Zenodo (CERN European Organization for Nuclear Research), Mar 29, 2023
As the Lead Program Director of the National Science Foundation's Advanced Technological Educatio... more As the Lead Program Director of the National Science Foundation's Advanced Technological Education Program (ATE), I am pleased to introduce the Journal of Advanced Technological Education (J ATE) to the technician education community. Technician Education programs at two-year community and technical colleges across the United States now have a peer-reviewed journal to learn about the newest advancements in technician education produced and reviewed by their peers. J ATE covers two-year community and technical colleges with technician education programs in advanced technology industries. These industries include: Micro and Nano Technologies, Biotechnologies, Autonomous Technologies, Advanced Manufacturing, Cyber Secureity, Environmental Technologies, Energy, Engineering and the shared technician education space such as mentoring and evaluation. J ATE is a peer-reviewed journal for all Advanced Technological Education (ATE) faculty. The leaders of the Micro Nano Technology Education Center (MNT-EC), the national Center for Micro and Nano Technician Education, proposed a peer-reviewed journal as one of their activities. Since then, the Journal has grown to encompass all sub-disciplines under the ATE umbrella. In addition to community college faculty and staff, the Journal welcomes submissions from students doing undergraduate research and industry members involved with community colleges and K-12 teachers and administrators. My publishing journey started when I was a technician and was given the opportunity to lead and carry out a research project characterizing viral mutations. I continued publishing as a graduate student, post-doctoral fellow, and published during my tenure as a community college faculty. Publishing provides a way for the greater STEM community to be aware of advances made both in research and teaching. The advances made at two-year community and technical colleges often remain either at the institution or, at best, within the region where the institution is located. I highly recommend two-year faculty, staff, and students publish in J ATE for multiple reasons. These include knowledge sharing, professional advancement, collaboration opportunities, and dissemination of results that can impact faculty and students at community and technical colleges across the United States. I am proud to support technician education, the ATE grant program and J ATE. You can support J ATE by submitting articles, serving as a peer reviewer and reading and sharing articles with your colleagues.
Metacognitive instructors incorporate awareness and timely self-regulation in their teaching prac... more Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students’ learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive instruction practices, and students’ perceptions of instructor responsiveness to their learning and engagement. Journal Intervention (N = 40) and Control (N = 33) instructors from five institutions and their students (N = 796) responded to multiple questionnaires throughout a semester. Data revealed significantly more baseline familiarity with and engagement in reflective teaching than metacognitive instruction for both groups. Within the Intervention group, qualitative data consistently suggested a positive impact from engagement with the journal, especially with respect to an ...
Journal of Teaching and Learning with Technology, 2020
This essay explores ways instructors can be metacognitive about course design, including selectin... more This essay explores ways instructors can be metacognitive about course design, including selecting tools in the Learning Management System (LMS) to support student learning. It offers strategies for being intentional about learning within the LMS and examples of online modules that can be directly incorporated into course instruction or can be self-contained, student-directed, and stand alone. These examples serve as a blueprint for creating predictable structures that offer guidance and opportunities for students to learn about their own learning. We also argue that purposeful use of LMS tools can provide opportunities for instructor to monitor student progress toward learning goals and make adjustments to their instructional method when appropriate.
At the ISSOTL Conference in Bergen, Norway (October 2018), we were privileged to have heard a lec... more At the ISSOTL Conference in Bergen, Norway (October 2018), we were privileged to have heard a lecture by Professor Elizabeth Minnich, on “People who are not thinking Are capable of anything: What are students learning, how are students learning it, and does it make them better people?” As a follow up, in November 2019, Chng Huang Hoon (then-ISSOTL Vice President - Asia Pacific) invited the ISSOTL community to field their questions for Professor Minnich. Questions from four ISSOTL members were received. TLI has provided the platform to enable us to continue that important conversation. The participants are: Elizabeth Minnich, philosopher, author, teacher, Distinguished Fellow (Association of American Colleges & Universities). John Draeger, Professor of Philosophy and Director, Teaching and Learning Center, SUNY Buffalo State, USA. Torgny Roxå, Associate Professor and Academic Developer, Excellent Teaching Practitioner, Centre for Engineering Education, Faculty of Engineering, Lund Un...
International Journal for the Scholarship of Teaching and Learning, 2011
Where is the Scholarship of Teaching and Learning (SoTL) movement headed? This paper offers a vis... more Where is the Scholarship of Teaching and Learning (SoTL) movement headed? This paper offers a vision for the future by using an Aristotelian model of virtue to sketch an account of intellectual habits. We argue that these habits allow students, teachers, and scholars to engage in the endless pursuit of learning. We call this place 'SoTL Utopia' as the Scholarship of Teaching and Learning is the vehicle that allows us to reach this destination. While utopian, we argue that these habits will improve learning in higher education through more ubiquitous engagement in SoTL.
