It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Student Learning Journals: Writing for Deep Understanding and Critical Thinking in All Content Areas
Type of Presentation
Shared
Session Abstract
Learning journals can be used to deepen student learning and build critical thinking skills. An analysis of students’ journals will highlight their value for adult educators in all content areas.
Target Audience
Faculty who wish to promote student reflection and deep engagement, either independent of course content or in support of student learning outcomes, can use learning journals as one of their teaching strategies. Those who teach at universities, colleges, community colleges, in training or professional development programs and in adult basic education programs will benefit from the broad applications of learning journals for adult learners in all disciplines.
Learning Outcomes
As a result of attending this session, participants will be able to
• Identify the benefits of journal writing for students.
• Incorporate learning journals into any course, regardless of discipline.
• Address course goals and student learning outcomes through learning journals.
• Create and customize learning journal assignments by building on provided samples.
Session Description
Heimstra (2001) describes a number of benefits of journal writing in adult education. Writing for personal growth and development helps learners become more self-aware and develop insights about life or academic experiences. Writing builds intuition and self-expression, helping learners gain confidence in their abilities. Problem solving skills can also be improved through writing, and the stress reduction and health benefits of writing are well established in medical practices. Finally, writing strengthens reflection and critical thinking skills. The study findings presented in this session will compare the aforementioned benefits to an analysis of student learning journal assignments in two mathematics courses, one undergraduate and one graduate. Findings will be supported by sample assignments, excerpts of student responses to those assignments and learning journal entries.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Friday November 8
Primary Presenter
Jill Zarestky, Texas A&M University
Work Title
Senior Lecturer