SoTL Research Projects 2007-2008
Clayton, M.A., Brinthaupt, T. M., & Draude, B. J. (2008). Serving students by helping
faculty: Encouraging instructional technology integration. Academic Leader, 24(3), 1,6.
In this article, the authors presented an overview of best practices for academic leaders to work with faculty on more effectively integrating instructional technologies into their teaching.
Heath, R. A. 2008. Tax Software versus Paper Return: The Effect of a Computerized Decision Aid on Cognitive Effort and Student Learning. Advances in Accounting Education, 9, 57-76.
This study examines the effect of using a computerized decision aid on student cognitive effort and learning in the first tax course. Students prepared a 1040 tax return using either paper or tax software. Students using paper forms reported higher levels of cognitive effort than did students using tax software. Cognitive effort, in turn, was associated with higher levels of (i.e., inferential) learning.
Brinthaupt, T. M., Pilati, M., & King, B. R. (2008). Psychology teaching resources in the MERLOT digital learning objects catalog. Journal of Instructional Psychology, 35, 240-245.
In this article, the members of the MERLOT Psychology Editorial Board presented an overview of the digital learning objects repository and examples of highly-evaluated psychology materials.
Gilbert, J. A. (2008). Development of an Advanced Classroom Technology Laboratory: An "Incubator" for Next Generation Learning. Journal of Online Learning and Teaching, 4(1), 51-56.
In this paper, the author explains the history of an Advanced Computer Technology (ACT) laboratory at Middle Tennessee State University Honors College. The ACT laboratory serves as an incubator classroom, and as a testing and experimental learning environment for faculty and students. Interviews with four administrators involved with the planning and procurement of the room (along with five faculty who had actual experience in teaching with the new equipment) are provided. This article details the history of the room's inception, along with a list of advantages and suggestions for improvement from faculty who have taught classes in this space.
Quinn, T. J., & Rai, S. (2008). Discovering the Laplace transform in undergraduate differential equations. Problems, Resources and Issues in Mathematics Undergraduate Studies (PRIMUS), 18(4), July, 2008, 309-324.
In this paper, the authors note that the Laplace Transform is an object of fundamental importance in pure and applied mathematics. In addition, it has special pedagogical value in that it can provide a natural and concrete setting for a student to begin thinking about the modern concepts of operator and functional. Most undergraduate textbooks, however, merely define the transform, and go on to properties and applications. The present article is intended to help students discover the Laplace Transform for themselves.
Rambo-Igney, B. C., & Brinthaupt, T. M. (2008). Best practices of college teaching connect with hybrid online instruction in counselor education. Journal of Technology in Counseling, 5(1), 1-15.
In this paper, the authors presented a case study of a hybrid delivery counselor education course, including evaluative data on its effectiveness.