cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
title: Newspaper Column: Making School Yards Trailer Parks
Creators: name: Nicoson, William J.
Publisher: name: The Connection
Year: 2000
Subjects: subject: Fairfax County (VA) Schools
subject: Overcrowding

description: PDF file distilled from original WordPerfect document. Original size 11" x 8.5".
description: Fairfax County’s residents are blessed with high resources. The County ranks among the top 20 of the nation’s 3,110 counties in terms of per capita income. In 1997, the most recent year for which Department of Commerce rankings are available, Fairfax was 18 in the nation. My guess this that after 3 years of stunning growth, it has now caught up with Arlington 11th and maybe Alexandria 7th But stunning growth has also brought enormous pressure on the Fairfax County School District to expand its facilities. As a result, the County is now educating children in trailers, some 700 trailers to be exact. Virtually no community within the county has escaped the trailer epidemic. Elementary classroom deficits (above 4 for any school) are predicted in the next school year at 23 in Reston and 42 in Herndon, yielding a likely trailer count in the area of at least 65. These trailers lack bathrooms, are as offensive to the eye as any trailer park and, on rainy days, pose a challenge to student comfort and health.
Fostering Creativity Through the Active Learning Model Kanban2C
Creators: name: Pierce, Robert A.
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016

description: To many instructors, the cultivation of creative and reflective thinking contradicts a main aim of most university classes, the transmission of knowledge. The roots of this imagined opposition, thinking versus knowledge-transmission, is old. In the modern era, it originated early in the twentieth century when progressives, wanting to foster thinking skills, broke ranks with traditional instructors focused on the transmission of knowledge. Imagining creative thinking and knowledge acquisition as opposites, however, diminishes the importance of both. Knowledge is central to understanding contexts with potential value, while creative thinking skills are necessary to producing originality within (and thus enhancing) those contexts. Creativity requires both: originality and value.

This session has two aims. The first is for participants to understand the main elements of creative thinking. Grounded in research, the theoretical half of the session will cross disciplinary boundaries, as creativity in any discipline rests on the same elements of thinking. The second aim is for participants to experience an active learning model called Kanban2C (Kanban-to-Creativity), which fosters elements of creative thinking. Grounded in practice, this flexible instructional model â€“ suitable for use in many disciplines â€“ demonstrates how elements of creative thinking can develop in content-specific (knowledge-transmission) contexts. This session will be interactive and include several different hands-on creativity exercises to explore key elements of creativity. Then, participants will experience Kanban2C: work cooperatively, move around, think creatively, and, in the process, learn how to foster creativity while transmitting knowledge. Afterwards, participants will brainstorm ways to apply Kanban2C to their academic discipline.Â Â
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
title: Preventing A Conflict Relapse In El Salvador
Creators: name: Short, Elliot
Publisher: name: George Mason University
Year: 2020
Subjects: subject: Ceasefire
subject: Observer Mission
subject: Fragility

description: The United Nations Observer Group in El Salvador and the United Nations Mission in El Salvador verified the implementation of a ceasefire, contributed to stabilising the country, and strengthened the fragile institutions, preventing a conflict relapse in El Salvador.
title: Number Bingo
Creators: name: Gunter, Jock
name: Barriga, Patricio
name: Hoxeng, James
Publisher: name: Center for International Education, UMass Amherst
Year: 1987
Subjects: subject: nonformal Education
subject: Simple arithmetic, math game

description: The Ecuador Non-Formal Education Project is a joint project of the Ministry of Education in Ecuador and the University of Massachusetts, Center for International Education, funded under the auspices of the United States Agency for International Development. Spanish version: http://scholarworks.umass.edu/cie_techrpts/36/
description: Addition and multiplication bingo promote fluency with number symbols and arithmetic operations. The leader calls out a problem, the learners seek the answer on their boards, placing a bean on the square containing the answer. The player first completing a row wins. Beginners concentrate on associating what they see with what they hear. Others learn new operations. Advanced students work for speed in computation.
Ordovician chitinozoans of the Miaopo Formation at Zhenjin, Upper Yangtze Platform, South China
Creators: name: Liang, Yan
name: Nõlvak, Jaak
name: Hints, Olle
Publisher: name: Taylor & Francis
Year: 2023
Subjects: subject: Evolutionary Biology
subject: FOS: Biological sciences
subject: Environmental Sciences not elsewhere classified
subject: Chemical Sciences not elsewhere classified
subject: Ecology
subject: Biological Sciences not elsewhere classified
subject: Cancer
subject: Inorganic Chemistry
subject: FOS: Chemical sciences
subject: Plant Biology

