Faculty Scholarship on Teaching and Learning
Articles published by UM Faculty and Staff
Simmons, S. R. (2007). "Amazing grace": A
memoir of mentoring. Journal of Natural
Resources and Life Sciences Education, 36, 1-5.
This
article presents a memoir of Simmon's experiences with
his mentor, biochemistry professor Larry Butler, during his undergraduate
studies at Purdue University in the 1960s. The purpose of the memoir
is to improve understanding of the practices of effective mentors
by reflecting upon the author's experiences while executing
his "senior thesis" under Dr. Butler's direction.
His mentor's impact continued even beyond the author's
graduation from college, and his recollections of Professor Butler's
actions during that time have especially shaped his convictions
about mentoring. The author's own approaches to advising
students as a professor have been greatly influenced by his involvement
as a student with Dr. Butler.
Doorn, D. & O'Brien M. (2007). Assessing the gains
from concept mapping in introductory statistics. International
Journal for the Scholarship of Teaching and Learning, 1(2).
In an effort to improve active learning in introductory statistics,
the authors introduce the use of concept mapping techniques as
part of the course. While previous papers have touted the use of
this and other
interactive teaching methods in statistics education, Doorn and
O'Brien add to this literature by providing additional assessment
of its efficacy. This comes through an experimental design
that involves a single
instructor teaching two sections of the same statistics course
over the same semester. Both cover the same material in the same
way with the exception that concept mapping is used in one section,
but not the other. Assessment of learning outcomes is done through
the use of pre-tests and post-tests of understanding of statistical
concepts. The authors also track changes in student's
study habits over the semester through additional surveys. Doorn
and O'Brien find only weak evidence that concept mapping
is effective in aiding student learning of statistics.
Smith, T. J. (2007). The ergonomics of learning: Educational
design and learning performance. Ergonomics,
50(10), 1530-1546.
This
paper deals with the fundamental purpose of education – student
learning – and with the question of how the ergonomic design
of the learning environment influences learning performance. The
basic scientific question confronting learning ergonomics is which
design characteristics in the learning environment have the greatest
influence on variability in learning performance. Practically,
the basic challenge is to apply this scientific
understanding to ergonomic interventions directed at design improvements
of learning environments to benefit learning. This paper expands
upon these themes by addressing the origins and scope of learning
ergonomics,
differing perspectives on the nature of learning, evidence for
context specificity in learning, and conclusions
and research implications.
Crosby, B. C. & Bryson. J. M. (2008). Teaching leadership
and policy change in a public affairs school.Journal
of Public Affairs Education, 13(2),
169 - 186.
Andersen, D. F. , Bryson, J. M., Richardson, G. P., Ackermann, F.,
Eden, C., & Finn, C. B. (2006).
Integrating modes of systems thinking into strategic planning education
and practice. Journal of Public Affairs Education, 12(3),
265-293.
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