Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Lecture Capture refers to a wide range of technologies designed to preserve information created in a classroom setting. In a traditional sense this could be considered student notes or distributed PowerPoint slides. Recently schools have placed greater emphasis on using video recording technologies for this purpose. As such, videos will be the primary focus of this module, which provides details on the types of technologies available to create a range of different types of recorded lectures, and places them within the context of the Universal Design for Learning.

There are numerous options available for creating videos, from camcorders placed in the room to complex video-management systems. Most systems designed specifically for lecture capture create two simultaneous videos-- one captures the classroom, while the other captures the computer screen or projector. At East Carolina University, the two primary technologies involved in this process are Tegrity and MediaSite, although there are numerous others available on the market. This module will discuss the use of these technologies to record in the classroom, as well as how they can be used outside the classroom to fulfill a variety of purposes, including assignment feedback, just-in time instruction, make-up lessons, and research tutorials.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Aligned with adult education theories, enacting democratic practice can have a positive impact on student learning and engagement. Cervero and Wilson (2006) emphasize the role of power in the process of planning educational programs for adult learners; they theorize that the four key dimensions of the “planning table” at play are these: power relations, interests, ethical commitments, and negotiation. This is particularly important in higher education, where the teacher-student relationship is structured such that the teacher holds the power to assign grades and typically the teacher makes planning decisions prior to the course even starting. Putting theory into practice, each dimension can be considered as teachers plan for activities and assignments, course policies, course content, and student evaluation (Weimer, 2013). Educators have experimented with efforts to return power to students by collaborating with them in a range of higher education projects, such as the design of a cohort-based graduate degree program (Colin & Heaney, 2001), pre-service teacher education curriculum development (Enright et al., 2017) and redesign of a first-year undergraduate science course (Bengtson et al., 2017).

In this case study, I explore the role of power in curriculum and course design through considering approaches to involving students in the planning process. In my own teaching, I involved my students in the design of a new graduate course. Student perspectives on participating in this process were gained through an open-ended survey conducted after the conclusion of the semester. Questions were based on the theoretical framework of Cervero and Wilson (2006) in order to gain insight into the role of the student and teacher in the planning process. Qualitative analysis of student responses was conducted based on the constant comparative method (Lincoln and Guba, 1985) in order to reveal common themes. Additionally, I led a Practice Session at the 2020 Conference on Higher Education Pedagogy in which attendees shared their ideas and strategies. Synthesizing experiences from my own practice and input from workshop participants, I describe strategies for engaging students in the decision-making process and discuss real-world tensions in this work that serve as entry points for further reflection and exploration.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

If you ask students, academia is full of right and wrong answers. However, Dr. Vicki Klima, Professor of Mathematical Sciences, disagrees: "I think that in general, we believe that math is about the right answer. But it's not so much about the right answer. It's about logical thinking. And the way we progress through to the solution is more important than the number that you write at the end."

In her algebra classes at Appalachian State University, Dr. Klima utilizes an inquiry-based learning approach called presentation problems. In this method, students attempt to solve a mathematical problem, work towards a solution, and write down their questions in places where they are stuck. Then, in class, a student is asked to present the problem and their solution on the board for the class to discuss. Students then correct their work or answer their questions during the class review. The technique emphasizes process over product and identification of strengths as well as weaknesses; it reduces student stress, and increases student involvement. Best of all, it is a practice that can be applied across disciplines.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Learning abstract theories can be challenging to students, more so when instructor proximity and simultaneous class interactions are much different in the online class environment. As classrooms and instructional environments continue to evolve, instructors must be more and more intentional about ensuring that students make connections between the actual roles theories play in real life situations.