description: Chitinozoan investigations on the late Middle to early Late Ordovician in South China are limited. Documented chitinozoan occurrences are mainly from the Miaopo Formation on the Upper Yangtze Platform. The present study reports new data from the Miaopo Formation at the Zhenjin section in the Yichang area. In total, 13 genera and 33 species are recognised, and three new species are described: Spinachitina? coronifera sp. nov., Lagenochitina yichangella sp. nov. and Pellichitina confragosa sp. nov. The Baltoscandian index species, Laufeldochitina striata, is documented in the lowermost part of the formation. This is the first report of this species in South China. The L. striata Biozone is suggested for the basal part of the formation due to the presence of the eponymous species. The index species of the Laufeldochitina stentor Biozone, the Armoricochitina granulifera and Cyathochitina megacalix subzones adopted in the Jieling section are also observed in the Zhenjin section. However, according to the new data obtained at Zhenjin, the first appearance datum of C. megacalix and A. granulifera coincides with that of L. striata. Therefore, the C. megacalix Subzone is kept but moved to the L. striata Biozone. A. granulifera has stable occurrences in almost the entire Miaopo Formation, corresponding to the Nemagraptus gracilis graptolite biozone. It is slightly older than Baltic records but could be useful for recognising this time interval in South China.
Integrating Thought Provoking Conversation into Writing: Blogging in the Classroom
Creators: name: Corwin, David
name: Hattery, Angela
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: integrative thought, social justice, women and gender studies

description: In this session, we will discuss a strategy to encourage students (both undergraduate and graduate) to read the material and engage in thoughtful conversation with their peers outside of class. In a blogging format, students are required to choose 1-2 partners from the class to discuss outside of class, on a regular (at least bi-weekly basis) the class the readings, the class discussion, and any other course materials, such as films, with each other. One advantage to this format is that often students who are not strong participators in the classroom are able to gather their thoughts and engage with their peers through this assignment. Not only does this technique encourage reading of the course texts in their entirety, but it encourages synthesis and applicability to daily life. We call these assignments â€œintegrative essaysâ€ because they encourage students to integrate course readings and life experiences as well as the observations of their peers. These assignments have been used in Women and Gender Studies and sociology courses that focus on gender, race, sexuality, intimate partner violence, and institutional violence.Â
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
Woman-Crafted Shakespeares: Appropriation, Intermediality, and Womanist Aesthetics
Creators: name: Iyengar, Sujata
Publisher: name: Wiley-Blackwell
Year: 2016
Subjects: subject: Intermediality
subject: Feminism
subject: Citizenship
subject: Shakespeare, William, 1564-1616

description: This essay argues that Claudia Rankine's Citizen: An American Lyric (2014) deploys feminist intermediality to appropriate Othello in the service of a highly nuanced womanist aesthetics. The essay defines and offers examples of some important theoretical approaches, including: appropriation studies; intersectional feminism; intermediality; womanism; and my own shorthand coinage for feminist or womanist intermedial aesthetic appropriation, "woman-craft." Next it puts Shakespearean appropriations by African American women writers in historical context, pointing out that Black American women writers and artists since Phillis Wheatley have remade "Shakespeare," and that Shakespeare has itself been created by this long history of appropriation. I conclude with a close reading of Claudia Rankine's National-Book-Award-Winning poetry and criticism collection Citizen and with reflections on how such appropriations can remake Shakespeare and our understanding of citizenship and immigration in the present and the past
title: Directing technical change from fossil-fuel to renewable energy innovation: an application using firm-level patent data
Creators: name: Noailly, Joëlle
name: Smeets, Roger
Publisher: name: Graduate Institute of International and Development Studies
publisherIdentifier: https://ror.org/007ygn379
publisherIdentifierScheme: ROR
Year: 2014

description: CIES Research Paper ; no. 24
Using Reflective Writing to Enhance Student Engagement, Inquiry, Critical Thinking, and Learning
Creators: name: Lister, Lisa
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: critical thinking; reflective practice; persistence; inquiry-based learning

description: Student engagement is often touted as a key component of enhancing studentâ€™s ability to learn and helping students becomes lifelong learners. But engaging students, helping them invest in the class, making their learning more visible, and helping them see how various course components connect can be challenging, particularly in active learning classes. One approach is to implement more reflection and reflective writing throughout our courses and assignments.

