This blog focuses on my scholarship in my five research projects: learning assistance and equity programs, student peer study group programs, learning technologies, Universal Design for Learning, and history simulations. And occasional observations about life.
Speech and language therapy students' experience of Peer Assisted Learning: Undergraduates investigate PAL as a means of enhancing academic and professional development
Guyon, A., Butterfint, Z., Lacy, A., Sanosi, A., Sheridan, K., & Unwin, J. (2015). Speech and language therapy students' experience of Peer Assisted Learning: Undergraduates investigate PAL as a means of enhancing academic and professional development. Journal of Learning. Retrieved from https://ueaeprints.uea.ac.uk/55820/1/PAL_Project_FINAL.pdf
The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education Institutions has been explored in a number of studies. This paper presents research into the experience of PAL on a BSc Speech & Language Therapy (SLT) programme. The research was conducted by final year undergraduate SLTstudents to form the basis for their final dissertations. The focus for their research was on the effects of PAL on academic and professional development for both mentees and mentors on the same course. Data were generated from standard PAL evaluations and focus roups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Mentors benefited from opportunities to develop and practice skills for their future employment. Engagement with PAL is attributed toits structured yet informal nature and the enthusiasm of the mentors. However, the collaborative nature of PAL take time to develop, impacting on the behaviours of both mentees and mentors. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development.
To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib
Developing student mentor self-regulation skills through formative feedback: Rubric development phase
Hammill, J., Best, G., & Anderson, J. (2015). Developing student mentor self-regulation skills through formative feedback: Rubric development phase. Journal of Peer Learning, 8(1), 48-58. Retrieved from http://ro.uow.edu.au/ajpl/vol8/iss1/6/
Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At Victoria University learning and development for Student Mentors begins at training and continues during the semester, supported by several methods of formative feedback: weekly reflective posts through an online platform, weekly development workshops, observations, progress interviews, and evaluations. Despite ongoing training and development throughout the semester, PASS supervisors have observed that some Student Mentors do not have a clear understanding of the role expectations. This paper describes the processes undertaken to develop a rubric that clarifies PASS facilitation objectives for Student Mentors and their PASS supervisors.
To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib
Current Scope of Learning Assistance and Developmental Education
The following excerpt is from my monograph, Access at the Crossroads. This new series of blog posts will focus on the current nature and scope of learning assistance. For more information about my monograph, click on the box in the left column.
OSTSECONDARY EDUCATION VARIES GREATLY with its expression among institutions through admission policies, curriculum design, learning systems, and student expectations. The variability of U.S. education reflects local governance with different regulations from state and national government. Autonomy and local control explain the highly varied expression of learning assistance on college campuses. This chapter explores learning assistance as it operates today.
Expanded 2016 Revised Directory of Apple TV Apps used for classroom and personal life
Disclaimer: This document provides an overview of the Apple TV apps I have found useful as a college educator and in my personal life. After posting up this directory a few weeks ago, I have revised it with addition of more apps and reorganized it. In the future I will only revise the directory about every six months.
I enjoy Apple TV since I am able to watch on a large-screen with a great sound system the same content that used to be confined to my iPhone, laptop, or desktop computer. At the University of Minnesota where I am a history professor, Apple TV is integrated into a growing number of classrooms so that students can share video content through the projection television system. First-year students in the College of Education and Human Development receive an iPad upon arrival and use of it is integrated into many of their first-year courses. I use the history apps to help me connect today’s events with the history topics we are studying in class.
Check the App Store Often
This abridged directory contains apps that are often free and are of my interest and taste. With additional ones being added weekly, this directory does not try to be inclusive of all of them. A nice feature of these apps are that some will dlowload to your personal iPhone and iPad if you have set up the device to receive automatic downloads.
Expanded 2016 Directory of Apple iPad apps for classroom and personal life
This document provides an overview of the iPads apps I have found useful as an educator and in my personal life. Most of the apps were free, some cost a dollar or two. I have a separate section in the directory for the apps used in my college history course as well as current history events that are also integrated into class sessions.
Some of the Apple iPhone and Apple TV apps on those iOS devices will download to your iPad. This automatic downloading only occurs if the iOS devices have the automatic downloading enabled through the settings of the iOS device. I have noticed that some Apple TV apps will download to the iPad but not to the iPhone. This may have to do with whether they can display on the smaller iPhone screen than the larger iPad.
Features of the Apple iPad
There are four features of the Apple iPad I find compelling in comparison with other desktop or laptop computers:
- Due to its slim design and modest weight, mobility is a key feature. I carry around the home and use in different places. Rather than feeling burdened by its constant connection to the Internet through WI-FI, I use it frequently as a resource to enhance other parts of my life.
- For me, the touch screen with the iPad is an enjoyable way to interact with the device. This tactile interaction with the iPad is different from use of a traditional keyboard and a mouse.