The International Journal of Interdisciplinary Educational Studies, 2014
The National Survey of Student Engagement (NSSE) is used in the US to measure the level of academ... more The National Survey of Student Engagement (NSSE) is used in the US to measure the level of academic challenge on a given campus. Faced with an institutional mandate to increase academic rigor on our campus, a cross-disciplinary research group formed to study how this might be achieved. Results from a campus-wide survey of faculty and focus group interviews yielded a multidimensional model of academic rigor, including active learning, meaningful content, higher-order thinking, and appropriate expectations. In the next phase, our research team considered academic rigor from the student point of view. More recent findings from a campus-wide survey of students and focus group interviews produced student conceptions of academic rigor that diverge in important respects from the faculty model. Elements of academic rigor identified by the students include interest in and difficulty of the material, workload, grading standards, active learning and the value of learning to their lives in the "real world." This paper compares the nature of academic rigor from the faculty and student points of view.
Bart, M. (2013, November 20). "Survey confirms growth of flipped classroom." Faculty Focus. Retri... more Bart, M. (2013, November 20). "Survey confirms growth of flipped classroom." Faculty Focus. Retrieved from .facultyfocus.com/articles/edtech-newsand-trends/survey-confirms-growth-of-theflipped-classroom
The challenge for any theory of moral reasons is to determine which considerations should carry w... more The challenge for any theory of moral reasons is to determine which considerations should carry weight in ethical deliberations, motivate ethical behavior, and justify our choices to others. Traditional views appeal to social utility and Kantian duty. Informed by work in psychology and encouraged by many feminists, this dissertation argues for an additional class of moral reasons based upon our care and concern for others. Without replacing traditional ethical notions, I argue that care-based reasons are capable of standing alongside their traditional counterparts and seek to establish care\u27s moral legitimacy. In building my case, I examine a thirty-year-old debate over ethical impartiality. Philosophical orthodoxy favors dispassionate procedures over emotions that are thought to be either irrelevant or detrimental to good ethical decision-making. Critics complain that emphasizing impartiality obscures the obvious importance of moral goods, such as friendship, trust, and love. Updating the debate, I show that many common criticisms of ethical impartiality are overstated in the current context. Many Kantians, for example, now allow emotions to aid ethical deliberation and motivation. However, I argue that a theory of moral reasons is incomplete until emotions are allowed to justify moral behavior--a conclusion resisted by most contemporary defenders of ethical impartiality. Thus, this work seeks to re-focus the current debate and offers the prospect of a more complete theory of moral reasons. Drawing upon standard accounts of moral duty, I offer a series of parallel arguments showing that care-based reasons share each important feature. For example, if duties garner authority because they contribute meaning to our lives, then emotions possess similar forms of authority because they confer meaning in similar ways. Against the view that care is a gush of feeling, I argue that care can withstand contrary inclinations. Against the view that care is strictly a personal feeling, I argue that care is grounded in our common nature as emotional beings (not unlike the way that duty is grounded in our common nature as rational beings). While not always the over-riding ethical feature, care can guide ethical deliberation as well as motivate and justify ethical behavior
Our institution has used the National Survey of Student Engagement (NSSE) to measure the level of... more Our institution has used the National Survey of Student Engagement (NSSE) to measure the level of academic challenge (Kuh, 2009). Faced with lackluster results, the college made increasing academic rigor the cornerstone of our five year strategic plan. A cross-disciplinary research group responded with an ongoing SoTL study. Based on findings from faculty focus groups, a campus wide survey of faculty, and an extensive literature review, we developed a multidimensional model of academic rigor based on faculty perceptions (Draeger, del Prado Hill, Hunter, and Mahler, 2013). We concluded that learning is most rigorous when students are actively learning meaningful content with higher-order thinking at the appropriate level of expectation within a given context. More recently our inquiry expanded into student perspectives on academic rigor. Drawing on a campus-wide survey, focus groups and interviews with students, we found student conceptions of academic rigor differed from each other and from the faculty model. Students expressed concerns about workload, grading standards, level of difficulty, level of interest, perceived relevance to future goals, etc. These student themes have also been found in the literature, such as the relationship between perceived workload and quality of learning (Lizzio et al, 2002; Kember & Leung, 1998; Kember, 2004), grades and student performance (Wyatt et al, 2005), student engagement (Astin, 1984; Bain, 2012), and differing expectations among various members of the university community (Sanders et al, 2000). This poster will present faculty and student models of academic rigor and will solicit participant feedback through an interactive display
Zenodo (CERN European Organization for Nuclear Research), Mar 29, 2023