This session will explore a range of strategies for integrating student reflection throughout complex writing assignments or long-term projects and throughout the course to enhance engagement and intrinsic motivation, facilitate critical thinking, help students be more aware and in control of their learning and learning processes, and facilitate learning transfer. While focused on practices developed in composition and literature classes, particularly in a Students as Scholars based research-writing class, these strategies can be successfully implemented in any course.Â
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
From Face-To-Face to Online and Back Again: How Mason’s Online Course Development Institute Can Help You!
Creators: name: Harris, Constance
name: Olesova, Larisa
name: Brown, Stephen
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: teaching Online, evidence-based practices, reflective practice

description: Over the last decade many faculty members have taken their traditional face-to-face class and created a version that is offered in a purely on-line environment. This practice has created a need to implement faculty development initiatives that help develop the skills, experience, and confidence to successfully teach online. In response, George Mason University has implemented a multifaceted approach to support faculty members’ online teaching practice. One component of Mason’s approach is the Online Course Development Institute (OCDI), a cohort-based program implemented by the Mason instructional design team. The OCDI incorporates evidence-based practices for technology-enhanced teaching and focuses on helping faculty members’ build competencies that enable them to enhance the quality and delivery of their courses.


During this session, a faculty member and two instructional designers will outline the best practices for online teaching and discuss how the OCDI can help support faculty in implementing these practices. Creative strategies for effectively using these practices in blended or traditional face-to-face courses will also be discussed.


The target audience for this presentation are faculty, and others, who want to learn about using online elements in their teaching and how OCDI can help them in online teaching--whether they intend to transition their class to a 100% online format, or to adapt online techniques to their traditional face-to-face class.
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
Waiting for the arrivant: Godot in two poems by Nizār Qabbānī
Creators: name: Nashef, Hania
Publisher: name: Bloomsbury
Year: 2020
Subjects: subject: Derrida, Jacques
subject: Arabic literature
subject: Drama
subject: Beckett, Samuel, 1906-1989
subject: Poetry--Translating

description: The theme of waiting permeates two poems by the late Syrian poet Nizār Qabbānī. The verse in both poems 'Waiting for Godot', and 'A television interview with an Arab Godot', describes an arduous wait, at once distressing and unpredictable. In the first poem, the poet urges Godot to arrive, as the savior who will appear in the form of the Messiah. In the second, Qabbani tries to define what Godot is. Acknowledging that it is a direct borrowing from Samuel Beckett's play, he poses a number of questions relating to the identity of Godot; he asks if this awaited persona brings with it relief, a Messiah at once baring gifts and is capable of rescuing the individual from the paralysis of time, or is this anticipated arrival bringing with it destruction and calamity? Drawing on Arab history, Godot evolves into the persona that forms part of this history.
Implementation of Interactive Teaching Strategies Across STEM Disciplines
Creators: name: Nelson, Jill
name: Gerasimova, Dasha
name: Samaras, Anastasia
name: Bland, Lori
name: Hjalmarson, Margret
name: Kester, Marieke
name: Romulo, Chelsie
name: Battistini, Anthony
name: Crowell, Anne
name: Ericson, Rebecca
name: Ewell, Mary
name: Karczmarczyk, Diana
name: Kauffman, Chris
name: Kosoglu, Laura
name: Nord, Julia
name: Rosenberg, Jessica
name: Sachs, Robert
name: Schwebach, Reid
name: Snyder, Mark
name: Cator-Lee, Tracy
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016

description: We propose to present a collection of posters united by a single theme: the use of interactive teaching across STEM disciplines. The posters will be presented by Mason faculty and graduate students participating in the NSF-funded SIMPLE Project. The focus of the project is developing faculty communities of practice that promote evidence-based interactive teaching across STEM. As part of this project, participants have been trying new interactive teaching strategies in their classrooms and documenting the process in the form of a design memo. A design memo is a short, structured reflection on the implementation of a particular teaching strategy. In the context of the SIMPLE Project, design memos pursue two goals: prompting instructors to engage in reflection about their teaching, and serving as sharable artifacts for other instructors interested in adopting similar strategies.

More information about the project and about design memos can be found on the project website: simple.onmason.com.

Each poster at the session will provide a birds-eye view of the participantâ€™s design memo; thus, it will include (but will not be limited to) a description of a strategy with examples, the instructorâ€™s reasons to implement it, information on preparation needed for its use, discussion of potential pitfalls to avoid, and reflection on how the instructor would refine the technique for future implementations. Posters will be complemented by printed copies of design memos as handouts for attendees. By the end of the session, attendees will learn about various interactive teaching strategies and how they can be enacted in practice.Â
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
New dinoflagellate cyst species from the Middle Eocene of the Volgograd-Volga region, southwest Russia
Creators: name: Vasilyeva, Olga N.
Publisher: name: Taylor & Francis
Year: 2023
Subjects: subject: Biochemistry
subject: Evolutionary Biology
subject: FOS: Biological sciences
subject: Environmental Sciences not elsewhere classified
subject: Ecology
subject: Sociology
subject: FOS: Sociology
subject: Biological Sciences not elsewhere classified
subject: Inorganic Chemistry
subject: FOS: Chemical sciences
subject: Plant Biology

