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     Learning with and from Students: Twenty Examples
     Volume 6 - ISBN 0-9709895-1-6
     Steve S. Pec, Editor

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  P   U   B   L   I   S   H   E   D  
Pec, S. S. (Ed.). ( 2015). Scholarship of Teaching and Learning. SIB Volume 6.
          Stuyvesant Falls, NY: Rapid Intellect Group.

July 2015
    20 ARTICLES,     38 AUTHORS     120 PAGES
Table of Contents
Acknowledgements  /  iii
Foreword   /  iv

Changing Our Students' Perception about Reading  /  1
	Neva Cramer, Schreiner University, TX
	Evan Ortlieb, Monash University, Australia
	Earl H. Cheek, Jr., Louisiana State University, LA
Goal Attainment, Retention, and Peer Mentoring  /  6
	Elijah G. Ward, Saint Xavier University, Chicago, Illinois
	Earl E. Thomas, Saint Xavier University, Chicago, Illinois 
	William B. Disch, University of Connecticut, West Hartford
Have Students Believe They Can Dazzle You  /  13
	Michael V. Miranda, Kingsborough Community College
Improving Student Engagement in College  /  18
	Suzanne F Lindt, Midwestern State University, TX
	Stacia C Miller, Midwestern State University, TX
Passion on Teaching Beliefs and Efficacy  /  23
	Hyunjin Kim, University of Rhode Island, RI
A Course to Enhance Motivation and Strategy Use  /  31
	Colleen J. Sullivan, Worcester State University, MA
	Linda Baker, University of Maryland, Baltimore County
Teaching Evolution through Opposing Viewpoints   /  37
	Nelson Nunez Rodriguez, Hostos Community College, NY
	William Casari, Hostos Community College, NY
	Zvi Ostrin, Hostos Community College, NY
Importance of Authenticity to College Students  /  42
	Lynn Kelting-Gibson, Montana State University
	Marilyn Lockhart, Montana State University
Motivation, Expectations, and Classroom Climate  /  48
	Edward J. Lazaros, Ball State University
	Paul B. Brown, Ball State University
Student Profile and Student-Instructor Interactions  /  53
	Catherine D. Santanello, Southern Illinois University 
	Gertrude P. Pannirselvam, Southern Illinois University 
Sport, Dialogue, and Socially Divisive Issues  /  60
	Karen L. Hartman, Idaho State University
A Dialogic Process for Exploring Societal Issues  /  66
	Denise McDonald, University of Houston – Clear Lake
Working with Adolescents More Productively   /  72
	Elizabeth Wadlington, Southeastern Louisiana University
	Fabian Elizondo, Birkman International, Inc.
	Patrick Wadlington, Birkman International, Inc.
 Goal Setting: So What’s The Big Deal Anyway?  /  77
	Renee Mudrey-Camino,  The University of Akron
	Nicholas R. Joyce, The University of Akron
Student Philanthropy at U.S. Colleges and Universities  /  83
	Jennifer Millisor, Northern Kentucky University, KY
	Julie Cencula Olberding, Northern Kentucky University, KY
How-to Give Students Feedback with Technology  /  90
	Susan L. Zimlich, Southeastern Louisiana University
Student Learning and Discussion Board Forums  /  95
	Alana Van Gundy, Miami University, OH
	Chamina Smith, Miami University, OH
Student Perceptions of Schooling and Society  /  102
	F. Neil Mathews, Louisiana State University
Controversy and Social Studies Teacher Education  /  107
	Christopher L. Busey, Texas State University
	Evan Mooney, Kent State University
Engaging international students in the classroom  /  112
	Tasoulla Hadjiyanni, University of Minnesota, MN 
	Mary Katherine O’Brien, University of Minnesota, MN

Author Index  /   117
School Index   /   118

Acknowledgements / iii
No book is written alone. The publisher would like to thank this volume thirty eight authors for their willingness to share their findings in Sound Instruction Books,
a sister publication of Academic Exchange Quarterly. Special thanks and appreciation go to all of the quarterly peer reviewers for their expertise and time,
generously given.   Steve Pec, Editor and Publisher