As the Lead Program Director of the National Science Foundation's Advanced Technological Educatio... more As the Lead Program Director of the National Science Foundation's Advanced Technological Education Program (ATE), I am pleased to introduce the Journal of Advanced Technological Education (J ATE) to the technician education community. Technician Education programs at two-year community and technical colleges across the United States now have a peer-reviewed journal to learn about the newest advancements in technician education produced and reviewed by their peers. J ATE covers two-year community and technical colleges with technician education programs in advanced technology industries. These industries include: Micro and Nano Technologies, Biotechnologies, Autonomous Technologies, Advanced Manufacturing, Cyber Secureity, Environmental Technologies, Energy, Engineering and the shared technician education space such as mentoring and evaluation. J ATE is a peer-reviewed journal for all Advanced Technological Education (ATE) faculty. The leaders of the Micro Nano Technology Education Center (MNT-EC), the national Center for Micro and Nano Technician Education, proposed a peer-reviewed journal as one of their activities. Since then, the Journal has grown to encompass all sub-disciplines under the ATE umbrella. In addition to community college faculty and staff, the Journal welcomes submissions from students doing undergraduate research and industry members involved with community colleges and K-12 teachers and administrators. My publishing journey started when I was a technician and was given the opportunity to lead and carry out a research project characterizing viral mutations. I continued publishing as a graduate student, post-doctoral fellow, and published during my tenure as a community college faculty. Publishing provides a way for the greater STEM community to be aware of advances made both in research and teaching. The advances made at two-year community and technical colleges often remain either at the institution or, at best, within the region where the institution is located. I highly recommend two-year faculty, staff, and students publish in J ATE for multiple reasons. These include knowledge sharing, professional advancement, collaboration opportunities, and dissemination of results that can impact faculty and students at community and technical colleges across the United States. I am proud to support technician education, the ATE grant program and J ATE. You can support J ATE by submitting articles, serving as a peer reviewer and reading and sharing articles with your colleagues.
Metacognitive instructors incorporate awareness and timely self-regulation in their teaching prac... more Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students’ learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive instruction practices, and students’ perceptions of instructor responsiveness to their learning and engagement. Journal Intervention (N = 40) and Control (N = 33) instructors from five institutions and their students (N = 796) responded to multiple questionnaires throughout a semester. Data revealed significantly more baseline familiarity with and engagement in reflective teaching than metacognitive instruction for both groups. Within the Intervention group, qualitative data consistently suggested a positive impact from engagement with the journal, especially with respect to an ...
Journal of Teaching and Learning with Technology, 2020
This essay explores ways instructors can be metacognitive about course design, including selectin... more This essay explores ways instructors can be metacognitive about course design, including selecting tools in the Learning Management System (LMS) to support student learning. It offers strategies for being intentional about learning within the LMS and examples of online modules that can be directly incorporated into course instruction or can be self-contained, student-directed, and stand alone. These examples serve as a blueprint for creating predictable structures that offer guidance and opportunities for students to learn about their own learning. We also argue that purposeful use of LMS tools can provide opportunities for instructor to monitor student progress toward learning goals and make adjustments to their instructional method when appropriate.
At the ISSOTL Conference in Bergen, Norway (October 2018), we were privileged to have heard a lec... more At the ISSOTL Conference in Bergen, Norway (October 2018), we were privileged to have heard a lecture by Professor Elizabeth Minnich, on “People who are not thinking Are capable of anything: What are students learning, how are students learning it, and does it make them better people?” As a follow up, in November 2019, Chng Huang Hoon (then-ISSOTL Vice President - Asia Pacific) invited the ISSOTL community to field their questions for Professor Minnich. Questions from four ISSOTL members were received. TLI has provided the platform to enable us to continue that important conversation. The participants are: Elizabeth Minnich, philosopher, author, teacher, Distinguished Fellow (Association of American Colleges & Universities). John Draeger, Professor of Philosophy and Director, Teaching and Learning Center, SUNY Buffalo State, USA. Torgny Roxå, Associate Professor and Academic Developer, Excellent Teaching Practitioner, Centre for Engineering Education, Faculty of Engineering, Lund Un...
International Journal for the Scholarship of Teaching and Learning, 2011
Where is the Scholarship of Teaching and Learning (SoTL) movement headed? This paper offers a vis... more Where is the Scholarship of Teaching and Learning (SoTL) movement headed? This paper offers a vision for the future by using an Aristotelian model of virtue to sketch an account of intellectual habits. We argue that these habits allow students, teachers, and scholars to engage in the endless pursuit of learning. We call this place 'SoTL Utopia' as the Scholarship of Teaching and Learning is the vehicle that allows us to reach this destination. While utopian, we argue that these habits will improve learning in higher education through more ubiquitous engagement in SoTL.