description: The Keresta Formation, located in the Volgograd-Volga region (the Volga-Caspian subregion of southwest Russia) has been dated as a Middle Eocene, Lutetian based on dinoflagellate cysts as the Enneadocysta arcuata Zone and nannofossils from the Lutetian Subzones CP13c-CP14a. Within this interval, four new species of dinoflagellate cysts were described: Spiniferella grigorovichiae sp. nov., Impagidinium tuberculatum sp. nov., Hystrichostrogylon crassitunicatum sp. nov. and Hystrichosphaeropsis tenerum sp. nov. The new species present a high correlation potential for Middle Eocene stratigraphy over the southern part of the Russian Platform. Also, the assemblage of organic-walled microphytoplankton from the Keresta Formation indicates warm water marine environments within the marginal part of the Paratethys Basin.
Resilience in the Classroom: Wise Interventions to Enhance Creative and Reflective Learning
Creators: name: Goodman, Fallon R
name: Mehlenbeck, Robyn
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: resilience; well-being; wise intervention; strengths; experiential learning

description: Wise interventions are short, targeted interventions that aim to alter a specific aspect of a personâ€™s daily functioning in order to help them flourish. In the context of well-being scholarship, wise interventions can promote growth in knowledge and personal well-being, and data suggests that increases in resilience promote academic excellence. In this presentation, we discuss and demonstrate how instructors across academic disciplines and levels can deliver brief (30 minute) wise interventions to teach students the foundational concepts of resilience and in turn, help students build their personal reservoirs of resilience. We demonstrate an interactive framework for presenting these interventions: do, understanding, learn, and apply. In particular, we share modules that are already prepared and available for all faculty to access from the Center for the Advancement of Well-Being.Â  While a range of resilience topics will be provided, this presentation highlights two key data driven resilience topics: 1) affirming oneâ€™s values and 2) exercising oneâ€™s personal strengths. Other modules will be introduced so that faculty can pick what best meets their studentsâ€™ needs, knowing that all modules have existing data suggesting effectiveness of these interventions.Â  We will also discuss ways that instructors can address potential challenges in delivering these interventions, including managing studentsâ€™ uncomfortable or distressing emotions. In summary, this presentation will offer tools for instructors that engage creative and reflective learning, teach the latest science behind resilience, and ultimately build studentsâ€™ capacity to be resilient in the face of adversity.
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
การศึกษาความสามารถการรับน้ำหนักของโครงสร้างไผ่โดยวิธีการรวบลำเพื่อเป็นแนวทางในการออกแบบอาคารสาธารณะขนาดเล็ก
Creators: name: ภัทฐิตา พงศ์ธนา
name: สุปรีดี ฤทธิรงค์
Publisher: name: Thammasat Printing House
Year: 2015
Subjects: การรวบลำไผ่,วิธีการรวบลำไผ่,การทดสอบการรับน้ำหนักของลำไผ่,ลิ่มไผ่,นอตเกลียว

description: Journal of Architectural/Planning Research and Studies, 12, 2
การศึกษารูปแบบและวัสดุหน้าต่างที่มีผลต่อสมรรถนะทางด้านอุณหภูมิ
Creators: name: วชิระ แสงรัศมี
name: ธนัช ศรีพนม
Publisher: name: Thammasat Printing House
Year: 2015
Subjects: สมรรถนะทางอุณหภูมิของหน้าต่าง,การถ่ายเทความร้อนของกระจก,ผลกระทบด้านความร้อนของกระจก,หน้าต่างกระจกใส

description: Journal of Architectural/Planning Research and Studies, 12, 2
The Evolution Of The Radio Sed Of High-Z Powerful Radio Galaxies
Creators: name: Drouart, G.
Publisher: name: Zenodo
Year: 2016
Subjects: Active Galactic Nuclei

description: The SKA_LOW pathfinder MWA (Murchison Wide Array) executed the first all-sky radio survey in the 80-230MHz range, revealing more than 300000 extragalactic sources. Combined with data up to 20GHz, we build exquisite radio SEDs (>~30 data-points) of a sample of a well-known sample of 70 high redshift radio galaxies (the HeRGE sample: L_3GHz restframe > 10^26 W/Hz and z>1). The synchrotron emission is composed of the core, jet and the lobe emission, providing insight on the direct vicinity of the galaxy and the accretion properties of the central supermassive black hole (SMBH). Combined with our previous multi-wavelength campaign from optical to submm (including VLT, Keck, HST, Spitzer, Herschel, SCUBA, LABOCA, and more recently ALMA), providing information on the host galaxy, we now investigate simultaneously the mechanical (from radio) and  radiative (from IR) of the SMBH hosted in these progenitors of our local massive galaxies. I will present the results from our radio SED fitting and discuss the connection with our previous results in term of radio loud AGN evolution at the peak of activity in the Universe.
From Theory to Practice: Converting Class Content to Study Abroad
Creators: name: Arnold, Marie Alice
name: Scobey, Laura
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: research; intercultural skills; non-traditional classroom; pedagogy; global learning

description: Study Abroad is a non-traditional classroom. It offers students a view to real world application, the praxis of theory taught in class. How does a faculty member take a traditional syllabus and translate it into a successful study abroad course?

