The following abstracts are examples of UHCL faculty publications in the Scholarship of Teaching and Learning (SoTL):

Establishing a Comfortable Classroom from Day One:

Student Perceptions of the Reciprocal Interview

College Teaching 31 (2008), pp. 210-214

Kim Case, University of Houston-Clear Lake, Houston, TX

Robert A. Bartsch, University of Houston-Clear Lake, Houston, TX

Lillian McEnery, University of Houston-Clear Lake, Houston, TX

Sharon P. Hall, University of Houston-Clear Lake, Houston, TX

Anthony D. Hermann, Willamette University

David A. Foster, Western Oregon University

Abstract:

This study examined student reactions to an interview activity within sample courses from computer science, psychology, women's studies, and education. The "reciprocal interview" involves the instructor gathering information about the students and, in turn, the students collectively ask questions of the instructor. Designed to clarify students' expectations of the instructor as well as the instructor's expectations of students, this exercise offers a more interactive format than the traditional syllabus overview. The interview also aims to make students more comfortable in interactions with the instructor by soliciting student input from the beginning of the class. Student responses to the exercise indicate they enjoyed the activity and recommend faculty use it in various courses. Participants also reported the interview process not only helped create a more comfortable classroom environment, but also helped clarify instructors' expectations of students.

Raising Male Privilege Awareness and Reducing Sexism:
An Evaluation of Diversity Courses

Psychology of Women Quarterly 31(2008) pp. 426-425

Kim A. Case,  University of Houston-Clear Lake, Houston, TX

Abstract:
Research examining the impact of women's studies courses provides evidence of student changes such as greater agreement with feminist and egalitarian attitudes, lower prejudice against women, and increased activism. Using a pre- and post-test design, the current studies assess students' awareness of male privilege, prejudice against women, support for affirmative action, and identification as "feminist" following courses with and without gender content. In Study 1, students taking a course entitled Psychology of Race and Gender completed identical surveys during the first and last weeks of the semester. Study 2 included students in Psychology of Women, Introduction to Women's Studies, and courses not addressing gender. Participants in diversity and women's studies courses in both studies exhibited more male privilege awareness and support for affirmative action at the end of the term compared to pre-test. However, the change in women's studies students' support for affirmative action and sexism levels were not signicantly different from students in comparison courses. Women's studies students completed their courses with greater self-identification with feminism in contrast to non-women's studies students.

A Spreadsheet Simulation of the Stockholder-Bondholder Agency Problem

Journal of Financial Education 34(Spring 2008) pp. 51-67

Jeffrey Whitworth, University of Houston-Clear Lake, Houston, TX

Abstract:
Most corporate finance textbooks describe the agency relationship between stockholders and bondholders only qualitatively, if at all. Unfortunately, this leaves students with an incomplete understanding of why different securityholders have conflicting incentives with respect to the firm's underlying assets and capital structure. This paper presents a simple Excel spreadsheet simulation of possible outcomes from a risky project and the resulting payoffs to a firm's securityholders. I use Excel's data table feature to demonstrate that stockholders can increase their expected returns at bondholders' expense by choosing projects with higher volatility and by increasing the firm's leverage.

Midterm Student Feedback: Results of a Pilot Study

Journal of Excellence in College Teaching 18(3) (2007)

Margaret Snooks, University of Houston-Clear Lake, Houston, TX
Sue Neeley, University of Houston-Clear Lake, Houston, TX
Lee Revere, University of Houston-Clear Lake, Houston, TX

Abstract:
The authors investigated the effect of midterm student feedback on final ratings of college teaching and courses. Five classes including 142 students participated in pre- and posttests with the intervention of a midterm group feedback process known in the literature as Bare Bones Questions (or BBQ). Three of the four hypotheses tested were supported. Students reported increases in both their learning and satisfaction, and their ratings of both instructors and courses increased. This research expands current knowledge by demonstrating quantitatively that midterm student feedback is likely to have a positive effect on students' evaluations and is a beneficial addition to other types of evaluations of teaching performance.

Socrates on Trial: Strategies for Teaching Ancient Thought Dialectically

Classical World 3 (2007), pp. 283-295

Daniel Silvermintz, University of Houston-Clear Lake, Houston, TX

Abstract:
This article describes how Socrates' trial can be used as the basis for a segment on ancient Greek thought in courses devoted to Western civilization. Specific exercises are detailed for presenting the ideas of the pre-Socratic scientists, the sophists, and Plato to show their contemporary relevance and to engage students as active learners. These preliminary exercises culminate in a mock trial based on the case of Athens vs. Socrates. An extensive bibliography is provided of secondary literature relevant to Socrates' trial and to Athenian legal procedures.

Building Bridges of Understanding:
The Power of Story through Oral Histories

International Journal of Humanities 3 (2006), pp. 17-24

Lillian Benavente McEnery,  University of Houston-Clear Lake, Houston, TX
Nancy Wright, University of Houston-Clear Lake, Houston, TX

Abstract:
As society becomes more transient, it becomes difficult to maintain our generational connections. One way for students to explore and bridge their connections with family is through the rich stories that lie within learners’ families and communities. The framework of the project guides the writer to tap into the rich storehouse of family stories and allows them to enlarge their perspective. The project engages learners in the writing process in a meaningful context that is interdisciplinary in nature. The three purposes are to promote a respect and admiration for different cultures, preserve treasured moments of family history, and allow a venue for reflecting on belief systems and cultural messages evident in their family history. The process guides the writer from an initial interview to an illustrated document using various modes of technology. The theoretical foundation presented draws from the wisdom of the humanities, sociology, communications, and education. The process will be outlined and completed examples will be displayed. The project demonstrates that the power of story lies in its ability to expand perspectives and transform family dynamics.