- Ease and enjoyment of reading has been increased since I can use the touch screen easily with my fingers to enlarge the image or text to increase readability and focus attention. While the pinch and zoom feature is not available through all apps, nearly all of them allow easy increase or decrease of text size as well as changing the font and the background color of the publication.
- The apps. With the total approaching two million to select from, there is an app for nearly everything. While creating an app requires great skill, it has opened opportunities for many more software designers to share their applications for free or very modest cost. The app store through Apple provides a very democratic way for people to widely share their work with others.
Check the App Store Often
This abridged directory contains apps that are often free and are of my interest and taste. With additional ones being added weekly, this directory does not try to be inclusive of all of them. You can go to the official Apple App store and use the options on the top menu bar to search all apps by name, category, and whether paid or free I also downloaded some apps noted below that focus on identifying the newest and best apps. I have noticed that some apps are free for the first week or two they are introduced and then they become paid only. I think this is done to generate positive buzz and reviews in the App Store to encourage future consumers to purchase them. I have made it a game to check out the official App Store every few days.
Analysis of student performance in peer led undergraduate supplements
Gardner, L. M. (2015). Analysis of student performance in peer led undergraduate supplements. (Ph.D. Dissertation), University of Kansas, Lawrence, Kansas. Retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19159/Gardner_ku_0099D_14264_DATA_1.pdf?sequence=1&isAllowed=y
Foundations of Chemistry courses at the University of Kansas have traditionally accommodated nearly 1,000 individual students every year with a single course in a large lecture hall. To develop a more student-centered learning atmosphere, Peer Led Undergraduate Supplements (PLUS) were introduced to assist students, starting in the spring of 2010. PLUS was derived from the more well-known Peer-Led Team Learning with modifications to meet the specific needs of the university and the students. The yearlong investigation of PLUS Chemistry began in the fall of 2012 to allow for adequate development of materials and training of peer leaders. We examined the impact of academic achievement for students who attended PLUS sessions while controlling for high school GPA, math ACT scores, credit hours earned in high school, completion of calculus, gender, and those aspiring to bepharmacists (i.e., pre-pharmacy students). In a least linear squares multiple regression, PLUS participants performed on average one percent higher on exam scores for Chemistry 184 and four tenths of a percent on Chemistry 188 for each PLUS session attended. Pre-pharmacy students moderated the effect of PLUS attendance on chemistry achievement, ultimately negating any relative gain associated by attending PLUS sessions. Evidence of gender difference was demonstrated in the Chemistry 188 model, indicating females experience a greater benefit from PLUS sessions. Additionally, an item analysis studied the relationship between PLUS material to individual items on exams. The research discovered that students who attended PLUS session, answered the items correctly 10 to 20 percent more than their comparison group for PLUS interrelated items and no difference to 10 percent for non-PLUS related items. In summary, PLUS has a positive effect on exam performance in introductory chemistry courses at the University of Kansas. the implementation of the program in the university, particularly for the accounting faculty.
To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib
Summary of Learning Assistance and Developmental Education History
The following is an excerpt from my monograph, Access at the Crossroads. The history of learning assistance and developmental education is often misunderstood and overlooked by today's policy makers. To learn more about my publication, click on the box in the left column. Following is my summary to the series of blog postings on the history of learning assistance and developmental education.
Learning assistance serves a pivotal role in the history of U.S. postsecondary education. It developed a variety of approaches, and the language used to describe it has evolved. Regardless of the expressions, learning assistance bridges the gap between students’ academic preparation and expectations of college courses. It began as an embedded service by providing tutoring for all students enrolled in college during the first century of the United States. Later, the services became less embedded in the curriculum—with some students participating in learning assistance and others not. At times it has been essential for supporting student enrollment and persistence to graduation, and at other times it has been rejected and stigmatized. Sometimes these different perspectives on learning assistance have existed at the same time in different types of postsecondary institutions.
As learning assistance approaches permitted voluntary participation or required mandatory placement, stigma sometimes emerged for those using the services. The student body can become divided: students required to participate, students choosing to participate, and those who elect not to participate. The stigma issue is most pronounced for students enrolled in remedial or developmental credit courses, but credit courses are only one approach to learning assistance. Other students who did not enroll in such courses often accessed other forms of learning assistance such as tutoring, learning assistance centers, or other services. Students who use these services, however, especially those from more advantaged backgrounds, do not suffer from the same stigma. These learning assistance activities and services are perceived as supplemental or enrichment and have escaped negative stereotyping.
A balanced review of the history places learning assistance in its proper position, operating at the crossroads of three major components of higher education: academic affairs, student affairs, and enrollment management. The next chapter ex
My next blog posting in this series explores the scope and expression of learning assistance today. The expression of learning assistance is often quite different among different institutional types based on admissions selectivity and degrees conferred.