiquing the lessons.
Dealing with Anxiety and Attitudes Towards Mathematics
Laura Schmidt , Keynote Speaker, UW-Stout
In the spring of 2007 I investigated the impact of self-reflection, subject
relevancy, and group activities on anxiety and attitudes towards mathematics. During my
talk I will discuss the details of the investigation and share preliminary results. The
investigation took place in two sections of an introductory algebra class with
approximately 80 students total. Each week the students would participate in group
activities on various topics from their programs of study. The students then completed
surveys on all aspects of the course using a course management system. Through these
surveys they shared their anxiety and attitudes on the content and evaluated their own
understanding. I participated in the investigation as well by keeping a weekly journal to
compare my thoughts with those of the students.
Does the Use of the Inking Function Actually Enhance Learning?
Michael Martin, UW-Stout
11:20 am, Ballroom A
While previous SoTL research demonstrated that the use of tablet technology in the Freshman Composition enhanced student engagement (“Correcting Papers without Pen and Paper” presented at the Computers and Writing Conference in Lubbock, TX in May 2006), there was not enough data to argue for increased learning. Two years ago I conducted a SoTL project in which I used the inking function, a function available on PC tablets to correct Freshman Composition papers. At the end of the semester I asked students to respond to a five item questionnaire about the use of total online submission and return of papers as well as their feelings about receiving comments through the inking function. Results from the data identified three specific issues. First, students appreciated the convenience of online submission and comments. Second, students noted receiving written comments from the instruction made them feel like significant attention was given to their work and there was a sense of appreciation from the students for this attention. Finally, students viewed my reflection as an important element in their wanting to improve or revise their writing.
Effects of Short Videos Demonstrating Various Concepts and Processes on Student Learning
Donna Albrecht, UW-Stout
10:30 am, Ballroom C
The apparel design and development students tend to be visual learners, especially when it comes to learning software applications. Hence, demonstrations seem to be very important to the learning process in courses using various software programs. This research will be studying the effects short videos demonstrating various concepts and application have on students “learning” to sketch apparel and textile designs via CAD programs. An on-line survey from NC State will validate their learning styles, comparing and contrasting 4 areas: Active vs reflective learners; Sensing vs intuitive learners; Visual vs verbal learners; and Sequential vs global learners.
Empowering Students through Critical Reflection: Why?
Jill Klefstad , UW-Stout
1:50 pm, Ballroom C
Critical reflection can promotes students to question the way they think and act, and engage students to become aware of why they perceive, think, act, or feel (Webb et al., 2000).
This session defines critical reflection strategies that foster student’s awareness of their assumptions and biases to help them embark on a deeper premise of thinking. The presentation will explain the tenets of a democratic classroom environment which enhances and welcomes student voice and encourages students to reflect critically abut their learning. This session will describe how participation in weekly cohort groups and on-line reflections can facilitate student’s critical reflective process. The session will also share some of the thoughts and evidences of what the students and instructor learned from the process and discuss specific changes in instructor’s teaching practices and student learning.
Engaging Students through Applications in an Online College Algebra Course
Joy Becker , UW-Stout
10:30 am, Ballroom B
Students often ask the question “Where am I going to use this?” when taking general education courses. This SOTL project focused on answering that question in an online college algebra course. The main part of the project was the use of group discussion boards. Students were grouped by major or interest and challenged to find applications of course material to share with their peers. They were also asked to write problems with “real-world” applications of their interest and complete an individualized project. The main goal of the project was to investigate the question “Does relating course material to students’ isciplines increase engagement and attitude in an online college algebra course?” Preliminary results and directions for future research will be presented.
