SIB Volume XII
           ISBN 0-9709895-1-12
           Scholarship of Teaching and Learning, Part 2
           SOTL Part 1   published as SIB volume VII


  Fall 2016  
   Email questions to
   
with AEX SOTL in the subject
Book Editor
S.S. Pec
Foreword by
James W. Jones

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Foreword
In July of 2002, I became a professor overnight. One day I was a professional in industry, and the next I was an Assistant
Professor, charged with preparing undergraduate students for their future careers. My professional preparation was
in a technical discipline and hardly included any coursework in humanities and social sciences, let alone education or training.
But my degrees and experience qualified me for the subject matter, and so it was assumed that I would be able to teach it as well.

At the time, I thought my story was unique, but having worked with colleagues in a variety of academic disciplines,
I know this to instead be the norm. People who are exemplary scholars are somehow deemed as being able to teach
by virtue of having been excellent learners, or those in applied fields who have “been there and done that” are presupposed
to be able to relate their experiences into students’ learning. In many instances, this divide proves to be difficult to conquer.

In my own case, I quickly realized that I was unprepared or, at the least, underprepared, for my new role and immediately
began questioning others about their teaching approach, reading up on the subject, and taking classes in a completely
new field for me: education. This eventually led to a doctorate in the field and a continuing quest to better understand
how students learn (and in particular, learn best) and how to be a more effective instructor. It is an unending and reciprocal
process.

It is a critical process, though. The professor of today is being held to a higher standard. There are expanded assessment
requirements, demonstrations that learning outcomes are being achieved, and continuous evaluation by students and
administrators. There are students who view education as something that must be provided once paid for, enhanced
educational technology and delivery options, and, of course, staying abreast of the constant changes within their own discipline.
Naturally, this is in addition to research and service expectations. While effective teaching might have been viewed as a nicety
or something that could be developed over the course of a career in the past, it is now an expectation from day one.

Fortunately, along with the growth of these expectations has come the more serious examination of both the teaching and
learning processes. The Scholarship of Teaching and Learning, or SOTL, recognizes this area of study as distinct and worthwhile.
No longer is good teaching simply treated as something mystical, an art form, or something that one either possesses or does not.
Instead, it is worthy of inquiry, reflection, and, (of course) practice. Along with many campus and organizational efforts to encourage
and promote the improvement of teaching and learning, books such as this provide a forum for colleagues to share their findings
with others across the world.

This, the twelfth volume of the Sound Instruction Books series, offers 20 selections on SOTL with a wide range and variety
in academic disciplines, methodologies, perspectives, and settings. We sincerely hope it contributes significantly to
the improvement of your teaching and your students’ learning.

James W. Jones, Ed.D.
Associate Professor and the Director of the Construction Management Program
Department of Technology, Ball State University, IN
  
Contents				
Acknowledgements  /  iii
Foreword   /  v
	James W. Jones,   Ball State University, IN

 Learner-Centered Approach To Teaching Literacy  /  1
	Max Kopelman, Touro College, NY
Intercultural approaches to language learning  /  11
   	  Christine E. Poteau, Rowan University, NJ
Institutionalizing Mentoring in Community Colleges  /  19
	Robin Phelps-Ward, Clemson University, SC
	Amanda O. Latz, Ball State University, IN
Career-Changers’ Multicultural Attitudes  /  26
	Yolanda Abel, Johns Hopkins University
	Jennifer Locraft Cuddapah, Hood College
Rhetoric, Gender and Evaluations of Teaching  /  32
	Regina A.  McManigell Grijalva, Oklahoma City University
	Greg R. Glau, Northern Arizona University
Essentials of a Public Library Marketing Plan  /  41
	Marwin Britto, University of Saskatchewan, Canada
Reconsidering Educational Consumerism  /  50
	Roy Schwartzman, University of North Carolina at Greensboro
Experiential Learning via Scenario Enactments   /  58
	Denise McDonald, University of Houston – Clear Lake
Visual Learning in Anatomy and Physiology  /64
	Zvi Ostrin, Hostos Community College (CUNY), NY
The Role of Anxiety in University-Level Spanish Courses  /  71
	Bryant Smith, Nicholls State University, LA 
	Terri Schroth, Aurora University, IL
Teacher Candidate Age at School Entry  /  77
	Scott Robinson, UH Manoa, HI
Digital Intercultural Literacy and Study Abroad    /  84
	Per Urlaub, University of Texas at Austin
Ensuring Experiential Learning of CS/MIS Students  /  94
	Naveed Saleem, University of Houston-Clear Lake, TX
	Vance Etnyre, University of Houston-Clear Lake, TX
	Mrinal Mugdh, University of Houston-Clear Lake, TX
A Flexible, Graded Library Unit for PETE Majors  /  99
	Glenn Ellen Starr Stilling, Appalachian State University, NC 
	Benjamin Sibley, Appalachian State University, NC
Collaboration for College Faculty Development   /  110
	Marilyn Lockhart, Montana State University
Personality Influences on Self-Regulated Learning  /  116
	Loranel M. Graham,  Our Lady of the Lake University
The Music Center in an Early Childhood Classroom  /  123
	Jinyoung Kim, College of Staten Island/ CUNY, NY
Service-Learning Case Studies: Lessons from Design  /  129 
	Abimbola O. Asojo, University of Minnesota
Students’ Expectations for E-mailing Professors  /  135
	Courtney Waite Miller, Elmhurst College, IL
	Rachel M. Reznik, Elmhurst College, IL 
Occupy: Social Media in Social Movement Pedagogy  /  142
	Alison Fisher Bodkin, James Madison University, VA

