A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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Schraw, G., Kuch, F., Gutierrez, A., & Richmond, A. S. (2014). Exploring a three-level model of calibration accuracy. Journal of Educational Psychology, 106(4), 1192-1202. doi:10.1037/a0036653 Scholarship of Teaching and Learning: History (n.d.). Retrieved from http://academics.georgiasouthern.edu/sotlgsu/history/ Shulman, L. S. (1993). Teaching as community property: Putting an end to pedagogical solitude. Change: The Magazine of Higher Learning, 25(6), 6-7. Simons, L. (2015). Measuring service-learning and civic engagement. In R. S. Jhangiani, J. D. Troisi, B. Fleck, A. M. Legg, & H. D. Hussey (Eds.), A compendium of scales for use in the scholarship of teaching and learning. Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53, 159-164. doi:10.3200/CTCH.53.4.159-164 Slattery, J. M., Haney, M., Richmond, A. S., Venzke, B. Morgan, R. K., & Mitchell, N. (2014, August). Project syllabus: Student responses to syllabi. A symposium presented at the annual meeting of the American Psychological Association, Washington, D.C. Spring, H. T. (1985). Teacher decision making: A metacognitive approach. The Reading Teacher, 290-295. *Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409-424. West, R. L., Thorn, R. M., & Bagwell, D. K. (2003). Memory performance and beliefs as a function of goal setting and aging. Psychology and aging, 18(1), 111. Wilson-Doenges, G. (2015). The state of scale validation in SoTL research in psychology. In R. S. Jhangiani, J. D. Troisi, B. Fleck, A. M. Legg, & H. D. Hussey (Eds.), A compendium of scales for use in the scholarship of teaching and learning. Zabel, K. L., & Heger, A (2015). Student engagement toward coursework: Measures, considerations, and future directions. In R. S. Jhangiani, J. D. Troisi, B. Fleck, A. M. Legg, & H. D. Hussey (Eds.), A compendium of scales for use in the scholarship of teaching and learning. 186
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A COMPENDIUM OF SCALES for use in t
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Table of Contents Chapter 1: Introd
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Chapter 1: Introduction Rajiv S. Jh
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and boredom; whereas the former inc
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References Bishop-Clark, C. & Dietz
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Chapter 2: Best Practices in Scale
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o Participants respond to items suc
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- Be aware of whether the scale is
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References References marked with a
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*Wielkiewicz, R. M. & Meuwissen, A.
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example, McCabe (2015) examined the
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psychometrically sound tool. Howeve
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a history of the authors’ work do
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*Oleson, K. C., Poehlmann, K. M., Y
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Chapter 4: A Primer on Scale Develo
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scales or develop new ones. In eith
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found their 40-item measure could b
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eflect overall teacher behaviors or
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Although there is some variability
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and/or do not correlate with instru
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Fraley, R. C., & Vazire, S. (2014).
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Streiner, D. L. (2003). Starting at
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Psychology, 36 of the 47 articles (
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Assessing and Reporting Validity In
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Grades Another common source of alr
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model of collaborative undergraduat
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Chapter 6: Measuring Learning and S
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joins a new team to teach them abou
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Summative Assessments Summative Rub
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programs. In a national survey of p
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Course Outcomes Scale Centra and Ga
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discuss The Motivated Strategies fo
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The Motivated Strategies for Learni
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Hacker, D. J., Bol, L., & Bahbabani
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Stoloff, M. L., & Feeney, K. J. (20
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interpretation of analogies is an a
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Similar difficulties in accurately
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How do we balance the need for effi
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*Halpern, D. F. (2010). Halpern Cri
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Appendix: A Compendium of General C
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Chapter 8: Student Engagement Towar
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particular items. Indeed, a point o
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employing the SCEQ have shown other
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one of eight achievement emotions m
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Recent efforts (Saddler, Sonnert, H
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64, 847-860. doi:10.1037/0022-3514.
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*Schaufeli, W.B., Salanova, M., Gon
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course. Pretest and posttest survey
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Perceptions 7 Problem-Solving 1 Sat
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Culture and Issues Knowledge of Cur
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Civic Attitudes and Skills Question
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Scale of Service-Learning Involveme
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engagement and psychological measur
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Giles, D. E., & Eyler, J. (2013). T
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Appendix A: Research Measures for M
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Robby, M.A. -CASQ -SAT/9 Scores -¹
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Steinberg, K. S., Hatcher, J. A., B
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Chapter 10: Measuring Individual Di
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either unnecessary or is referenced
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Park, 2005). The merit of the instr
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Similar factor structures were prod
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Chapter 11: Measuring Well-Being in
Page 135 and 136: items, and the PANAS 44 items, and
Page 137 and 138: Meaning in Life The Meaning in Life
Page 139 and 140: future,” using a 5-point scale (1
Page 141 and 142: Domain-Specific Stress and Anxiety
Page 143 and 144: demonstrate peoples' varying levels
Page 145 and 146: Gehlbach, H. (2015). Seven survey s
Page 147 and 148: Ritchie, R. A., Meca, A., Madrazo,
Page 149 and 150: Chapter 12: Assessing Professor-Stu
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Page 153 and 154: positively about their professors
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Page 157 and 158: help or hinder the graduate student
Page 159 and 160: Komarraju, M. (2013). Ideal teacher
Page 161 and 162: Chapter 13: Effective Tools for Ass
Page 163 and 164: offer guidance based on their exper
Page 165 and 166: The Original TBC Study Our approach
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Page 169 and 170: eveals that five qualities (knowled
Page 171 and 172: References References marked with a
Page 173 and 174: *Wann, P.D. (2001, January). Facult
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Page 177 and 178: components of knowledge of cognitio
Page 179 and 180: a cognitive activity (Cacioppo et a
Page 181 and 182: teacher? In other words, how do we
Page 183 and 184: Christopher (2015) also suggests th
Page 185: Kirk, C., Busler, J., Keeley, J., &
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A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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