This session will start with an introduction to recent literature on the benefits of using study abroad as part of the teaching arsenal. Mason Study Abroad will display a variety of pedagogies commonly used in the study abroad setting such as the interplay between work done before departure to onsite work, academic journaling, academic reflection, group discussions, onsite debate, presentations, and the use of onsite resources. Participants will also be introduced to the use of the local environment including how to choose visits, activities, and the balance between tourist and non-tourist elements. Participants will analyze how the pedagogies apply to a variety of disciplines and how each benefit students. The session will place particular emphasis on the creative use of methodologies to enhance intercultural skill development. Included will be how to building a variety of elements to meet the needs of different learning styles.

Given Masonâ€™s status as a Research I institution a component on incorporating research will be included. A group activity is planned where participants take a Mason course and re-create it in a study abroad setting.
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
The Learning Design Components of a Global Collaborative Classroom Between Lebanon and Mason
Creators: name: Reo, Rick A
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: international students; global learning; pedagogy; team-based learning; collaborative learning

description: This poster presentation will display an overview of some of the key components of a Global Collaborative Classroom (GCC), including major learning design features such as the team teaching, course management, and collaborative strategies.Â  Many of the examples of these key components are taken from courses previously awarded by the Office of Global Strategies.Â  GCCs typically require six to eight weeks of highly interactive learning experiences in order to adequately immerse students so that they able to recognize intercultural differences, make local to global connections, and/or analyze complex global challenges. Therefore, the centerpiece of a GCC is often a highly collaborative project that involves intentional global learning outcomes, and a model for scaffolding global collaborative project work is presented. In addition to knowledge-based global outcomes, it is important to consider affective global outcomes that can be attained through multi-cultural learning activities that emphasize experiential, collaborative learning, and intercultural communication.Â  Finally, in terms of assessment, some and information and examples of instruments related to global skills development will be provided.Â  In summary, the poster will be organized to include sections that visually describe the following GCC components:Â

Â

1. Course planning and technology integration documents

2. GCC learning design, learning strategies, and assignments

3. Global learning outcomes implementation

4. Global skills inventory integration

5. Four-phased, group project learning design
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
DTC 356: Information Structures
Creators: name: Whitson, Roger
Publisher: name: unknown
Year: 2019
Subjects: subject: Data mining
subject: Wikipedia
subject: Critical theory
subject: Metadata
subject: Data curation
subject: Text data mining

description: DTC 356 explores the cultural, aesthetic, and political roles of information and data. Beginning with library classification systems and Wikipedia, the course then turns to the role of metadata in organizing collections and our lives before ending with a consideration of text-mining and topic modeling. The conclusion considers these techniques in the context of cyberwarfare and the recent election.
Scaffolding Visual Learning in the Classroom for Increased Engagement
Creators: name: Goldenthal, Ariel
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: visual learning; student engagement; critical thinking; creativity; critical thinking; pedagogy; cooperative learning; retention

description: Visual learning activities have the power to engage students across the disciplines. If, however, instructors rely solely on such an activity to teach the material, without scaffolding the visual learning properly, students are more likely to disengage and not retain the information. In my English 201: Reading and Writing About Texts course, I have been working to effectively scaffold visual learning activities to increase engagement and classroom community, make student learning more visible, and develop studentsâ€™ analysis, critical thinking, writing, and problem-solving skills.

This session will focus on best practices for the use of visual learning in the classroom, starting with and then going well beyond concept mapping and visual representation of ideas, and the pedagogy behind these choices. In my English 201 classroom, visual learning has allowed students to think and learn creatively; giving them new ways to dissect challenging texts and concepts. The tangible product of such activities leaves students with a clearer understanding of the material, and this fact is not limited to the study of literature. After attending this session, faculty across the disciplines will be able to effectively scaffold visual learning activities in order to foster creative and engaged learners in their classroom.
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
Supplementary document for Improved Laser Phase Locking with Intra-Cavity Adaptive Optics - 6250002.pdf
Creators: name: Pando, Amit
name: Gadasi, Sagie
name: Friesem, Asher
name: Davidson, Nir
Publisher: name: Optica Publishing Group
Year: 2025
Subjects: Uncategorized

