The Reader's Journal in Lower-Division History Courses: A Strategy to Improve Reading, Writing and Discussion

August, Andrew

doi:10.2307/495031

Cited by 5 publications

(5 citation statements)

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“…When we asked for an estimate of the percentage of journals that met their expectations, faculty reported that between 40 and 60% of the journals met their expectations. This is in contrast to the findings of August, (2000), Leighow Meo (2000), and Wallace and Oliver (2003), who reported that most of their students were generally meeting their expectations.…”

Section: Qualitycontrasting

confidence: 55%

“…August (2000) agreed with the difficulties in grading journal entries, but noted "To be taken seriously, the journal entries must affect grades…" (p. 345).…”

Section: Discussionmentioning

confidence: 99%

“…Harris asserted that "the qualitative comments are the most powerful things students will take away from their evaluation…it is what they will remember and learn the most from." Yet providing thorough and thoughtful evaluations with feedback can be difficult when you have got a large class size, and require students to hand in journals several times during a semester (August, 2000). Cecilia wondered about her ability to give feedback "when I have 60 journals sitting on my desk….I wonder if I'll be honest enough, critical enough, write enough comments, give enough time…it can just feel so overwhelming.…”

Section: Discussionmentioning

confidence: 99%

“…August (2000) and Wallace and Oliver (2003) reported using their course syllabi as a means of providing information about journal writing. Wallace and Oliver included detailed rubrics that may have allowed their students to more fully understand what was expected from them.…”

Section: Types Of Entriesmentioning

confidence: 99%

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Reflections on using journals in higher education: a focus group discussion with faculty

O’Connell

Dyment

2006

Assessment & Evaluation in Higher Education

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Reflective journals have become an increasingly popular tool used by numerous faculty across many disciplines in higher education. Previous research and narrative reports of journal writing have explored student perceptions of journal writing, but very little is understood about faculty perceptions. In this paper, we report on a study involving eight university faculty who teach courses with outdoor field components in the areas of outdoor recreation, experiential education, or outdoor education. We present the faculty member's 1) current practices of journal writing (types of journals, types of entries, process of journal writing), 2) perceptions of journal writing (rationale, quality, evaluation), and 3) recommendations to maximize the potential of journal writing. A mixed methods approach was used that included a 32-item quantitative questionnaire and a focus group discussion. By and large, the faculty who participated in this study appreciated the pedagogical potential of journal writing. They were, however, cautious about certain aspects of the journaling process and offered numerous suggestions for improving the "journaling experience." This paper concludes with several recommendations for consideration by higher education faculty who use journal writing as an instructional technique.

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Section: Qualitycontrasting

confidence: 55%

“…August (2000) agreed with the difficulties in grading journal entries, but noted "To be taken seriously, the journal entries must affect grades…" (p. 345).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Types Of Entriesmentioning

confidence: 99%

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Reflections on using journals in higher education: a focus group discussion with faculty

O’Connell

Dyment

2006

Assessment & Evaluation in Higher Education

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“…Students appear to articulate their ideas more readily and clearly after writing their quiz responses, which raises the level of class discussion. (Connor-Greene 2000a, 88) Daily or weekly journal assignments can serve the same purposes as quizzes, with a slightly less threatening aspect for students than the dreaded pop quiz (August 2000;Connor-Greene 2000b;Hettich 1990). Historian Andrew August has used journals to good effect in his introductory courses, observing:…”

Section: Definition Of the Problemmentioning

confidence: 99%

Why I Teach

Culross

2004

College Teaching

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Lately, I frequently have been asked why I teach. It is a natural question for a nephew embarking on his own career, as he sits in my office staring at the books on my bookshelf. It is an expression of incredulity from professional friends who make much more money in other occupations. But the question most often comes from colleagues at the university who do not understand why, despite my overloaded schedule as an administrator, I continue to teach every semester. I have worked for a number of deans, and several have told me that I do not have to teach. So, why do I?First, to me, teaching and learning are what the academy is all about. Whether one teaches at a liberal arts college or a research university, the primary mission is to educate students. Although students can and do learn through interactions with faculty in research settings or extracurricular activities, most learning for undergraduates occurs in the mastery of course material under the watchful eye of a professor. When we stray from that mission-whether to do service, research, or administrationwe betray the academy's core value, and we communicate to students that teaching and learning are not so important.Second, I really love teaching. At 5:45 p.m., as I make lastminute preparations for my night class, I do wonder if I will have the energy or enthusiasm for another three hours, but driving home on the interstate at 9:00 p.m., I feel invigorated. The class has engaged in a lively debate over an issue. One student shares with me at break how she applied the strategy we discussed last week with wonderful results. Another former student e-mails me to seek advice on a problem student in her own class. Yet another student recommends a new book to me.In the beginning, the attraction of teaching as a career was the opportunity it afforded to continue learning-to approach the same basic questions, but through an evolving lens of knowledge. The social interaction that constitutes teaching and learning is a shared experience that allows me to communicate to students the excitement of my own learning and to see the students' transformation from knowledge gatherers to engaged scholars. Their newfound ideas in turn pull me back into the conversation that is teaching and learning. Simply put, I love teaching because I love learning.Third, continuing to teach helps me maintain my personal integrity. I once sat in a meeting with other administrators as one railed on about low faculty teaching loads at that institution. As I looked around the room, I wondered to myself how many of those present were teaching. (The speaker had not taught in several years.) If I need to have a conversation with a faculty member about poor teaching, I do so as a colleague who also has given up Saturday nights to grade papers, struggled with inadequate technology in the classroom, and felt divided about finishing a research paper when advisees were clamoring to see me. Interestingly enough, when one has been in administration for some time, the concern (at least at research universi...

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To Read or Not to Read? Exploring the Reading Habits of Hospitality Management Students

Deale

Lee

2021

Journal of Hospitality & Tourism Education

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The Reader's Journal in Lower-Division History Courses: A Strategy to Improve Reading, Writing and Discussion

Cited by 5 publications

References 0 publications

Reflections on using journals in higher education: a focus group discussion with faculty

Reflections on using journals in higher education: a focus group discussion with faculty

Why I Teach

To Read or Not to Read? Exploring the Reading Habits of Hospitality Management Students

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