Tag Archives: pedagogy

Active Learning and Marginalized Students

  October 1, 2015 , ,

Active learning is popular in the education research community right now. According to the University of Michigan Center for Research on Learning and Teaching, active learning is a “process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.” This mode of teaching and learning stands in direct contrast with traditional lecture-style learning, which tends to take place in a lecture hall. The spaces in which the learning takes place are important but the of the class is far more important. Active learning environments are centered on students learning by doing, whereas traditional learning environments are centered on the passage of knowledge one way from the instructor to the students. Universities are investing vast resources into constructing classrooms specifically to facilitate active learning environments, often with round tables, whiteboards, and technology tailored to meet the needs of an active learning classroom. The question: is the investment worth it? According to a 2014 study published in Life Sciences Education, the answer is a resounding yes — especially for black and first-generation college students. The researchers implemented a “moderate-structure” change in an undergraduate Biology course, which effectively meant turning the course into an active-learning environment. They found that the performance of all students clearly increased versus a traditional Biology course. This performance increase was especially pronounced in black students and students in the first generation of people in their family to attend college, for whom the achievement gap was halved. … Continue reading

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I hope you had the time of your life….a reflection on SIF

  April 20, 2015 , , , ,

As finals week quickly approaches, we are working at full capacity to bring projects to a space of completion.  And while the thought of the end of the semester brings along with the quintessential dialogue of, “…gosh…where did the time go?” Indeed, where did it go? It went into projects, big and small, that have brought new resources and information to the Georgia State community. Each click of the mouse bringing us closer and closer to the creation of a tool or resource which did not previously exist.  Through this post, I’d like to take a moment to look back and summarize the SIF experience. What you all have hopefully learned from me:  1) Maps have power  Maps, even within the current communication age which we are living in, still remain undervalued and misunderstood.  Maps gain our trust just by the mere act of being maps. They have the power to explain the world in ways that words do not. As I was told during a recent interview for my own thesis project, ” If a picture is worth a thousand words, a map is worth a million.” The ways we are making maps in changing. We should be critical of maps and understand the different viewpoints from which they are created 2) How to make your own maps  Throughout the blog post I have been able to offer a number of step by step guides to supply readers with some starting points to Google Earth  work and tools like Batch Geo. Additionally, over the year … Continue reading

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The SIF and graduate education

  February 16, 2015

Today in the exchange, I overheard Ryan mention to Justin that he often thinks about ways to “market” the SIF, a program which has, as best I can tell, very little in the way of reputation even at GSU. This is not surprising since the program is less than a year old and much of the work that we do is in an ancillary role and/or is long-term work that hasn’t yet shown up in the classroom. My work for the hybrid American history survey is a good example of this. It is trickling into the classroom, but any students who encounter it will have no reason to associate it with the SIF program and my conversations with professors in the department leads me to think that for most part, few are aware of the SIF involvement in the development of content for the course. Assuming that the SIF funding is renewed (and I would that it is as we have been a ton of good work for the university), time should take care of some of this. Hopefully in years to come more faculty will know about the chance to intersect with our labor and expertise, more students will seek positions in the program, and the general profile of the SIF will increase within the GSU community. Which is not to say that Ryan’s suggestion that some marketing and brand development would not be worthwhile. I have been also been thinking about the public profile of the SIF of … Continue reading

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Digital Champions

  November 12, 2014 ,

I am currently working on the first video of the 2 this semester that is on the Digital Champions. These professors have outstanding teaching strategies where they incorporate technology into their curriculum. They teach Hybrid courses where some instruction is in the classroom while other instruction is over the net or using technology. The first professor (myself and Ryan Cagle) was Dr. Gladis Francis. She has this very exciting way of you social media, such as twitter. Her students have to summarize the essence of a chapter in French on twitter. This limits them to only 140 characters. According to one her students we interviewed, that can be more challenging than someone may assume but she emphasized that she learned so much more French in Dr. Francis’s classroom. Hopefully I will be able to post it within the next week or so. Ameer

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eTextbooks

  November 5, 2014 ,

I recently read a 2014 article about eTextbooks; the focus of the narrative study, published in College Teaching and written by Jenny Bossaller and Jenna Kammer, both at the University of Missouri, centered on faculty experience with eTextbooks, particularly those developed by college textbook publishers, and the advantages and disadvantages of this approach and arrangement. Bossaller and Kammer’s purpose in the article was “to inform instructors and administrators of the positive aspects (such as convenience, portability, and currency) and negative aspects (such as privacy, cost, and outsourcing) of teaching with etexts” (69).  Their methodology included a literature review about etext use in higher education and narrative interviews with eight faculty who had used etexts produced in conjunction with vendors (and in some cases, faculty who had also produced their own eTextbook). The authors list from another study (Cheverie, Peterson, and Cummings, 2012), “six major policy areas for etexts in higher education: affordability, broadband (network connectivity), information policy (encompassing access versus ownership, Digital Rights Management [DRM], and preservation), accessibility, privacy and security, and identity management (capable of single sign-on)”, but focus in their paper on affordability, privacy, and access, and add to this list outsourcing etext production, which they define as an important policy decision made by the faculty and university (69). The information in the study surprised me in several ways: 1.  I had not read much about nor thought much about the policy implications of the fact that college textbook companies have expanded their roles these days and are … Continue reading