This study was an initial investigation on the kind s of signature pedagogies employed in the Information Systems discipline. It attempted to identify the most frequently used instructional strategies to te ach in the information systems discipline. This study employed an explorat ory study design, through a U.S. national survey. A link to a web-bas ed survey was sent by email to all information systems faculty members who were listed in the Association of Information Systems membership directory on the web, filtered only to those faculty members in the Unite d States. This study managed to secure 695 valid responses obtained from 2,835 eligible participants (24.4% response rate). The data were a nalyzed with descriptive statistics and factors analysis to group the instru ctional strategies into similar groups. The results show that lecture-based instruc tional strategies remain the dominant in the information systems discipline, with over 66% participants identified lecture as the most frequen tly used strategy when teaching in the classroom. Two out of six groups id entified by Exploratory Factor Analysis (EFA) method had higher means in the frequency of use, the project-based strategies and the highly-structured active learning strategies.

Information Systems is a discipline which connects the concepts, theories, and processes between business world and information technology systems. Teaching information systems subjects present different challenges, as faculty members need to use strategies that can blend the subjects well. Limited research had investigated a number of factors which relate to the selection of instructional or teaching strategies to be used in a face-to-face classroom, outside of the classroom, or in an online learning environment. This study investigated whether gender, rank, age, course level, delivery format, class size, years of prior teaching experience, and availability of teaching assistants are among the factors that relate to the selection of instructional strategies within this discipline. A web-based survey questionnaire was distributed to members of the Association of Information Systems who were teaching in the United States institutions. There were 695 valid responses (24.4% response rate) obtained from 2,835 valid participants. A multiple regression analyses were performed against the top 9 strategies that were frequently used by information systems faculty. The results suggested that not all factors were influential. Depending on which strategies, only six factors had significant influences on the selection of instructional strategies or group of instructional strategies.

Despite the need to provide differentiated instruction to diverse learners in contemporary CTE programs across institutes of higher education, little research has explored the actual classroom instructional strategies employed in postsecondary settings. To that end, this study found 387 CTE faculty most frequently use interactive lecture, questioning, whole-group discussion, and guided practice in their courses. While, the most infrequently used instructional strategies for CTE faculty included question and answer methods using clickers, synchronous online lecture, video creation, student-generated examinations and quizzes, and reflective blogs. As such, recommendations are articulated for both novice and experienced CTE doctoral students, faculty, and instructors regarding alternative pedagogies they might consider when teaching CTE courses.

Funded since 2001 by National Science Foundation, an innovative open courseware (http://nm.mathforcollege.com) has been developed for a comprehensive undergraduate course in Numerical Methods. The open courseware resources enhance instructor preparation and development as well as the student educational experience by facilitating a hybrid educational approach to the teaching of Numerical Methods, a pivotal STEM course, via customized textbooks, adapted course websites, social networking, digital audiovisual lectures, concept tests, self-assessment of the level of learning via online multiple-choice question tests and algorithm-based unlimited attempt quizzes, worksheets in a computational system of choice, and real-life applications based on the choice of one’s STEM major. The resources have been implemented successfully at the University of South Florida, Arizona State University, Old Dominion University, Milwaukee School of Engineering, and Mississippi Valley State University. With philosophies of open dissemination and pedagogical neutrality, more than 30 institutions and thousands of individual users have adopted the resources in an a la carte fashion. In this paper, we discuss the history, philosophy, development, refinement, assessment process, and future of the open courseware. The summarized assessment results include those of comparing several instructional modalities, measuring student learning, effect of collecting homework for a grade, using online quizzes as a substitute for grading homework, interpreting summative ratings of the courseware, student satisfaction, and Google Analytics.

Effectiveness of web-based modules developed for a course in numerical methods was measured via three mixed assessment instruments-student satisfaction survey, student performance on a multiple-choice examination based on Bloom's taxonomy, and summative rating of the modules based on content, learning, usability and technology. The web-based modules are holistic and are customized based on a student's engineering major and choice of computational system. Statistical analysis of the assessment data indicates that web-based modules improved both student satisfaction and performance.

Prototype Web based resources have been developed for an undergraduate course in numerical methods. The Web modules are holistic, that is they include pre-requisite information, real-life applications, presentations and notes, simulations, and self-assessment. The student interest and learning are maximized by providing customization of content based on a student's engineering major and computational system of choice.

Faculty developers can assist supervisors of graduate teaching assistants (GTAs) and department chairpersons in examining the quality and comprehensiveness of their GTA training program. Five general guidelines and a series of 30 specific self-assessment questions are described to assist in this process. In addition, the use of these self-study procedures by a Department of Communication at a large urban university is illustrated.