Exploration of Activities that Assist Dietetic Students in Achieving Competencies
Char Schmidt , UW-Stout
11:20 am, Ballroom B
The dietetics program is an accredited program that requires students to acquire foundation knowledge and to be able to demonstrate skills. These are also known as competencies. Past research in this profession demonstrates that problem based learning (PBL), or the solving of complicated and in depth problems in small groups, is the optimum way to students to achieve these competencies. I am wondering, what activities, inside or outside of the classroom, including PBL assist students in becoming novices in the dietetics field, specifically in the area of clinical nutrition, or achieving of a handful of these competencies. I would like to have informal and formal ways for students to assess their own skills and abilities and reflect on what types of learning activities have allowed them to understand the process and steps of the nutrition care process, again, assessing and treating a patient using medical nutrition therapy. Methods will include making what I am researching explicit for students so that they understand what it is they are trying to determine if they have achieved it or not. Examples will be given.
Facilitating Student Learning with a Computer Algebra System in Upper Division Mathematics Courses
Kathy Tomlinson & Robert Coffman, UW-River Falls
11:20 am, Ballroom C
In this talk we will describe ways to incorporate the use of the Computer Algebra System (CAS) Mathematica into upper division mathematics courses in a way that enhances course content. Techniques for using Mathematica to help students make connections between algebraic, graphical, numerical and verbal approaches to understanding mathematics concepts will be discussed.
The use of a CAS serves two distinct pedagogic goals. We use Mathematica to improve student understanding of mathematical content. Computer algebra systems are being more and more widely in industry and research. So we also teach Mathematica to help students succeed with CAS use in careers that they follow.
Although we have used Mathematica as a demonstration tool to improve student understanding of complex concepts, its true pedagogic power is realized when student apply the CAS themselves. Learning to use Mathematica is a substantial task that can sometimes be frustrating for students. There is a great deal of syntax and formatting that must be mastered. We will describe lab modules that help students to begin using this CAS to learn upper division mathematics.
How to Utilize Active Learning Techniques to Develop Learning Objects
Brian Bergquist, Keynote Spearker, UW-Stout
Research findings indicate that students learn best by doing or learning by teaching. By understanding active learning and how students acquire more knowledge in this format the goal of the project is to have the students reflect on their learning as they share information.
"Insert Comments" Promotes Active Learning and Community in Online Courses
Blaine Peden, UW-Eau Claire
11:20 am, Ballroom A
This talk describes use of the “Insert Comments” function in Microsoft Word to encourage active learning and promote community in online courses. Typically, teachers insert "comment balloons" that appear in the margins of a paper in Print Layout. According to Word Help one can “use these balloons to easily see and respond to reviewers’ changes and comments on a paper.” However, comment balloons can be a two way street that actively engages students in metacommentary. For example, I require online Perception students to insert comments into their textbook Reading Guides about (a) the most and least interesting topics, (b) the easiest and hardest to understand topics, and (c) what they would modify with respect to the assignment. Subsequently, I post a document in D2L Discussion that includes excerpts, answers, and comments from students as well as instructor answers, feedback, and general comments. Student who read the post learn other students may or may not have the same interests, understanding of topics, and suggestions for change. The “Insert Comments” technique (a) benefits online students by engaging them in active learning and promoting a sense of community, (b) allows instructors to address students’ explicit questions, comments, and concerns, and (c) is easily adapted.
Reflections About Course Design from a Second Year Faculty
William Cobian, UW-Stout
1:50 pm, Ballroom B
This presentation explores course design from the perspective of a second year faculty at the University of Wisconsin-Stout. Over a period of four consecutive semesters, a single course is discussed in terms of course design, changes made in course design, and the results of making those changes. Each semester’s course design is discussed in the areas of lectures, exams, projects, quizzes, and in-class exercises. In addition, each semester is analyzed based on percentage of students’ attendance, average class exam scores, and student satisfaction levels with the course. During the presentation, the faculty compares his expectations with the students’ behaviors and reflects on its significance. The changes from semester to semester are also discussed in the areas of student teams, exam sizes and types, student presentations, computer enhanced characteristics, student class participation, and student peer evaluations. The reasons why the faculty made decisions about changing parts of the course design are explained. The summary compares the overall progression of changes made in the course. Overall, the faculty talks of lessons learned about the process of making changes in a course’s design.