This case study depicts a project-based learning method to improve student engagement, understanding, and mastery of the abstract theories within the online class environment. An overarching three-stage project was introduced to the students in an online Educational Psychology class, together with detailed project guidelines, grading rubrics, and discussion forums. Students were required to find a problem in their personal /professional life, decide on their project of interest, and apply the theories being presented in the course to solve the problem. Students are tasked with documenting their attempts and effectiveness with their project and reflecting on the learning that occurred during this experience. This project-based learning method will be explained in the context of a motivation class. However, the method can be broadly used across disciplines which involve the teaching of abstract theories.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Appalachian State University Game-based learning has been growing in popularity for years, with researchers noticing that good game experiences and effective educational experiences have many similarities. Both types of experiences engage students on many levels, provide multiple means for learning content, and are flexible enough to be used in various contexts and learning situations.

Scott Rice, an Associate Professor and Librarian at Appalachian State University, has used game-based learning in several different contexts to enhance the classroom experience and to deliver game-based learning over the web. He has used games, puzzles, and game-like simulations to teach concepts in an introductory philosophy course, used games to provide library instruction, and created several online educational games. He has also taught a freshman seminar course entitled "The Study of Games," which examined games and game design in detail, with students creating their own games as final projects in the course.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

This case study will provide the rarely explored, student perspective on “flipped” classrooms. It is good teaching practice for educators to seek to better the student learning experience by taking student input. This case study will examine the strengths of a flipped class as well as setbacks and what could have gone differently from the perspective of a student.

Professionals, educators, and administrators strive to better the learning experience of their students. We see this all the time at conferences, roundtable discussions, and professional development training. However, the one voice that should be included in these conversations are students.  Educators may try to gauge student perspective based on classroom engagement but until students are asked to give their honest opinions on decisions that actively affect their learning, we can’t possibly know what works for them.

As a current student, I have been fortunate enough to have taken two flipped courses myself in high school and during my undergraduate program. but Additionally, I was also a research assistant for a flipped chemistry class at Radford University. The purpose of this case study is to provide a student’s perspective on what I observed during my experiences with flipped classrooms. I will provide survey and grading data, as well as qualitative data on the successes and setbacks of a flipped class.

This case study sets itself apart from others because it provides an exclusive student perspective on what works (or doesn’t work) in a flipped classroom. This case study is not defending a flipped classroom but rather examining the strengths and weaknesses of a flipped classroom to better enhance the student learning process. This case study will examine three years of IRB approved research in a chemistry classroom that incorporates student surveys, as well as track and grade data. This case study will also explore personal experiences in several different classes. These personal experiences will explore strengths, barriers, and what could have gone differently to further engage students with diverse learning profiles.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

There are many resources available that explain what the phrase "flipping your classroom" means. The one I like best is the Flipped Learning Network, which was initiated by the original flipped learning pioneers (Jon Bergman and Aaron Sams). The site hosts a number of helpful resources.

What makes the concept of flipped learning so attractive for L2 (Second Language) education is the ability to turn one's classroom into an inspiring, creative, group-learning space free from the necessary (but often tedious) grammar lessons that can deaden a curious student's mind in no time flat. As Mark Twain once said: "The more you explain it, the more I don’t understand it." By moving grammar out of the classroom into pithy, colorful, and engaging digital lessons, the instructor can forego all the in-class explaining and turn the limelight back onto her or his students, where it should be.

This module shows an example of how you can flip sessions in a foreign-language class.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

While there are clear benefits to incorporating videos into your course structure or to "flip" a classroom, it does not come without its challenges. For many educators, time, retention, and finding the right technology for their student’s needs can prove to be difficult. While it is up to the student to take accountability for their actions and watch the videos themselves, it is immensely helpful when the educators make the students feel engaged in the video-learning process.