Foreword / iv
The greatest lessons I ever learned about teaching have been generated from my learners. It started with a second grader, when through his genuine question of wonder “How long is a million seconds?” (to which I did not know the answer), real teaching began. I learned from him that the best instructional ideas and learning goals come from the learners themselves, as I crafted a lesson that that transformed his query (and now mine) from an abstract concept into an exciting discovery, meta-learning process with concrete results (for myself and the students). My learning about teaching as a complementary relationship and synergistic, reciprocal process began at this point and continued. I learned from third graders to never assume you understand others' perspectives - you must prod with questions that allow students to explain in their own words and then listen intently and emphatically. From fourth graders I learned that allowing them to take the lead will get us all farther in our learning than me always heading the pack. I learned from fifth graders that I will always have limits to my teaching effectiveness, but those limits serve as my own learning goals. I learned from my students with special needs that everyone wants to belong. I learned from gifted students that most of them are smarter than their teachers. I learned from students with behavioral challenges that "mistakes" often lead to greater learning insights than just following directions. I learned from undergraduates that how you make them feel as learners has more of a sustaining impact on their academic progress than just presenting the content. I learned from graduate students that age does not diminish one’s desire to "play" with instructional strategies. I learned from doctoral students that "paying it forward" is returned exponentially.

These lessons learned reveal the importance of how educators’ awareness of their own and their learners’ perceptions, identities, motivations, attitudes and dispositions, as well as, ideologies and beliefs, impact teaching and the learning process. Individual worldviews are complex in that they are all unique, never static, involve cognitive and affective domains of conceptual and experiential learning/knowledge, and are mutable with each social interaction and exchange in the learning environment. Therefore, creating positive effects in learners’ lives and helping them develop a sense of efficacy in their academic progress involve unreserved insight, grace, and ongoing responsiveness to learners as individuals. Developing and implementing instructional strategies to accomplish these goals and address the scope of learner needs in today’s pluralistic society is a fully engaging and earnest responsibility.

In this volume, Learning with and from Students, educators from a range of backgrounds and content areas share their pedagogical insight through valuable, practical, and impactful ideas and strategies which address current challenges in optimizing the learning needs of myriad student populations. Teaching has rarely been just dissemination of information from educator to learner, as learning is socially constructed through an equal exchange of ideas, and no one knows it all. Collectively, through interactive teaching and learning processes, we create engaging learning environments which honor all learners, heighten the human spirit, and positively impact humanity and our progress as a human race.

Denise McDonald, Ed.D., Associate Professor
Program Coordinator of Teacher Education
University of Houston – Clear Lake, TX

