ethanporcaro/eric-fulltext-meta huggingface dataset:
Troubling Dominant Understandings of Emotion in Educational Settings: A Critical Reflection on Research and Curriculum
Author: McMain, Emma M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Development,Social Development,Social Justice,Social Emotional Learning,Social Bias,Racial Bias,World Views,Racial Differences,Ethnicity,Cultural Influences,Context Effect,Academic Achievement,Emotional Response,Educational Research,Research Methodology,Indigenous Populations

Since the turn of the twenty-first century, educational research on emotions and social emotional learning has increased substantially. With this influx is a need for more critical work that explores how such research can both challenge and reproduce social injustices. In this conceptual paper, we critically reflect on the first author's thesis study to explore how Western-dominant frameworks of emotion can shroud marginalized ways of thinking, feeling, knowing, and being. Our paper is guided by the question, how can we explore social-emotional aspects of education in ways that dismantle the privileging of white, neoliberal, patriarchal, and colonial worldviews? We consider how such worldviews (which often partner with post-positivist paradigms) can: (1) position emotions as instrumental toward the end goal of &quot;academic achievement,&quot;; (2) neglect how race, ethnicity, gender, culture, and context shape people's understandings and experiences of emotion; and (3) privilege individualistic models of emotion over relational, embodied, and collectivist understandings. The paper ends with an overview of three frameworks (one arts-based, one discourse-based, and one rooted in Indigenous pedagogies) that could be potential starting points toward transformative, decolonial explorations of emotion.
State of STEM: Defining the Landscape to Determine High-Impact Pathways for the Future Workforce
Author: White, Erin
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Trends,Labor Force,Futures (of Society),Automation,Educational Technology,Artificial Intelligence,Elementary Secondary Education,Postsecondary Education,Job Development,Job Skills,Student Attitudes,Employer Attitudes,Misconceptions,Academic Achievement,Credentials,Employment Potential,Bias,Access to Education

This article attempts to address the workforce crisis with implications for economic competitiveness and national defense faced by America and the dichotomy of STEM needs and available employees. Businesses struggle to fill critical skilled roles in STEM occupations and thus suffer sluggish growth. In fact, some estimate up to 2.4 million STEM jobs go unfilled College graduates in STEM fields struggle to find jobs. STEM jobs have doubled as a proportion of all jobs since the industrial revolution. New jobs and entirely new fields are being created daily. Estimates suggest that 65 percent of children entering elementary school today will ultimately end up working in completely new job types that are not on our radar yet. More students are in college than ever before, and STEM graduates out-earn those in non-STEM fields 12-30 percent across all education levels. It seems impossible for both these narratives to be accurate. Yet, impossibly, they are both quite real. These two realities demand a greater understanding of the STEM talent ecosystem and a greater commitment to action. Both employers who have jobs to fill and job seekers are facing myriad confusing messages, options, and challenges. Considering this complexity, it is tempting to put our energy towards finding a single solution--the one program, metric, or organization that has all the answers. Since the National Science Foundation (NSF) coined the term &quot;STEM&quot; nearly two decades ago, we have seen an explosion in interest, investment, programs, research, and data all seeking such a solution.
Student Teachers of Literacy in Different Preparation Models: Does a Teacher Residency Provide an Advantage?
Author: Mazzye, Doreen L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Literacy Education,Self Efficacy,Preservice Teacher Education,Student Teaching,Student Teacher Attitudes,Cooperating Teachers,Student Teacher Supervisors,Teacher Attitudes

This parallel mixed methods study explored self-efficacy and competence for literacy instruction among student teachers (STs) in three models of teacher preparation, including a residency model. Qualitative interviews were conducted with STs, mentor teachers, and supervisors. Quantitative data were collected using a pre-/post-survey design using the Teachers' Sense of Efficacy for Literacy Scale (TSELS). Mentor teachers and supervisors completed a modified TSELS on STs' abilities. Data were analyzed using meta-inferences between strands. Results revealed Residency Model STs held higher levels of self-efficacy for literacy instruction. Mentor teachers and supervisors reported Residency Model STs outperformed other models.
Using Google Forms to Inform Teaching Practices
Author: Nguyen, Ha
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Software,Classroom Environment,STEM Education,Feedback (Response),Learner Engagement,Audience Response Systems,College Students,Student Evaluation

