Studies from GCU
SoTL Studies from GCU
SoTL involves classroom, disciplinary, cross-disciplinary, and inter-disciplinary investigations of the teaching and learning process. SoTL research relies on rigorous, systematic inquiry to address inquiry questions, inform teaching and enhance higher education. As such, the aim of any given SoTL project should extend beyond the individual classroom to highlight the relevance for others in the academic community.
GCU is committed to advancing SoTL. Below is a list containing examples of SoTL studies from GCU faculty and staff. This list is not exhaustive. To get your SoTL study highlighted, please make sure to keep your Faculty Profile updated by using CV Builder.
Aroz, J. (June 2023). These Are My Reflections: Metacognitive Approach to Online Teaching. The Online Learning Conference. Long Beach, CA.
Dyer, T. (June, 2023). The Metacognitive Files: Faculty Reflections of Online Teaching. The Online Learning Conference. Long Beach, CA.
Huggins, M. (June, 2023). Songwriting Pedagogy Workshop: Self-Expression Through Song Lyrics. 2023 APME Conference: A New Landscape for PME: Community, Collaboration, & Critique. New Orleans, LA.
Zaft, S. (June 2023). Using social media in the classroom to build a participatory culture. Marketing ProfCon 2023. Phoenix, AZ.
McCabe, C. (June, 2023). Where Does My Job End and I Begin? Creating a Healthy Balance Between My Personal and Professional Life. Educators Rising National Conference. Orlando, Florida.
McCabe, M. (June, 2023). All Roads Lead to Education. Educators Rising National Conference. Orlando, Florida.
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- Dyer, T., Aroz, J., & Larson, E. (2015). Where are you? A model of proximity in the online classroom. Presentation presented at Scholarship of Teaching & Learning Conference, Savannah, GA.
- Posta, F. (2015). Spreadsheet-based assignments in remedial Math courses improve student engagement and performance. Presentation at the 27th International Conference on Technology in Collegiate Mathematics, Las Vegas, NV.
- Nipp, M., & Wakefield, J. (2015). Global inclusion: Practices and strategies for reaching English Learners in the online classroom. Poster presented at the 2015 Association of American Colleges & Universities annual conference, San Diego, CA.
- Wakefield, J., & Smith, V. (2015). Encouraging student autonomy through higher order thinking skills in the online classroom. Paper presented at the Hawaii International Conference on Education, Honolulu, HI.
- Sprute, K. M. (2015). Classroom management: How to have the classroom of your dreams, not your nightmares! Presentation at the 2015 Future Educators Association State Leadership Conference, Tucson, AZ
- Fontenot, J., Carney, K. J., & Hansen, K. (2015). Conspicuous strategies in teaching expressive writing: A quantitative study comparing two approaches to process writing. Journal of Instructional Research, 4, 108-117.
- Skeen, T. & Zafonte, M. (2015). Teaching APA style documentation: Discovery learning, scaffolding and procedural knowledge. Journal of Instructional Research, 4, 69-75.
- Patton, C. M. (2015). Employing active learning strategies to become the facilitator, not the authoritarian. Journal of Instructional Research, 4, 134-141.
- Phelps, Y. V. (2015). Fostering student success through motivational messaging. International Journal of Arts and Sciences.
- Santos, J. & Raftery, B. (2015). Grammar games: A case for instructionist game models to enhance grammar awareness and accuracy. Journal of Instructional Research, 4, 142-147.
- Smith, V. and Palenque, S. (2015). Ten tips for more efficient and effective grading practices. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/educational-assessment/ten-tips-efficient-effective-grading/
- Smith, V. (2015). Five tips for dealing with combative online students. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/online-education/five-tips-dealing-combative-students-online-environment/
- DeCosta, M. & Nipp, M. B. (2015). Clarify, convey, and connect: Offering high quality feedback in the online writing classroom. Connections, 50(1), 9-14.
- Holbeck, R., Greenberger, S., Cooper, L., Steele, J., Palenque, S. and Koukoudeas, S. (2015). Reporting plagiarism in the online classroom. Journal of Online Learning and Teaching. 11(2). 1-8. Retrieved from http://jolt.merlot.org/currentissue.html
- Steele, J., Dyer, T., Larson, E., & Holbeck, R. (2015). Integrating technology into the online classroom through collaboration to increase student motivation. Journal of Instructional Research, 4, 126-133.
- DeCosta, M., Bergquist, E., Holbeck, R., & Greenberger, S. (2015). “A desire for growth”: Online full-time faculty’s perceptions of evaluation processes. The Journal of Educators Online, 13(2). Retrieved from http://www.thejeo.com/Archives/Volume12Number2/DeCostaBergquistHolbeckGreenberger.pdf
- Palenque, S., & DeCosta, M. (2015). Talking techne: Techniques to establish an active online discussion forum. Journal of Instructional Research, 4, 83-89.
- Epler, P., Bennett, B., and Ross, R. (2015). Will small-group collaboration increase the number of substantive posting in the online classroom? Journal of Instructional Research, 4, 46-51.
- DeCosta, M., Bergquist, E., & Holbeck, R. (2015). From CATS to WILD HOGS: Elevating the level of discussion in the online classroom. Journal of Instructional Research, 4, 76-82.
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