Author Index 
Baker,  Linda   /  31
Brown,  Paul B.   /  48
Busey, Christopher L.   /  107
Casari,  William   /  37
Cheek, Jr.,  Earl H.   /  1
Cramer,  Neva   /  1
Disch,  William B.   /  6
Elizondo,  Fabian   /  72
Hadjiyanni,  Tasoulla   /  112
Hartman,  Karen L.   /  60
Joyce,  Nicholas R.   /  77
Kelting-Gibson,  Lynn   /  42
Kim,  Hyunjin   /  23
Lazaros,  Edward J.   /  48
Lindt,  Suzanne F   /  18
Lockhart,  Marilyn  /  42
Mathews,  F. Neil   /  102
McDonald,  Denise   /  66
Miller,  Stacia C   /  18
Millisor,  Jennifer   /  83
Miranda,  Michael V.   /  13
Mooney,  Evan   /  107
Mudrey-Camino,  Renee   /  77
O’Brien, Mary Katherine  /  112
Olberding,  Julie Cencula   /  83
Ortlieb,  Evan   /  1
Ostrin,  Zvi   /  37
Pannirselvam,  Gertrude P.   /  53
Rodriguez,   Nelson Nunez  /  37
Santanello,  Catherine D.   /  53
Smith,  Chamina   /  95
Sullivan,  Colleen J.   /  31
Thomas,  Earl E.  /  6	
Van Gundy,  Alana   /  95
Wadlington,  Elizabeth   /  72
Wadlington,  Patrick   /  72
Ward,  Elijah G.   /  6
Zimlich,  Susan L.   /  90
School  Index
Ball State University, IN  /  48
Hostos Community College, NY  /  37
Idaho State University  /  60
Kent State University  /  107
Kingsborough Community College/CUNY  /  13
Louisiana State University, LA  /  1,  102
Miami University, OH  /  95
Midwestern State University, TX  /  18
Monash University, Australia  /  1
Montana State University  /  42
Northern Kentucky University, KY  /  83
Saint Xavier University, Chicago, Illinois  /  6
Schreiner University, TX  /  1
Southern Illinois University Edwardsville  /  53
Southeastern Louisiana University  /  72, 90
Texas State University  /  107
University of Akron  /  77
University of Connecticut, West Hartford, CT  /  6
University of Houston – Clear Lake  /  66
University of Maryland, Baltimore County, MD  /  31
University of Minnesota, MN   /  112
University of Rhode Island, RI  /  23
Worcester State University, MA  /  31

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Inclusion criteria for Sound Instruction books
    The primary criteria for selection are
  • topic relevance: Student Perceptions, Beliefs, or Attitudes
  • anticipated level of interest and impact e.g., more than one of the following:
    • demonstrates a useful practice that teachers from all disciplines would benefit from
    • describes classroom attitudes and behaviors from various perspectives
    • formulates a novel and interesting idea that appears to be a very effective teaching tool
    • illustrates ideas that can be applied to other disciplines and courses
    • offers succinct and clear style, enjoyable to read
    • provides exposition and explicating both sides of the issue
    • motivates teachers to rethink how they communicate directions and expectations
    • exemplifies current scholarly trends
    • deals with a significant, vital issue in education
    • adds to our knowledge of the challenges in helping ‘behind the times’ faculty
    • makes a significant original contribution to the field
    • contains elements which have general application
    • presents an innovative approach toward dealing with significant teaching issues
  • The above examples, in no particular order, are from AEQ reviewers' recommendations.
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   REMAINING    CONSIDERED    for 2016/17 publication    STUDENTS      Part II               
5057-2l revised 10 -- NYabe 1--670--jl STUDENT-9 LANGUAGE Conversation Partner Project in a TESOL Program 
4895-1j revised 10 1- MAabe 1--527---j STUDENT-1 PSYCHOLOGY Changing Student Attitudes Toward Seeking Help 
4627-0l revised 11 1- IOabe 2B-313--jl STUDENT-1 LANGUAGE Online forums: ESL students’ perspectives 
4625-0l revised 10 1- TXabe 3B-306--jl STUDENT-1 CULTURE Beliefs about knowing & teaching in two cultures 
4624-0l revised 11 -- ILabe 1B-308--jl STUDENT-1 SCIENCE Sources of Student Interest in School Science 
4623-0l revised 10 -- OKabe 1B-285---l STUDENT-1 READING Cultural Perspectives on Reading Motivation 
4620-0l revised 10 -- FLabe 1B--277--l STUDENT-1 WEB Student motives for social media in the classroom 
4609-0l revised 11 -- ILabe 3B-280---l STUDENT-1 ASSESSMENT Goal Attainment, Retention and Peer Mentoring 
4606-0l revised 10 -- KYabe 1B-303--jl STUDENT-1 SELF A Study of Writing Self-Efficacy in Adults 
4594-0l revised 10 -- KYabe 2B-283---l STUDENT-1 PSYCHOLOGY Disposition, Study Habits, and Achievement 
4565-0l revised 10 2- OHabe 2B-281--jl STUDENT-1 ASSESSMENT-1 International Students’ Social Adaptability 
4350-9l revised 10 -1 NYabe 3B-057---j STUDENT-2 PSYCHOLOGY Can Faculty Predict Student Perceptions? 
4308-9l revised 10 -- NCabe 2B-007---l STUDENT-2 ADMINISTRATION International Student College Choice Factors 
4306-p revised 10 -3 VAabp 1B-024---l STUDENT-2 LAW “Did I Miss Anything?” What Students Mean 
4285-9l revised 10 -- MDabe 2--------l STUDENT-2 CURRICULUM Student Interest in International Opportunities 
4160-8z revised 10 2- abe 1B867----z STUDENT ASSESSMENT Nontraditional College Student Development 
4069-8l revised 10 2- abp 2B670----l STUDENT ASSESSMENT Are Teachers Really Different? 
4036-8l revised 10 1- abe 5B705----l STUDENT ASSESSMENT Word-of-Mouth and Student Perceptions 
4011-8l revised 10 -- abe 1B731----l STUDENT SELF A Student Remembers –Perceptions 30 years later 