Kay and LeSage (2009) conducted a literature review of research on use of student response systems in university courses (typically Science, Technology, Engineering, and Mathematics courses) and categorized benefits into classroom environment, learning, and assessment. The objectives of the proposed session are to discuss how using Google Forms will benefit those three above categories. Examples of Google Forms used to gather data, receive in-the-moment feedback to students and instructors, engage students' learning, and assess their learning will be shared throughout the paper. Limitations of Google Forms will also be discussed. This session can be beneficial to all K-College educators.
Effects of New Media on English Language Learning Motivation at Tertiary Level
Author: Hasan, Md. Mahadhi
Date: 2020-10-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Social Media,Electronic Publishing,Web Sites,Collaborative Writing,Video Technology,Group Discussion,Student Attitudes,Teaching Methods,Cultural Awareness,College Students,Independent Study,Multimedia Materials,Telecommunications,Handheld Devices,Feedback (Response),Audiovisual Aids,Active Learning

Different new media tools like Facebook, blogs, wikis, Google docs and YouTube are perceived to have effects on English language (L2) learner motivation at the tertiary level in Bangladesh. However, the effects of new media usage on L2 learner motivation are not defined yet in the context. This study investigates the effects of new media usage on L2 learner motivation at the tertiary level. A qualitative research design is used throughout the study to collect and analyze the data. Data were collected through six Focus Group Discussion (FGD) with 30 tertiary level English language learners from eight universities located in Bangladesh. The findings of the study show that new media usage in English language learning motivates learners immensely, transforms dependent and passive learners into active and autonomous learners, makes them participatory, engaging and enthusiastic in learning, and works as a supplement to the classroom teachings. However, culturally inappropriate and wrong interpretation of some language contents in new media tools demotivates learners. Therefore, the usage of new media tools in enhancing learner motivation needs to be keenly monitored to reduce adverse effects. The study recommends future research to be conducted to assess the negative washback of new media usage affecting L2 learners.
National and Global Identity Perspectives of Textbooks: Towards a Sense of Global Identity
Author: Köroglu, Zeynep Çetin
Date: 2020-10-00
Type: Journal Articles
Subjects: Self Concept,Global Approach,Second Language Learning,Second Language Instruction,Public Schools,High School Students,Textbooks,Teaching Methods,Content Analysis,Grade 10,Foreign Countries,Comparative Analysis,Nationalism,English (Second Language)

Textbooks can change, shape, and affect the formation of identity of those who learn the target language rather than teaching the language. In this study, the textbooks determined by the Ministry of National Education and used for English lessons in public high schools were analyzed with the content analysis method in terms of national identity and global identity elements. The study included textbooks and workbooks used in state high schools' all grades. The data show that the books used as a textbook in public high schools, except 10th grade contain global identity elements more than national identity elements. Another important finding is that the 10th grade English textbook includes elements of national identity more than global identity elements. The results of the current study show that the textbooks prepare language learners for a global identity but also help them create a national identity in state high school, Turkey.
Confronting a Double Pandemic of COVID-19 and Racial Injustice: Identifying Opportunities for Redesign and Reinvention
Author: Sheppard, Sheri
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Online Courses,Inclusion,Racial Bias,Social Justice,COVID-19,Pandemics,Curriculum Design,Educational Change,Departments

This is the high-level story of the Mechanical Engineering (ME) department at Stanford University in three parts: The abrupt change at the end of our Winter Quarter (March 2020), the transition to a fully online Spring Quarter (April-June 2020), and the overdue confrontation of racial injustice (June 2020-present). Told from the perspective of one faculty member, it highlights that the need for Teaching Communities has never been more acute, as educators are challenged to create online courses that are engaging and inclusive--and represent compassionate education.
Concept Warehouse Remote: Making Student Thinking Visible
Author: Koretsky, Milo
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Engineering Education,Distance Education,Multiple Choice Tests,Teaching Methods,Active Learning,College Faculty,Thinking Skills,Large Group Instruction,Undergraduate Students,Formative Evaluation,Concept Formation,Thermodynamics,Chemical Engineering,Videoconferencing

The shift to remote teaching with the COVID-19 pandemic has made delivery of concept-based active learning more challenging, especially in large-enrollment engineering classes. I report here a modification in the Concept Warehouse to support delivery of concept questions. The new feature allows instructors to make students' reasoning visible to other students by showing selected written explanations to conceptually challenging multiple-choice questions. Data were collected for two large-enrollment engineering classes where examples are shown to illustrate how displaying written explanations can provide a resource for students to develop multi-variate reasoning skills.
BELF Courses and Iranian Learners&apos; Perception Regarding Success in Business Communication
Author: Rashtchi, Mojgan
Date: 2020-12-00
Type: Journal Articles
Subjects: Business English,English for Special Purposes,Second Language Learning,Second Language Instruction,Manufacturing,Foreign Countries,Language Role,Corporations,Adult Students,Motor Vehicles,Administrator Attitudes,Employee Attitudes,Language Proficiency,Language Usage,Work Environment,Job Performance,Self Esteem,Communication Skills