Author Index  /   147
School Index  /  148
Some articles are republished in
Academic Exchange Quarterly     Editors' Choice an open access publication     Zeitgeist Essay - challenging issues that arise in classes     How-to-essay    
   APPROVED   

  1. 5774-v13 4210-8z Personality Influences on Self-Regulated Learning
            Loranel M. Graham, Our Lady of the Lake University, TX
  2. 5756-v12 5012-1z Collaboration for College Faculty Development
            Marilyn Lockhart, Montana State University
  3. 5754-v12 5022-1z A Flexible, Graded Library Unit for PETE Majors
            Glenn Ellen Starr Stilling, Appalachian State University, NC
              Benjamin Sibley, Appalachian State University, NC
  4. 5751-v12 4968-2v Ensuring Experiential Learning of CS/MIS Students
            Naveed Saleem, University of Houston-Clear Lake, TX
              Vance Etnyre, University of Houston-Clear Lake, TX
              Mrinal Mugdh, University of Houston-Clear Lake, TX
  5. 5749-v12 4940-1j Digital Intercultural Literacy and Study Abroad
            Per Urlaub, University of Texas at Austin
  6. 5747-v12 5116-21 Teacher Candidate Age at School Entry
            Scott Robinson, UH Manoa, Honolulu, HI
  7. 5745-v12 5396-4v The Role of Anxiety in University-Level Spanish Courses
            Bryant Smith, Nicholls State University, LA
              Terri Schroth, Aurora University, IL
  8. 5743-v12-5264-3v Visual Learning in Anatomy and Physiology
            Zvi Ostrin, Hostos Community College (CUNY), NY
  9. 5737-v12-5279-3v Experiential Learning via Scenario Enactments
            Denise McDonald, University of Houston – Clear Lake
  10. 5736-v12-5360-3j Reconsidering Educational Consumerism
            Roy Schwartzman, University of North Carolina at Greensboro
  11. 5735-v12-5309-3l The Music Center in an Early Childhood Classroom
            Jinyoung Kim, College of Staten Island/The City University of New York
  12. 5734-v12-5344-3j Service-Learning Case Studies: Lessons from Design
            Abimbola O. Asojo, University of Minnesota
  13. 5733-v12-5311-3l Students’ Expectations for E-mailing Professors
            Courtney Waite Miller, Elmhurst College
              Rachel M. Reznik, Elmhurst College
  14. 5732-v12-5301-3l Occupy: Social Media in Social Movement Pedagogy
            Alison Fisher Bodkin, James Madison University, VA
  15. 5719-v11-5350-3z Essentials of a Public Library Marketing Plan
            Marwin Britto, University of Saskatchewan, Canada
  16. 5718-v11-4707-0z A Learner-Centered Approach to Teaching Literacy
            Max Kopelman, Touro College, NY
  17. 5668-6v Intercultural approaches to language learning
            Christine E. Poteau, Rowan University, NJ
  18. 5664-6v Institutionalizing Mentoring in Community Colleges
            Robin Phelps-Ward, Clemson University, SC
              Amanda O. Latz, Ball State University, IN
  19. 5662-6v Career-Changers’ Multicultural Attitudes
            Yolanda Abel, Johns Hopkins University
              Jennifer Locraft Cuddapah, Hood College
  20. 5660-6v Rhetoric, Gender and Evaluations of Teaching
            Regina A. McManigell Grijalva, Oklahoma City University
              Greg R. Glau, Northern Arizona University
   RECOMMENDED   
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   CONSIDERED   
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Order Volume 12 - SOTL    ISBN 0-9709895-1-12
   @ $49.00 per book
Authors only -- save $36 on the order of 3 books @ $111
Inclusion criteria for Sound Instruction books
    The primary criteria for selection are
  • topic relevance: Service Learning
  • 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.
  • Thank you for considering Sound Instruction books for your professional needs.
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June 2016