5149-2j revised 11 --- NYabe 1B-769-vzj STUDENT-1 HEALTH Undocumented Students, Amnesty, US Healthcare 
5185-2z revised 10 -- MOabe 2B-720--vz ADULT* STUDENT Obligations of Female Non-Traditional Students 
5190-2j revised 10 -- MTabe 2B-698---j STUDENT-1 SCHOLAR Importance of Authenticity to College Students 
5171-2j revised 10 33 UTabe 2B-------j STUDENT-1 ASSESSMENT Comparing Two Frameworks of Student Engagement 
5151-2j revised 10 -2 GAabe 1B-663---j STUDENT-1 ASSESSMENT Does Pretest Assessment Predict Student Success? 
5142-2j revised 10 -- INabe 2B-684---j STUDENT-1 PEDAGOGY Motivation, Expectations, and Classroom Climate 
5140-2j revised 10 2- ILabe 2B-685---j STUDENT-1 PSYCHOLOGY Student Profile and Student-Instructor Interactions 
5125-2l revised 10 -- CAabe 1B------jl STUDENT-9 SPORT Sport, Dialogue, and Socially Divisive Issues 
5123-2l revised 10 -- TXabe 1B-675--jl STUDENT-9 PEDAGOGY A Dialogic Process for Exploring Societal Issues 
5083-2l revised 10 -- GAabe 1B-639---l STUDENT-9 PSYCHOLOGY Homework and Academic Achievement Empirical Study 
5062-2v revised 10 -- LAabe 3B-645--jl STUDENT-2 ADOLESCENTS Working with Adolescents More Productively 
4934-1j revised 10 1- OHabe 4B-559--zj STUDENT-1 TEACHER Teacher training through a parent's perspective 
4843-1l revised 10 1- MIabe 3B-461---l STUDENT-9 WEB Instructor E-mail as Relational Maintenance 
4938-1j revised 10 -- TXabe 2B-------j STUDENT-1 CULTURE Student Motivation for Cultural Competence 
4933-1j revised 10 -3 TXabe 2B-539---j STUDENT-1 CULTURE Learning Communities, Success, and Perceptions 
4932-1j revised 10 -- OHabe 5B-540---j STUDENT-1 SCHOLAR Student-centered instruction and student affect 
4906-1j revised 10 -1 GAabe 1B-519---j STUDENT-1 MATH Is Attitude A Factor In Academic Achievement? 
4896-1j revised 10 -- OKabe 5B-531--vj STUDENT-1 SERVICE Service-learning Among a Purposive Cohort 
4893-1j revised 10 -- OKabe 2B-------j STUDENT-1 SELF Need Satisfaction and Achievement Goal Pursuit 
4834-1j revised 10 -- LAabp 1B-477---j STUDENT-1 CULTURE Student Perceptions of Schooling and Society 
4830-1l revised 11 -- OHabe 2B-470---l LONGITUDINAL STUDENT Goal Setting: So What’s The Big Deal Anyway? 
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July 2015