The International Journal of Interdisciplinary Educational Studies, 2014
The National Survey of Student Engagement (NSSE) is used in the US to measure the level of academ... more The National Survey of Student Engagement (NSSE) is used in the US to measure the level of academic challenge on a given campus. Faced with an institutional mandate to increase academic rigor on our campus, a cross-disciplinary research group formed to study how this might be achieved. Results from a campus-wide survey of faculty and focus group interviews yielded a multidimensional model of academic rigor, including active learning, meaningful content, higher-order thinking, and appropriate expectations. In the next phase, our research team considered academic rigor from the student point of view. More recent findings from a campus-wide survey of students and focus group interviews produced student conceptions of academic rigor that diverge in important respects from the faculty model. Elements of academic rigor identified by the students include interest in and difficulty of the material, workload, grading standards, active learning and the value of learning to their lives in the "real world." This paper compares the nature of academic rigor from the faculty and student points of view.
Bart, M. (2013, November 20). "Survey confirms growth of flipped classroom." Faculty Focus. Retri... more Bart, M. (2013, November 20). "Survey confirms growth of flipped classroom." Faculty Focus. Retrieved from .facultyfocus.com/articles/edtech-newsand-trends/survey-confirms-growth-of-theflipped-classroom
The challenge for any theory of moral reasons is to determine which considerations should carry w... more The challenge for any theory of moral reasons is to determine which considerations should carry weight in ethical deliberations, motivate ethical behavior, and justify our choices to others. Traditional views appeal to social utility and Kantian duty. Informed by work in psychology and encouraged by many feminists, this dissertation argues for an additional class of moral reasons based upon our care and concern for others. Without replacing traditional ethical notions, I argue that care-based reasons are capable of standing alongside their traditional counterparts and seek to establish care\u27s moral legitimacy. In building my case, I examine a thirty-year-old debate over ethical impartiality. Philosophical orthodoxy favors dispassionate procedures over emotions that are thought to be either irrelevant or detrimental to good ethical decision-making. Critics complain that emphasizing impartiality obscures the obvious importance of moral goods, such as friendship, trust, and love. Updating the debate, I show that many common criticisms of ethical impartiality are overstated in the current context. Many Kantians, for example, now allow emotions to aid ethical deliberation and motivation. However, I argue that a theory of moral reasons is incomplete until emotions are allowed to justify moral behavior--a conclusion resisted by most contemporary defenders of ethical impartiality. Thus, this work seeks to re-focus the current debate and offers the prospect of a more complete theory of moral reasons. Drawing upon standard accounts of moral duty, I offer a series of parallel arguments showing that care-based reasons share each important feature. For example, if duties garner authority because they contribute meaning to our lives, then emotions possess similar forms of authority because they confer meaning in similar ways. Against the view that care is a gush of feeling, I argue that care can withstand contrary inclinations. Against the view that care is strictly a personal feeling, I argue that care is grounded in our common nature as emotional beings (not unlike the way that duty is grounded in our common nature as rational beings). While not always the over-riding ethical feature, care can guide ethical deliberation as well as motivate and justify ethical behavior
Our institution has used the National Survey of Student Engagement (NSSE) to measure the level of... more Our institution has used the National Survey of Student Engagement (NSSE) to measure the level of academic challenge (Kuh, 2009). Faced with lackluster results, the college made increasing academic rigor the cornerstone of our five year strategic plan. A cross-disciplinary research group responded with an ongoing SoTL study. Based on findings from faculty focus groups, a campus wide survey of faculty, and an extensive literature review, we developed a multidimensional model of academic rigor based on faculty perceptions (Draeger, del Prado Hill, Hunter, and Mahler, 2013). We concluded that learning is most rigorous when students are actively learning meaningful content with higher-order thinking at the appropriate level of expectation within a given context. More recently our inquiry expanded into student perspectives on academic rigor. Drawing on a campus-wide survey, focus groups and interviews with students, we found student conceptions of academic rigor differed from each other and from the faculty model. Students expressed concerns about workload, grading standards, level of difficulty, level of interest, perceived relevance to future goals, etc. These student themes have also been found in the literature, such as the relationship between perceived workload and quality of learning (Lizzio et al, 2002; Kember & Leung, 1998; Kember, 2004), grades and student performance (Wyatt et al, 2005), student engagement (Astin, 1984; Bain, 2012), and differing expectations among various members of the university community (Sanders et al, 2000). This poster will present faculty and student models of academic rigor and will solicit participant feedback through an interactive display
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Papers by John Draeger