description: Supplemental Document 1
DTC 356: Information Structures
Creators: name: Whitson, Roger
Publisher: name: Humanities Commons
Year: 2019
Subjects: subject: Data curation
subject: Critical theory
subject: Data mining
subject: Text data mining
subject: Wikipedia
subject: Metadata

description: DTC 356 explores the cultural, aesthetic, and political roles of information and data. Beginning with library classification systems and Wikipedia, the course then turns to the role of metadata in organizing collections and our lives before ending with a consideration of text-mining and topic modeling. The conclusion considers these techniques in the context of cyberwarfare and the recent election.
Librarian-Instructor Partnerships: Empowering Students to Share Their Research with the Community
Creators: name: Kirker, Maoria
name: Folan, Kerry
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: student writing; assessment; critical thinking; creativity; reflective practice; composition; community-based learning; experiential learning; inquiry-based assignments; undergraduates

description: In the fall of 2015 a George Mason University librarian and a graduate teaching assistant (GTA) in the English department, designed an extensive collaboration for a Composition 101 research project. Through this collaboration, not only did studentsâ€™ research skills improve, but students also reported feeling empowered to reach out to the librarian directly to make appointments; to use the library independently (a resource most of them had not yet utilized in their time at Mason); and to approach librarians they did not know personally. Students designed a creative solution to a community problem, framed as a â€œproposal for change.â€ For extra credit, students had the option to â€œgo publicâ€ with their proposal, sending it to the community member with the ability to implement the suggested change, indicating a sense of pride and confidence in their work.

Â

This presentation will outline the logistics of the instructor/librarian collaboration; identify the elements to change in the future; and offer suggestions for instructors trying to form a similar partnership. Additionally, it will offer three perspectives on the success of the collaboration: the instructorâ€™s, the librarianâ€™s, and the studentsâ€™, which were collected through written surveys and oral interviews. This session will appeal to GTAs, course coordinators, FYC instructors, gen-ed faculty, and librarians. At the conclusion of the session, the audience will have insight into the pros and cons of the â€œproposal for changeâ€ assignment design, student reactions to this co-teaching strategy, and strategies for building a similar partnership in their own classroom.
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
ENGL 494: English Capstone — Comics and Graphic Novels
Creators: name: Whitson, Roger
Publisher: name: Humanities Commons
Year: 2019
Subjects: subject: Comic books, strips, etc.--Study and teaching
subject: Graphic novels
subject: Culture--Study and teaching

description: This section of 494 provides students with an introduction to the reading, history, and making of comics and graphic novels. Comics have often been associated with popular culture, pulp fiction, and ephemerality. Yet comics merge image and text to create a unique form of sequential art that is becoming ever more visible and influential in our contemporary world. Our focus in this course will be on the semiotics of comics; additionally we will look at the history of the medium and, in particular, the place of diverse characters and creators — all with the purpose of giving you a set of tools for creating your own comics and critiquing the creations of your peers.
ENGL 494: English Capstone — Comics and Graphic Novels
Creators: name: Whitson, Roger
Publisher: name: unknown
Year: 2019
Subjects: subject: Comic books, strips, etc.--Study and teaching
subject: Graphic novels
subject: Culture--Study and teaching

description: This section of 494 provides students with an introduction to the reading, history, and making of comics and graphic novels. Comics have often been associated with popular culture, pulp fiction, and ephemerality. Yet comics merge image and text to create a unique form of sequential art that is becoming ever more visible and influential in our contemporary world. Our focus in this course will be on the semiotics of comics; additionally we will look at the history of the medium and, in particular, the place of diverse characters and creators — all with the purpose of giving you a set of tools for creating your own comics and critiquing the creations of your peers.
Helping to Realize “Computer Science for All”: Student Outcomes of Self-Pacing in Introductory Programming Courses
Creators: name: Lester, Jaime
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: Computer science; active learning; classroom observations

description: Sparked by a series of national campaigns to increase interest in computer science, computer science departments are inundated with students who are interested in learning how to program. Despite the interest, introductory computer science course have relatively low completion rates (approximately 55% at Mason) and high rates of academic integrity violations. In response to this environment, the Computer Science department at Mason received an external grant to redesign their introductory programming courses to a self-paced, flipped format. Implementation began in Fall 2015 with a quasi-experimental methodology that tracks students from an experimental course and a control group (those who took more traditional introductory CS courses) over the course of the semester. Data collected includes grades on assignments, self-report surveys, and classroom observations.  The purpose of this study is to examine the impact of a self-paced, flipped curricular design in an introductory experiential computer science course on the immediate (in course) completion.