The present qualitative study aimed to investigate the role of Business English as Lingua Franca (BELF) courses in learners' success in communication in an Iranian company. In doing so, 25 adult BELF learners were selected from an automotive parts manufacturing company in Tehran, Iran. They were the employees of a company consisting of men and women in the 30 to 45 age group who worked in different departments as bosses, middle managers, top managers, and directors. Their English proficiency levels were elementary, pre-intermediate, and intermediate. The participants took part in the interviews and answered a 20-item questionnaire. The questionnaire mainly focused on using English in the workplace. The interviews primarily focused on eliciting the respondents' views regarding the benefits of using English at the workplace. The interviews and respondents' answers to the questionnaire showed that BELF courses lead to job performance efficiency, higher self-confidence when communicating, willingness to use more English at the workplace, and fewer misunderstandings. It also could enhance participants' language proficiency level and communication skills. Moreover, participation in BELF courses could facilitate English in the workplace and encourage a professional atmosphere compared to the past.
Supportive Classroom Assessment for Remote Instruction
Author: Clark, Renee M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Web Based Instruction,COVID-19,Pandemics,College Faculty,Engineering Education,Synchronous Communication,Asynchronous Communication,Teaching Methods,Instructional Effectiveness,Teacher Evaluation

During the summer 2020, when remote instruction became the norm for universities due to COVID-19, expectations were set at our school of engineering for interactivity and activity within synchronous sessions and for using technology for engaging asynchronous learning opportunities. Instructors were asked to participate in voluntary assessment of their instructional techniques, and this &quot;supportive&quot; assessment was intended to enable growth in remote teaching as well as demonstrate excellence in the School's instruction. Preliminary results demonstrated what is possible with voluntary assessment with a &quot;support&quot; focus -- namely instructor willingness to participate and encouragement in the use of desirable teaching practices.
The Labs May Be Closed, but Experiments Must Go On: Innovations to Teaching Mechanical Measurements 1 during the COVID-19 Pandemic
Author: Liang, Dong
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Distance Education,Engineering Education,Laboratories,Laboratory Safety,Laboratory Experiments,Measurement Techniques,Data Analysis,Online Courses,Program Effectiveness,Teaching Methods,Higher Education

This article describes how the Sichuan University - Pittsburgh Institute has embraced new methods and new technologies to ensure high-quality laboratory teaching during the COVID-19 pandemic. Taking Mechanical Measurements 1 course as an example, this paper introduces two lab projects that were successfully transferred into online experiments through remote-control platform and virtual simulation software, as well as three lab projects which were transformed into &quot;pocket labs&quot; where cheap and easy-access equipment was mailed to enable students to conduct experiments at home. Meanwhile, video demos, online Q&amp;A sessions, feedback collection were employed to deliver a realistic lab experience to students.
How Implicit Assumptions about Engineering Impacted Teaching and Learning during COVID-19
Author: Deters, Jessica R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,COVID-19,Pandemics,Distance Education,Teacher Attitudes,Beliefs,Undergraduate Students,College Faculty,Student Attitudes,Cheating

The COVID-19 crisis has challenged engineering educators with unplanned moves to remote delivery, providing an opportunity to examine the implicit beliefs that drive pedagogical practices in engineering. Drawing on Godfrey's (2015) framework for engineering education culture, core beliefs about engineering as a way of doing emerged, including fear of cheating, valuing of hardness, and views on flexibility. Concerns around cheating and hardness raise critical questions about the beliefs driving engineering pedagogy. In contrast, practices that prioritize flexibility such as providing recordings of lectures and slides and holding virtual office hours and review sessions allowed students more easily to participate.
Inspiring Makers in First-Year Engineering under Emergency Remote Teaching
Author: Leung, Jac K. L.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Freshmen,Engineering Education,Emergency Programs,Distance Education,Student Projects,Experiential Learning,Active Learning,Online Courses,Educational Change,Videoconferencing

The First-Year Cornerstone Engineering Design Project Course (ENGG1100) aims to maintain practicality and excitement of experiential learning by enabling students to create an authentic artifact, despite the unexpected shift to emergency remote teaching due to COVID-19. The main challenge is to teach a course that usually takes place in a makerspace and to redesign it to enable students to be a &quot;maker&quot; at home. The course was well-received based on student feedback. This experience is an important step to understand the possibilities and limitations of teaching project courses entirely online.
Introduction of Mindfulness in an Online Engineering Core Course during the COVID-19 Pandemic
Author: Miller, Isabel
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Stress Management,Online Courses,Distance Education,COVID-19,Pandemics,Synchronous Communication,Core Curriculum,Engineering Education,Undergraduate Students,Teacher Student Relationship,Caring,Mental Health,Positive Attitudes,Wellness,Health Promotion