Relationships ~ A Necessity for Student Engagement in Online Environments
Jodi Olmsted , UW-Stout
1:50 pm, Ballroom B
The researcher facilitated two online courses during the Fall, 2006 semester, CTE 438/638 Adult Education, and SCOUN 301 Introduction to Guidance. As these are online courses, there is a need to establish relationships to support the idea of learning (Chickering & Ehrmann, 1996).
The paradoxes facing distance educators include learners reporting they do not want to learn at a distance but would rather engage with a learning group or with an instructor. Learners have valued the informal social interactions that occur away from, as well as within the classroom. Even so, evidence also suggests that learners are increasingly demanding opportunities to learn at a distance. Learners report wanting supplementation or replacement of conventional learning experiences with distance education because of the many other multiple roles increasingly placed on them by a complicated global society (Allen & Seaman, 2003, 2004, 2005; Rossman & Rossman, 1995; Wlodkowski & Kasworm, 2003).
Student Interaction and Learning using Pair Programming
Diane Christie , UW-Stout
1:00 pm, Ballroom C
Students are historically taught to program doing their work individually, and very often get stuck in the details of syntax, experiencing high levels of frustration and missing the bigger concepts.
My project required students to work in pairs on all lab assignments, and on the final programming project. Each week students were required to program with a different partner with whom they had not previously programmed during the lab period. Each week survey data was collected through D2L and analyzed to determine the effect of interaction with a partner during the lab programming assignment. For the final programming project, students were allowed to choose their partner and were required to work together outside of class.
Student Response in an Interactive Classroom
Matt Evans & Amy Raplinger , UW-Eau Claire
1:00 pm, Ballroom C
Student response systems (SRS) have been used for the past two and a half years in introductory physics classes at the UWEC. These systems have been shown to increase student interaction in large lecture classes by giving students an easy, fun and less obtrusive way for the students to actively participate. Our research looks at two areas dealing with the use of SRS. The first part area is student attitude. We show how students' attitudes improve after using the technology in our classes; through pre and post class surveys we have gathered data indicating a positive attitude towards the technology. Secondly we will show data dealing with the reinforcement of concepts through the use of SRS. We compare achievement on tests and correlated it to how the material was reviewed in class. The two methods used were to ask a question using the SRS system, then explain the concept to the class, and to pose a question to the class, then explain the concept without individual feedback from the students. Our results show that the use of SRS increases the students’ ability to answer conceptual questions correctly.
Teaching Critical Analysis in Large Survey Courses: Factors for Student Success and Satisfaction
Kate Thomas, UW-Stout
1:50 pm, Ballroom C
In a previous study, students rated "continuous access to grades" as the best way to learn. Actually doing the homework to get the grades was rated as the 3rd or 4th best learning strategy. This poses an interesting question -- is continuous access to grades (over the Internet) simply a matter of satisfaction (my interpretation) or is it related in some way to learning (the students' interpretation)?
Rather than telling them that doing their homework is important to learning and that checking their grades online is just about satisfaction, I tested to see if continuous access to grades online helped students to learn. I use pre- and post-tests to measure content knowledge and critical analysis skills, a pre- and post-survey about learning and satisfaction, and monitored their use of the online grade site. These measures allow me to tease out what students learned in terms of content and analysis separate from their satisfactions with the course.
The Affective Online Classroom?
Holly Teuber , UW-Stout
1:50 pm, Ballroom A
This project will examine the Affective Domain and how design can best implement online curriculum for positive learning strategies. The study is based on actual student response to meta-cognitive strategies used in the online learning environment.
Learning domains are critical components to consider and understand as instructors design online curriculum. By analyzing the type of learning domain or outcome one wants to achieve, instructors can determine which activities, assessments, and representational modes are optimal based on the learning outcome desired. With access to learning technologies more available to faculty and with greater numbers of students having access at home and work, it is possible and desirable to use multiple representational modes to increase the probability that students will attain higher levels of learning.