In this short lightning talk, we will present data from student surveys and classroom observations identifying any difference across the control and experimental groups. Preliminary results identify a significant increase in student completion upwards of a 20% difference across the groups. In addition to increasing knowledge of the impact of self-paced courses on student retention and success in computer science, we offer an alternative method to collect data on classroom observations via the Real-time Observation Classroom Application (ROCA). ROCA allows for efficient data collection and comparison of specific pedagogies to student engagement measures.
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
Fixed and Growth Mindsets: Practical Strategies to Enhance Creative and Reflective Learning
Creators: name: Worek, Beverly
name: Micari, Janet
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: active learning; well-being; mindfulness; student engagement; student motivation; creativity; simulation; persistence; growth mindset; learning strategies;

description: Explore the power of a "growth mindset." Through her research on achievement and success, Dr. Carol Dweck (2008) states that "growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts" and "the hand you're dealt is just the starting point for development" (p. 7). She has found that "the fixed mindset- creates an urgency to prove yourself over and over" (p. 6).

Recalibrating a fixed mindset to a growth mindset reframes the learnerâ€™s thought process to allow input that would otherwise be unavailable. Looking at learning through a growth mindset enables individuals to embrace challenges, persist in the face of setbacks, reflect on reflect on knowledge acquisition, and see possibilities.

Participants will explore their own mindset through a stimulation; they will engage in group activities to sort out ideas about fixed vs. growth mindsets. Attendees will learn strategies to help foster a growth environment. Applying these strategies can cultivate a love for learning, as well as resilience and persistence to attain goals. Participants will develop practical enhance learning and creative and reflective thinking.

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Citation

Dweck, C. (2008). Mindset: the new psychology of success. New York: Ballantine Books.
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
"Violence Has Changed Me" Private Trauma and Identity Crisis in Post-9/11 American Poetry
Creators: name: Chakraborty, Joydeep
Publisher: name: Humanities Commons
Year: 2017
Subjects: subject: American literature
subject: Twenty-first century
subject: Poetics
subject: Psychoanalysis

description: This article seeks to explore into the impact of 9/11 tragedy on the private lives of ordinary people and individuals and into the associated theme of identity crisis, as reflected in four important post-9/11 poems – “Someone Says They Looked Like Cartwheeling Birds” by Lyn Lifshin, “Making Love After September 11, 2001” by Aliki Barnstone, “Surviving” by Pat West and “October” by Louise Gluck.  As such an impact and identity crisis are inseparably related to trauma, it is quite legitimate to examine this issue in reference to trauma theory and, especially, the concept of “belatedness”, although the first two poems are not clearly connected to this theory. My article, ultimately, attempts to demonstrate the points that identity crisis in the last two poems, basically, results from a subtle tension between the present and the past selves of the speakers, who seek to move beyond trauma, and that all these four poems make an intense appeal to us by creating something eternal out of shocking human loss and sufferings.
Why and How to Support Students in Team Assignments
Creators: name: Stevenson, Judith
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: collaborative learning; active learning; experiential learning; digital tools; teaching online

description: Once employed, our graduates will be judged on their ability to be effective team players. In some professions, peopleâ€™s safety and even survival may depend on good teamwork. Yet teamwork assignments in university courses are not generally a popular option. Team projects are often viewed as a difficult and frustrating requirement, by students and faculty alike. Few instructors receive any formal training on how to create effective team assignments or on ways to educate their students about strategies for success in their team activities.Â

In this session, we discuss ways to educate students about the value of team experiences in their courses, so that they are motivated to improve their teamwork skills. We examine the dynamics of both face-to-face and virtual teamwork, in workplace environments and in a college setting, so as to understand the underlying reasons for the challenges inherent in team activities. Then finally we explore some techniques that instructors can use to design and deliver team assignments that support a positive student experience. Â
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
A novel optimized hybrid machine learning model to enhance the prediction accuracy of hourly building energy consumption
Creators: name: Thota, Rajasekar
name: Sinha, Nidul
Publisher: name: Taylor & Francis
Year: 2024
Subjects: Space Science
Biological Sciences not elsewhere classified
Information Systems not elsewhere classified
Computational Biology

description: Building energy consumption (BEC) prediction is crucial in efficient energy management. This paper proposes an optimized hybrid prediction model that combines a support vector regression (SVR), a newly evolved coati optimization algorithm (COA), and a recursive feature elimination with cross-validation (RFECV) implemented on an hourly new dataset. The SVR is selected based on the experimentations conducted in this work that outperform other models. The COA is used for optimizing the hyperparameters of SVR, and RFECV is used to optimize the dataset. The SVR COA performs better than the Harris hawk optimization and Gray wolf optimization. Later, the optimized SVR is implemented on the optimized dataset, showing better accuracy and faster prediction compared with the default SVR, SVR with feature elimination, and optimized SVR models. The error metrics MAE, MAPE, RMSE, and R2 are used for the model evaluation. The testing accuracy improved by 12.34%, 10.52%, 17.02%, and 0.09%, respectively, compared to the default model.
The Effects of an Online Program and Test Format on Student Performance
Creators: name: Lippi, Stephen
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: Pedagogy; Test Format; Assessment; Online companion software

