Sharing our Experiences with Writing-for-Learning Techniques in a Large Introductory Course: The Popular Press Critique

ABSTRACT: The Popular Press Critique was a 2-page, out of class writing-for-learning assignment. The purpose of the assignment was to help students learn how to analyze and critically evaluate the validity of published popular press articles in the context of accurate scientific research versus the demands of the mass media. The assignment included a peer evaluation component that provided feedback to the students and exposed them to the perspectives and writing styles of others. Overall, we observed that the assignment helped the students become more critical readers of popular press food science and nutrition news. The peer evaluation component encouraged the students to reflect on and improve their thinking and writing skills. The majority of students reported that they felt the assignment helped them learn how to appropriately interpret popular press articles.     

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.     

Repeating Knowledge Application Practice to Improve Student Performance in a Large,Introductory Science Course

There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses.     

Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course

ABSTRACT:  Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and mastery of the subject matter. The objectives of this study were to (1) create and implement 2 experiential learning activities in our introductory, large enrollment course and (2) evaluate their cognitive and affective impact on student learning. For the 1st activity, completed in class during the nutrition and health section, the instructional team asked the students to complete a dietary intake assessment. For the 2nd activity, completed via the course website, the instructional team asked the students to complete a food safety survey prior to the commencement of the food microbiology and processing section to assess the students' own personal food safety behaviors. The students were asked to evaluate both the cognitive and affective aspects of the experiential learning activities by completing a reflective questionnaire after participating in each activity. The majority of the students that participated in the experiential learning activities reported that the activities helped them learn the course material (97% for the dietary intake activity and 77% for the food safety activity) and that they liked participating in the activity (85% for the dietary intake activity) or were engaged by the activity (77% for the food safety activity). These results indicate that experiential learning activities can be successfully created for and implemented in large enrollment courses.     

Implementing Student‐Centered Learning Practices in a Large Enrollment,Introductory Food Science and Human Nutrition Course

Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student‐centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student‐centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5‐point Likert scales and qualitative, open‐ended questions was used to determine students’ (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student‐centered learning practices should be offered to future FSHN 101 students.     

Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.     

Educational Research in an Introductory Astronomy Course

The lecture is a common method used in college instruction, but many teachers are questioning its effectiveness. For this study, two successive spring semester sections of introductory astronomy for non-science majors were studied. The spring 1999 semester was the instructor's first attempt to incorporate innovative instructional techniques to include hands-on, minds-on instruction within the lecture setting. The educational research involved classroom observations, personal interviews, and pre-instruction/post-instruction administration of the Texas Attitude Survey and the Astronomy Diagnostic Test. During the spring 2000 semester, the instructor modified instruction to respond to student concerns from the previous semester. Student scores for the second course showed significant improvement in astronomy content and the institutional course survey, but not in student self-efficacy.     

高校《概论》课程教学过程中的几点体会

《概论》由原来《毛泽东思想概论》和《邓小平理论和"三个代表"重要思想概论》两门课程演变而来。教师要善于把握它的结构体系和特点,处理好毛泽东思想和中国特色社会主义理论体系的关系以及《概论》和《纲要》课的关系,帮助大学生学好《概论》课程。     

Effectiveness of a Self-Scoring Instructional Device in an Introductory Psychology Course

Abstract

No differences in learning or retention were obtained for a computer assisted instruction program (CAI) which incorporated response contingent feedback, prompting, and overt correction procedures when compared to a CAI program which simply typed the correct response following a student response. No differences in learning or retention were obtained for a condition in which an instructional program was administered by a teletypewriter as compared to a condition in which the material was presented by means of programmed texts. Both conditions in which instruction was presented by a CAI communication device took significantly more instructional time than the programmed text condition.     

Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course

Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self‐assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self‐reported study habits.     

计算机专业入门教学的改进建议

目前，不少高校在计算机专业的入门教学工作中存在一定的弊端，针对于这个问题，建议通过熟悉计算机基本操作、了解计算机专业基本框架、专题讲座以及参观教学等对计算机专业的入门教学进行改进。     

The Use of Facebook in an Introductory MIS Course: Social Constructivist Learning Environment*

The major objective of this article is to evaluate via a Design Science Research Methodology (DSRM) the implementation of a Social Constructivist learning framework for an introductory Management Information System (MIS) course. Facebook was used as a learning artifact to build and foster a learning environment, and a series of features and activities using this artifact were conducted to utilize the social interactions amongst the system's users to foster constructivist learning. Various pedagogic strategies were used to integrate activities occurring both inside and outside of the classroom setting to achieve social learning. All features utilized were evaluated based upon activities and interactions amongst all users. The research findings show great potential for the implemented features, as well as the activities conducted to take advantage of these features, and suggest possible innovative features for use in similar future studies based on feedback from this study's sample group.     

Conceptualizing Justice: Revising the Introductory Criminal Justice Course*

Criminal justice is often criticized for lacking theoretical grounding. This article argues that the introductory criminal justice course should be reconceptualized in such a way that permits a critical assessment of theoretical bases underlying crime, law and justice. Doing so would better prepare students to understand key questions in the study of criminal justice and would also help give criminal justice greater credibility as a stand‐alone academic discipline. In addition to presenting the benefits of a theory‐driven introductory course, possible content and pedagogy are described.     

精品资源共享课建设策略研究

围绕精品资源共享课程与原精品课程的建设关系,在理论分析的基础上,提出"衔接—转型—升级—创新"的精品资源共享课建设策略。将建设团队、教学内容、教学方法与教学资源等四个方面与原精品课程进行衔接,是精品资源共享课的建设基础;将服务教师为主向服务教师、学生和社会学习者转型,是精品资源共享课建设的核心;将课程教学目标、课程内容、教学方法,特别是教学资源方面进行升级,是精品资源共享课建设的关键;将课程文化和共享技术两个视角上进行创新,是精品资源共享课程持续建设的动力。