Student-Faculty Partnership in the Scholarship of Teaching and Learning — Presentation Detail — Celebration of Scholars

Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
A brief comment about the significance or uniqueness of the work.
A clear description of the methods used to achieve the purpose or goals for the work.
A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

Student-Faculty Partnership in the Scholarship of Teaching and Learning

Name: Elisabeth Cameron
Department: Social Science
Type of research: Independent research

Name: Grace Reyes
Major: Psychology
Hometown: Kenosha, WI
Faculty Sponsor: Leslie Cameron
Other Sponsors:
Type of research: Independent research

Name: Cornelia Zerban
Department: Social Science
Type of research: Independent research

Abstract

The scholarship of teaching and learning (SoTL) involves the systematic investigation of teaching and learning and the public dissemination of the knowledge generated. In recent years the SoTL community has embraced the involvement of students as co-investigators.

This is the first of several posters that describe SoTL projects conducted as part of a pilot partnership program involving five students and two faculty members in the Department of Psychological Science. In addition to describing the partnership, including students’ appraisal of their experience as members of this “SoTL team”, this poster will describe the work of one project that assessed student learning using a “first and last day assessment” tool that we are developing. Eighty-two students in Introduction to Psychological Science responded to five questions about psychology on the first and last day of the semester. Mean responses scores were statistically significantly more accurate at the end of the course. Responses also tended to be more concise. The results of this study have prompted a modification of the assessment tool to measure learning more directly related to course objectives and to expand to other courses.

Poster file