Moving Beyond Adoption:
Exploring the Determinants of Student Intention to Use Technology

Marketing Education Review 16 (Summer 2006), pp. 79-89

Leroy Robinson, Jr., University of Houston-Clear Lake, Houston, TX

Abstract:
This study utilizes current work in the information technology literature to investigate the determinants of intention to use technology by students. The study provides an empirical examination of a modified conceptualization of the Unified Theory of Acceptance and Use of Technology. Student attitude toward technology and intention to use technology is directly impacted by performance expectancy, effort expectancy, and social influence. The findings provide some insight to university administrators and faculty considering integrating technology tools both inside and outside of the classroom.

Reading Philosophy with Friends:
Introducing Reading Groups into the Philosophy Classroom

Teaching Philosophy 29(3) (2006), pp. 237-243

Daniel Silvermintz, University of Houston-Clear Lake, Houston, TX

Abstract

Many students are overwhelmed when encountering a primary work of philosophy. Since their previous studies have not prepared them for the demands of reading a philosophic work, the philosophy instructor must be responsible for instilling in them the necessary skills to approach the subject matter. This article details the use and benefits of reading groups as a means of cultivating analytical reading skills. Students who participate in reading groups are reported to be more confident when engaging with primary texts and, consequently, more likely to participate in seminar discussions.

Tools for Managing Student Teams

Southwestern Business Administration Journal 5(1) (Spring 2005), pp. 1-15

Alix Valenti, University of Houston-Clear Lake, Houston, TX.

Sharon Perkins Hall, University of Houston-Clear Lake, Houston, TX.

Max Elden, University of Houston-Clear Lake, Houston, TX.

William Boatman, University of Houston-Clear Lake, Houston, TX.

Abstract

As a method for enhancing students’ understanding of a subject, and developing interpersonal skills, team-based learning is often employed in the classroom. This article used the stages of group development as a framework for investigating useful tools that promote student team effectiveness. Two tools, “team charter” and “peer evaluation” are described in operational detail, ready for faculty use. Student learning teams – a mainstay of cooperative learning – are increasingly the pedagogical innovation of choice, and a supportive literature is developing around this approach (Michaelsen, Knight, & Fink, 2004; Oakley, Felder, Brent, & Elhajj, 2004; Stein & Hurd, 2000; see Boatman, 2004, for a current annotated bibliography). Some of the literature is quite practical (Carr, Herman, Keldsen, Miller, & Wakefield, 2005; Strbiak & Paul, 1998), while some of the literature focuses on the theory behind student team learning (Harkins & Jackson, 1985). This article aims at contributing to this body of literature and supporting professors who are trying to launch and develop effective student teams.

From SGID to BBQ: Streamlining Midterm Student Evaluations to Improve Teaching and Learning

To Improve the Academy 22 (2004), pp. 110-124

Margaret Snooks,  University of Houston-Clear Lake, Houston, TX
Sue Neeley, University of Houston-Clear Lake, Houston, TX
Lee Revere, University of Houston-Clear Lake, Houston, TX

Abstract:
Faculty members want feedback about ways to improve learning. Midterm assessments are more useful than end-of-term student evaluations. Not all institutions provide faculty development consultants. This chapter presents an innovative process appropriate for institutions currently without teaching enhancement centers. The Bare Bones Questions (BBQ) process consists of empathic trained colleagues facilitating students' evaluative discussions. Students and faculty members are overwhelmingly positive about the process piloted for the past three years. Students' suggestions can include simple changes in classroom environment or enhanced sensitivity to cultural diversity. BBQ may build intra-institutional collegiality to reducing the isolation of teaching.

Student Perceptions (and the Reality) of Percentage of
Journal Articles found through Full-Text Databases

Research Strategies 19 (2003), pp. 128-134

Robert A. Bartsch, University of Houston-Clear Lake, Houston, TX
B.L. Tydlacka, University of Houston-Clear Lake, Houston, TX

Abstract:
Researchers (Brennan et al., 2002) have theorized that content and functionality affect whether people choose to retrieve journal articles from full-text electronic databases or from print copies. Full-text databases are often rated higher in functionality (i.e. convenience). This article examines why students may also believe that full-text databases have superior content. In addition, psychology students were asked what percentage of relevant psychology articles were available online and in print at their library and a neighboring institution. Students greatly overestimated how many articles were available online. The paper further discusses when students will exclusively choose full-text databases and what librarians can do to help combat the problem of exclusively using full-text databases.

H. Al-Mubaid and M. Elden, " Teacher as Researcher: Examples of the Scholarship of Teaching and Learning (SoTL)". Southern Business Administration Journal SBAJ Vol.5, No.2, pp.132-144, Fall 2005.

Teacher as Researcher – Examples of the Scholarship of Teaching and Learning (SoTL)

ABSTRACT

Studying and changing your own teaching approach, more formally known as the “scholarship of teaching and learning” (SoTL), is a promising new idea. We will define and illustrate it to show how easy, practical, and beneficial such research can be.  This is intended to encourage faculty to start up their own SoTL projects.  The scholarly study of one’s own pedagogical assumptions promises a double payoff: better teaching and more publications. This paper introduces the main idea and the purposes of SoTL, and presents an easy-to-follow example of a SoTL research project that grew out of efforts to solve a practical pedagogical problem. This is intended to give readers a feel for how to get started with a research project based on their own teaching practices.  We conclude by placing SoTL in a larger context of academic policy-making.

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