The Art and Management of Collaborations: Creating an Online Course
Ellen Rosewall, UW-Green Bay, Tiffany Wilhelm, UW-Stevens Point & Megan Matthews, UW-Whitewater
1:00 pm, Ballroom A
The presenters listed above represent the total number of arts management faculty at UW-System schools. It’s a lonely job. For years, we’ve been working together as a “distance department,” in the attempt to improve our own teaching, enhance student learning, and support our professional growth.
In May, 2005, we were awarded a grant from the UW-System Learning Technology Center to create an online course in arts management. An online course makes sense for arts management because there are few good quality textbooks available, many resources are online, and conditions are rapidly changing. We wanted a system that could be used by all of us, in whole or in part, in our regular classes as well as a course that could be taught online by any of us and thus be available to the entire UW-System and beyond to serve even more students.
What followed during the 2005-2006 academic year was a joyous time of discovery, learning, and creativity. We learned a lot about online learning and teaching, and about the technology necessary to make our dreams a reality. We discovered that technology was an important part not only of the product but the process, as we developed communications systems with names like wiki that most of us had never heard of before this. The resulting course is being taught both online and in person by all of our schools in 2006-2007.
The Effects of a Classroom Discussion Techniques on Student Satisfaction: A Quasi-Experiment
Leda Nath & Lawrence Anderson , UW-Whitewater
11:20 am, Ballroom B
Increasing student satisfaction has many benefits at all levels within higher education (e.g., the student, faculty and university); yet the literature reveals few scientifically-tested methods to increase satisfaction. We examine whether a classroom discussion technique increases student satisfaction. This low-tech method to increase classroom discussion may be applied in almost any course. The method helps create highly personalized lectures relavent to students through use of specific surveys and lecture techniques. Using a quasi-experimental design in two similar courses taught at a medium-sized university, results indicate that increased classroom discussion accomplished via the personalized lecture technique significantly increases student satisfacftion. The technique, methods, results and future research are discussed.
The Scholarship of Teaching and Learning with Technology in UW-Extension: A Brief Overview
Kay Taube, Molly Immendorf & Penny Ralston-Berg , UW-Extension
1:00 pm, Ballroom B
UW-Extension has faculty in every WI county and partners with faculty in all the UW institutions. Through professional development activities delivered by technology, Lesson Studies focused on teaching and learning with technology, and a Virtual Community of Scholars, a core group of committed UW-Extension personnel has worked to create a culture of scholarship and to explore active learning strategies in relation to technology. Three of the UW-Extension leaders in the Scholarship of Teaching and Learning with Technology (SoTLT) will describe what has worked well, not so well, and what studies are in process to document ways technology is being used to enhance learning.
What are the Techniques, Difficulties and Drawbacks in Using the Discovery Learning (Moore) Method?
Nelu Ghenciu , UW-Stout
11:20 am, Ballroom C
The question thatI investigated in spring 2007 is related tothe use of the discovery method in the Real Analysis II class. The major problem that the students encounter in the upper level mathematics classes is understanding the different proving techniques and being able to do proofs on their own. It seems that the discovery method is the perfect tool to help with that. Iused a variation of the discovery method that is more suitable to our student population.
In terms of assessing, I asked the studentsto write a reflection paper every other week. I also used some questions on the midterm and final exam to measure students understanding of the subject. The talk will focus on presentingand analyzingthe results.
What is Authentic Engagement in Online Classes?
Juli Taylor , UW-Stout
1:00 pm, Ballroom A
In the summer of 2006, the BS in Career, Technical Education and Training (CTET) program began offering its 35 credit required professional core of courses using online delivery. To date, 14 credits or six courses have been offered as part of the BS in CTET online cohort sequence. The courses have been taught by five different Stout faculty/staff members. Data on student satisfaction and student learning is already being gathered through the use of critical incident questionnaires and course evaluations. However, as UW-Stout continues to study student engagement in relationship to on campus offerings, student engagement in online environments must also be examined. In this session, results of a spring 2007 survey of student engagement in online environments will be summarized and discussed.