This case study will offer some easy to incorporate yet, important design elements to creating videos that are not burdensome to either the professor or the students. We will also provide an overview of technology available to aid in video creation and sharing. These lessons were learned through multiple ventures into flipping chemistry courses at Radford University. We will share what we have learned from our latest and most successful flip, where we have comparison data over two years with the same professor between a traditional lecture style and a flipped classroom. As with any substantive change, we made errors in the implementation and as a result made a number of small modifications to the structure of the class before year two that had a large, positive impact on the students. Some of these lessons in hindsight seem obvious, such as holding student accountable through their grades on timely video watching. While others were more unpredictable, like needing to incentive students against scrolling through videos until a board changes and then pausing to take a screen capture as their form of “note taking.” Our easy to make and highly transferable changes will be explained in the context of the quantitative data we collected.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

The college classroom is an important place where students and teachers learn and grow together. It is a place where collaboration occurs as well as idea-sharing and relationship-building. Instructors are one of the most influential figures in the classroom, with the ability to enhance the learning environment and influence the behaviors of all present. This module is designed to share ideas about how instructors can create a learning environment that is "welcoming" for students. By "welcoming" we mean a learning environment that considers the diverse range of strengths and approaches to learning on the college campus today and then facilitates interactions and designs instruction in such a way to maximize learning and reduce barriers in the classroom. Three themes are addressed here in relation to creating a welcoming learning environment; the implementation of effective teaching strategies, the development of a positive relationship between students and teachers, and the effective dealing of conflict in the classroom.

Jennifer Sisk, an English instructor at East Carolina University (ECU) in the Thomas Harriot College of Arts and Sciences instructs first year students in the area of English Composition. She has made it her mission through teaching to show students that she cares about them and their success. She is invested not only in the projects they create, but also in their success in college as a whole. Ms. Sisk understands that students, especially first year students, have a lot on their shoulders, and she wants to insure that students have access to a comfortable and safe learning environment where they gain confidence as students during the learning process.

Jennifer Sisk has developed many ways of making the classroom a welcoming place. One strategy involves taking the time to get to know the learners in her classroom each term. For example, during the first week of class she uses a strategy to learn her student's names, physical characteristics, and personality traits (see how she does this in the Instructional Practice section of this module).

As the class progresses during the semester, Ms. Sisk spends a great deal of time learning about her students' learning styles and what they are truly passionate about. Many students comment during post-course evaluations that they feel "Ms. Sisk truly cares about them and their education". She makes it her goal to create a level of comfort where her students feel safe and welcome, which she believes helps them learn.

Read more about creating a welcoming learning environment through the development of a positive relationship between students and teachers, the implementation of effective teaching strategies, and the effective resolution of conflict in the classroom in the Instructional Practice section of this module.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Innovative teaching isn’t always informed by new developments. Sometimes it’s situated in the past, drawing from established methods proven to enhance student learning. Cooperative learning is one such strategy that has been revitalized in recent years by college faculty who want to engage students by involving them directly in the learning process.

Cooperative learning techniques demonstrate that working together as a group cultivates learning, surpassing the achievements realized under the competitive model of individual learning. In practice for centuries, cooperative learning’s application has grown to encompass modern-day college classrooms. Numerous researchers have documented its benefits. Researchers and brothers David W. Johnson and Roger T. Johnson at the University of Minnesota have championed the strategy for more than 20 years, producing significant contributions to the research used to justify its use and laying the groundwork for its successful implementation.

With cooperative learning, small groups work together in the classroom, assuming assigned roles and taking on individual responsibility for their contributions in solving a problem or tackling an assignment, using one of the established activities discussed in more detail in the Instructional Practice section. Often, the group’s work is subsequently shared with the entire class.

The reasons behind the strategy’s success can be found in its theoretical base (Johnson, Johnson, & Smith, 1998). Under social interdependence theory, members of a group will cooperate if their affiliation is positive. If they are interdependently connected, their success as a whole is directly impacted by individual contributions. The framework for cooperative learning requires the presence of five factors to be productive: positive interdependence (group dependence upon one another), individual accountability (responsible for individual work), promotive interaction (supportive behavior), social skills (leadership and communication), and group processing (feedback on group efforts).

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.