The onset of the COVID-19 pandemic created and exacerbated numerous stressors for students, who already report high levels of stress. In transitioning an upper-level engineering core course to remote delivery, we invited interested students to participate in short mindfulness activities at the end of each synchronous class session. Students shared that they found the activities to be beneficial and indicated appreciation for the demonstrated care the instructor expressed for students, even if they did not participate. Lastly, multiple students specifically commented on the welcome timing of the activities given the high levels of stress due to the pandemic.
Descriptive Geometry in the Time of COVID-19: Preliminary Assessment of Distance Education during Pandemic Social Isolation
Author: Wojtowicz, Agnieszka
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Mathematics Instruction,Geometric Concepts,Distance Education,Electronic Learning,COVID-19,Pandemics,Videoconferencing,Computer Assisted Design,Electronic Mail,Electronic Publishing,Textbooks,Teacher Student Relationship,Grades (Scholastic),Online Courses,Outcomes of Education,College Students,Foreign Countries

The pandemic forced a change in the teaching of descriptive geometry, a basic subject of many engineering fields. To conduct classes during COVID-19, the following resources were used: the ELF platform, MS Teams, SketchUp, AutoCAD, email. It was decided to prepare the electronic textbook along with geometric problems to be solved, supplemented by on-line consultations with students. Despite difficulties (technological, psychological), the results obtained by students during the pandemic were very good. Although the average grade during distance learning was higher than in the case of traditional education, students reported a clear need for direct contact with the teacher.
Enabling Student Success in an Online Lab-Based Circuits Course
Author: del Rosario, Mason
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Electronic Learning,Distance Education,Electronic Equipment,College Students,Learning Activities,Videoconferencing,Teaching Methods

In this work, the online offering of a sophomore electrical and computer engineering hands-on course at UC Davis during COVID-19 pandemic is discussed. In response to California's social distancing guidelines, the course was abruptly moved from in-person to remote instruction. To overcome the challenges inherent in remote instruction, we employed novel policies, &quot;Boost Points&quot; (BP) and &quot;Student Assistants&quot; (SA), to incentivize early action on lab assignments and interaction between students. We present survey and participation data that show students favor these techniques. Finally, we outline future directions for SA/BP in lab-based circuits courses.
Developing an Online Seminar to Support Students New to Distance Learning
Author: Gentry, Susan P.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Educational Change,Elective Courses,Seminars,Professional Education,Communities of Practice,Independent Study,Teaching Methods,Time Management,Wellness,Student Attitudes,Feedback (Response),Stress Variables,Peer Relationship,Course Evaluation,Stress Management,Open Educational Resources,Study Habits,Engineering Education,Undergraduate Students

To aid students transitioning to distance learning environments due to the COVID-19 pandemic, an elective seminar was rapidly deployed to teach professional skills and promote community. The seminar focused on guiding students in their development as self-regulated learners through topics including time management, wellness, and reflecting on their progress. The course was first offered during the Spring 2020 quarter. Student feedback indicated that the seminar reduced student stress, increased opportunities for peer-to-peer interactions, and delivered useful content. In Fall 2020, the course will be offered again with refined course assessment tools; course materials are posted for open access.
Engineering Calculus: Fostering Engagement and Understanding in a Virtual Setting
Author: Yang, Zheng
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Learner Engagement,Comprehension,Student Evaluation,Undergraduate Study,Engineering Education,Calculus,Protocol Analysis,Evaluation Methods,Online Courses,Learning Activities

In this paper, we focus on resolving three key challenges during COVID-19 distance learning: engagement, understanding, and assessment. In particular, as a case study for an undergraduate Engineering calculus course, we develop the Desmos activities and the Think Alouds to provide effective solutions for these challenges.
Online Studio Experience for a Second Year PODBL Unit on Power Engineering Design during COVID-19
Author: Mahmud, Apel
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Student Projects,Active Learning,Electronic Learning,COVID-19,Pandemics,Power Technology,Design,Educational Benefits,Faculty Workload,Laboratories,Computer Simulation

This paper discusses the experience of online studio activities for a second year project project-oriented design-based learning (PODBL) unit. The experience of delivering campus-based studio activities through an online platform, to a design a small power system, is shared due to COVID-19 restrictions. The student experience is benchmarked with previous year along with potential benefits and challenges. Preliminary results demonstrate that the students performed almost in a similar way (slightly better) in 2020 as compared with 2019 and the workloads for support staffs are significantly reduced.