Teaching Ourselves: A Model to Improve, Assess and Spread the Word

This paper presents a model for small, interdisciplinary groups of faculty to work together to improve their teaching while engaging in research that provides evidence of improved student learning. In doing so, we have developed a four-step process of faculty-driven scholarship of teaching and learning: Genesis, Organization, Implementation and Dissemination. We illustrate this model by describing our use of Fink’s (2003) concepts of course design to reshape our courses and assess the effectiveness of these changes through examination of student learning. We describe how others may follow this approach with a variety of applications

2018 Research & Innovation Day Program

A one day showcase of applied research, social innovation, scholarship projects and activities.https://first.fanshawec.ca/cri_cripublications/1005/thumbnail.jp

Has management accounting research been critical?

This paper examines the contributions Management Accounting Research (MAR) has (and has not) made to social and critical analyses of management accounting in the twenty-five years since its launch. It commences with a personalised account of the first named author’s experiences of behavioural, social and critical accounting in the twenty-five years before MAR appeared. This covers events in the UK, especially the Management Control Workshop, Management Accounting Research conferences at Aston, the Inter-disciplinary Perspectives on Accounting Conferences; key departments and professors; and elsewhere the formation of pan-European networks, and reflections on a years’ visit to the USA. Papers published by MAR are analysed according to year of publication, country of author and research site, research method, research subject (type of organization or subject studied), data analysis method, topic, and theory. This revealed, after initial domination by UK academics, increasing Continental European influence; increasing use of qualitative methods over a wide range of topics, especially new costing methods, control system design, change and implementation, public sector transformation, and more recently risk management and creativity. Theoretical approaches have been diverse, often multi-disciplinary, and have employed surprisingly few economic theories relative to behavioural and social theories. The research spans mainly large public and private sector organisations especially in Europe. Seven themes perceived as of interest to a social and critical theory analysis are evaluated, namely: the search for ‘Relevance Lost’ and new costing; management control, the environment and the search for ‘fits’; reconstituting the public sector; change and institutional theory; post-structural, constructivist and critical contributions; social and environmental accounting; and the changing geography of time and space between European and American research. The paper concludes by assessing the contributions of MAR against the aspirations of groups identified in the opening personal historiography, which have been largely met. MAR has made substantial contributions to social and critical accounting (broadly defined) but not in critical areas endeavouring to give greater voice and influence to marginalised sectors of society worldwide. Third Sector organisations, politics, civil society involvement, development and developing countries, labour, the public interest, political economy, and until recently social and environmental accounting have been neglected

Theme-based courses foster student learning and promote comfort with learning new material

In this article, we review the literature about theme-based teaching, then report quantitative and qualitative results from surveys from three different courses: one section of a100-level in-person art course; five sections of 300-level on-line art courses; and one section of a 100-level in-person biology course at SUNY Delhi with applied themes (“food,” “healthcare,” and “beer” respectively) in teaching and learning. Our results indicate that embedding themes across an entire course can be a successful way to improve student perceptions of their learning and comfort with learning about new subjects.  These data expand current gaps in the literature with respect to the measured benefits for students of adopting themes in college teaching and learning.  They will be useful to teachers considering the use of themes in their courses and to anyone looking for a way to help students relate to the disciplines in their courses

Theme-based courses foster student learning and promote comfort with learning new material

In this article, we review the literature about theme-based teaching, then report quantitative and qualitative results from surveys from three different courses: one section of a100-level in-person art course; five sections of 300-level on-line art courses; and one section of a 100-level in-person biology course at SUNY Delhi with applied themes (“food,” “healthcare,” and “beer” respectively) in teaching and learning. Our results indicate that embedding themes across an entire course can be a successful way to improve student perceptions of their learning and comfort with learning about new subjects.  These data expand current gaps in the literature with respect to the measured benefits for students of adopting themes in college teaching and learning.  They will be useful to teachers considering the use of themes in their courses and to anyone looking for a way to help students relate to the disciplines in their courses

Severe frost but not shade could limit the future growing season of Erythronium americanum

Changes in climate are leading to modifications in the timing of seasonal events such as migrations and flowering. Erythronium americanum (trout lily) can break bud early in response to warming, but changes to its growing season may be limited by early shade from canopy trees and frost. I experimentally assessed the impact of shade and frost on senescence in E. americanum and descriptively monitored the response of E. americanum to vernal air and soil temperatures in a garden setting. Early shade did not affect the timing of senescence. Experimental exposure to frost resulted in increased leaf damage, earlier senescence, and greater corm death than in control plants. Despite ten days in which the air temperature dropped below freezing, there was no evidence of leaf damage in the field. These results suggest that early shade from canopy trees will not hasten the end of the future growing season for E. americanum, but that late frost could bring about early senescence if that frost is sufficiently hard.The accepted manuscript in pdf format is listed with the files at the bottom of this page. The presentation of the authors' names and (or) special characters in the title of the manuscript may differ slightly between what is listed on this page and what is listed in the pdf file of the accepted manuscript; that in the pdf file of the accepted manuscript is what was submitted by the author

Vernal Photosynthesis and Nutrient Retranslocation in Dryopteris intermedia

Volume: 91Start Page: 187End Page: 19