description: The testing effect is a phenomenon that predicts increased retention of material when individuals are tested on soon-to-be-recalled information (McDaniel, Anderson, Derbish, & Morrisette, 2007). Although this effect is well documented in numerous studies, no study has looked at the impact that computer-based quizzes or online companion tools in a course can have on test performance. In addition to the use of online programs, it is important to understand whether or not the presentation of different question types can lead to increased or decreased student test performance. Although other pedagogical studies have looked at question order on student performance (Norman, 1954; Balch, 1989), none has looked at whether students exposed to questions in short answer format (testing free recall) before taking a multiple choice test (recognition memory) can lead to increased exam scores. The present study sought to understand how use of an online learning system (MindTap, Cengage) and test format order could affect final test scores. There were 5 exams (consisting of separate short answer and multiple choice sections) given to each set of Physiological Psychology students at George Mason University; each exam being worth 150 points. Results indicate that testing order (whether short-answer sections or multiple choice sections were taken first) impacts student test performance and this effect may be mediated by whether or not an online computer program is required. This research has implications for course organization and selection of test format, which may improve student performance.Â
description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
title: Math Fluency Games
Creators: name: Gunter, Jock
Publisher: name: Center for International Education, UMass Amherst
Year: 1987
Subjects: subject: Basic Math Education
subject: Simple games

description: The Ecuador Non-Formal Education Project is a joint project of the Ministry of Education in Ecuador and the University of Massachusetts, Center for International Education, funded under the auspices of the United States Agency for International Development. Spanish version: http://scholarworks.umass.edu/cie_techrpts/35/
description: Summary: Math Fluency games are simple inexpensive devices designed to offer practice in the component skills necessary for performing arithmetic operations. In this note a variety of fluency techniques are discussed.
Lessons Learned by Navigating the Full Circle of Learning Environments
Creators: name: Ericson, Robin
name: Ericson, Rebecca
Publisher: name: Innovations in Teaching & Learning Conference Proceedings
Year: 2016
Subjects: Learning theory; deep learning; learning environments;distance learning;technological tools;enhanced learning;flexible classroom;Mason;active learning;engaged learning;processes

description: In this session, we will demonstrate how to apply learning theory, focused on stimulating self-motivated deep learning in a variety of learning environments from distance to face-to-face settings.Â  As students and professors, we have experience with nearly every type of classroom at Mason, from traditional fixed chairs, tiered seating, and semicircular tables; to technology-enhanced distance courses and active learning classrooms; and to movable seating rooms.Â  We have integrated technological tools and learning techniques from enhanced learning environments back into traditional classrooms, an approach we call flexible classroom teaching. Each environment supports learning in different ways; having gone full-circle, what are the best practices to transition and design for engaged learning in these spaces?Â Â  Â With small changes in delivery technique, we have retained the best in what we have learned in our practices and from the literature on learning theory, while continually monitoring learning to improve our processes.

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description: Innovations in Teaching & Learning Conference Proceedings, Vol 8 (2016): Cultivating Creative and Reflective Learners
Neoliberalism and it Impact on Post-9/11 American Poetry
Creators: name: Chakraborty, Joydeep
Publisher: name: Humanities Commons
Year: 1970
Subjects: Neoliberalism
21st-century American literature
Imperialism

description: My article examines two post-9/11 American poems – “Towers Down" by Clive Matson and “When the World As We Knew It Ended” by Joy Harjo – against the background of neoliberalism in American society and the neoliberal global order. Neoliberalism both as a concept -- which basically denotes open markets, free trade and minimal government interference into the economy and the society of a nation – and as a social actualization emerged in 1980s and lasted up to the 1990s, but was increasingly threatened by a succession of socio-political and economic forces like the terrorist attacks of 9/11, Arab Spring, Occupy movements and its European counterparts. Placing the two poems within this socio-political and economic context this article conducts a nuanced analysis of those two poems, making the point that while the first poem considers neoliberalism as a tool of economic exploitation mired in imperialism, the second one views neoliberalism and its physical manifestation, the Twin Towers, as a naive prelapsarian dream which is shattered by post-9/11 disillusionment. Moreover, while the first poem regards the destruction of the Twin Towers as the symbolic demise of neoliberalism, the second one proposes a creative transmutation of the pain of disillusionment. My article aims to demonstrate the point that each of the foregoing poems could be read both as an aesthetic object and as a critical insight into the practical reality of both the neoliberal American society and the neoliberal global order, an insight compatible with the contemporary scholarly discourses on the same reality.