ethanporcaro/eric-fulltext-meta huggingface dataset:
The 3M National Teaching Fellowship: Findings from a National Questionnaire on the Impact of the Program
Author: Ahmad, Arshad
Date: 2017-00-00
Type: Journal Articles
Subjects: Questionnaires,Fellowships,Program Effectiveness,Program Evaluation,Administrator Attitudes,Teacher Attitudes,Student Attitudes,National Surveys,Selection Criteria,Influences,Institutional Characteristics,Higher Education,Teaching (Occupation),Foreign Countries

In 2016 the 3M National Teaching Fellowship reached a milestone in celebrating the 30th anniversary of the first fellowship in 1986. The fellowship is the premier award of the Society for Teaching and Learning in Higher Education and each year up to 10 fellows are announced. Thus far, there has not been a systematic review or evaluation of the fellowship program. This study is a starting point to engage the various stakeholders and gather their perspectives regarding the fellowship program. This paper highlights the findings of a national questionnaire that targeted 3M National Teaching Fellows, administrators, educational developers, faculty, and students. The findings provide a snapshot of the awareness of the fellowship, the impact of fellows on their institutions and beyond, and recommendations for the future of the program.
High School EFL Teachers' Identity and Their Emotions towards Language Requirements
Author: Torres-Rocha, Julio César
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Foreign Countries,Professional Identity,National Programs,Bilingual Education Programs,Language of Instruction,Teacher Attitudes,Communities of Practice,Faculty Development,Futures (of Society),Educational Policy,Required Courses,Qualitative Research,Surveys

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers' familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers' trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.
Faculty Teaching Practices and Perceptions: Comparative Analysis Based on Time Spent Lecturing
Author: Birol, Gülnur
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Educational Practices,Time Perspective,Time on Task,Teaching Styles,College Faculty,Teacher Surveys,Faculty Development,Class Size,Teaching Experience,Teacher Expectations of Students,Teaching Assistants,Teacher Responsibility,Teacher Participation,Educational Opportunities,School Support,Teaching Methods,Foreign Countries

The University of British Columbia-Vancouver (UBC-V) implemented a campus-wide survey of faculty teaching practices and perceptions. All 11 Faculties participated, resulting in a total of 1177 responses for an overall response rate of 24%. We compared response patterns of faculty who reported spending less than 25%, between 26-50%, between 51-75%, and more than 75% of classroom time lecturing. Using this breakdown, we analysed survey responses related to in and out-of-class practices and expectations for students, use of teaching assistant time, participation in professional development opportunities, and perceptions of whether the institution valued teaching. Participants across quadrants reported employing a wide range of teaching methods irrespective of years of experience and class size. Our findings outline the range of teaching practices employed by faculty at a large research-intensive Canadian institution and may provide baseline information for institutions of similar scale and focus.
Blended Synchronous Delivery Mode in Graduate Programs: A Literature Review and Its Implementation in the Master Teacher Program
Author: Lakhal, Sawsen
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Graduate Study,Synchronous Communication,Literature Reviews,Teacher Education Programs,Delivery Systems,Educational Quality,Barriers,Online Courses,On Campus Students,Technological Literacy,Interpersonal Relationship,Foreign Countries

The aim of this study is to present a narrative literature review of advantages, challenges, and conditions for the success of blended synchronous course delivery mode. For this purpose, we searched the database EditLib and analyzed 16 existing papers from 2001 to 2016. The conditions for success were operationalized in the Master Teacher Program (MTP) and its challenges were addressed in building a Blended Session Protocol. This protocol also combines lived experience. It is now used in the MTP to ensure a standardized and consistent implementation of this course delivery mode into our courses. Reviewing the literature on this delivery mode and presenting an example of its use in the MTP are important issues. From a theoretical point of view, the present study results help build a theoretical basis for future research on this course delivery mode and would enrich existing literature. From a practical point of view, this study provides administrators and higher education faculty members with guidance on how to implement such course delivery mode.
Implementing Competency-Based Education
Author: Curry, Lynn
Date: 2017-00-00
Type: Journal Articles
Subjects: Competency Based Education,Curriculum Implementation,Curriculum Design,Program Implementation,Educational Benefits,Definitions,Educational Objectives,Educational Administration,Taxonomy,Expectation

The rapid and widespread adoption of competency-based education (CBE) has brought into sharp focus long-standing tensions built into education systems, particularly for graduate and professional schools. We all share the desire to produce graduates equipped to respond capably in a rapidly changing world. However, many of us struggle with the knowledge, skills, and attitudes required to identify, articulate, deliver, document, assess, assure, and adjust those necessary competencies across learning engagements, work-study experiences, and into work careers. CBE forces us to alter familiar pedagogical beliefs, attitudes, and behaviours. The purpose of this essay is to assist faculty, students, administrators, regulators, and employers in considering the strengths and limitations of competence-based education (CBE). We also introduce a range of mitigating strategies to address CBE shortcomings.
Curriculum Mapping across the Disciplines: Differences, Approaches, and Strategies
Author: Rawle, Fiona
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Development,Concept Mapping,Interdisciplinary Approach,Educational Strategies,Correlation,Guidelines,Models,Educational Practices,Program Implementation,School Support,Relevance (Education),College Programs,Foreign Countries

Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.
Engaging in Enhancement: Implications of Participatory Approaches in Higher Education Quality Assurance
Author: Groen, Jovan F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Quality Assurance,Educational Quality,Benchmarking,Accountability,Program Improvement,Teacher Participation,Participative Decision Making,Barriers,Educational Strategies,Educational Practices

Stemming from increased levels of participation and diversity of the student base and from growing scrutiny on the quality of university degrees, governments have begun establishing mechanisms to monitor and support quality in higher education. Faced with administrative quality assurance structures, academics often complain that little is discussed in terms of collaborative effort toward program opportunities, enhancement, and growth and that focus is solely on accountability. This paper examines the viability of participatory approaches, pulled from the field of evaluation, as a way of leading to a more meaningful enhancement-oriented quality assurance process and creating common ground across the differing interests of external and internal stakeholders to quality in higher education.
Broadening Understanding: Students' Perspectives on Respecting All Sexual Orientations and Gender Identities in University Classrooms
Author: Pierre, Danielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sexual Orientation,Sexual Identity,Gender Issues,College Students,Social Bias,Social Justice,Undergraduate Students,Mixed Methods Research,Student Attitudes,Homosexuality,Online Surveys,Educational Environment,Student Diversity,Course Content,Consciousness Raising,Language Usage,Training,Interviews,Focus Groups,Content Analysis,Grounded Theory

Oppression and marginalization of people who identify as LGBTQ+ persist on university campuses despite their right to be free of discrimination under the Ontario Human Rights Code. In an attempt to highlight the real and detrimental impacts of normative heterosexual and cisgender ideologies on Ontarian students the Ontario Undergraduate Student Alliance (OUSA) has committed itself to elevating student voices on this issue. OUSA conducted a mixed-methods, primary research project to provide understanding of the opinions and experiences of LGBTQ+ identifying students. Student responses were collected using an online survey, which yielded 311 valid responses from university students across Ontario. While most results were positive, findings that a fifth of respondents felt uncomfortable in campus life, accompanied by responses implicating instructors as a source of this discomfort, suggest there is an on-going need for educators to work harder to incorporate diverse perspectives about both gender and sexual orientation into university curricula. Content analysis of open-ended survey responses was used to describe the barriers students experienced. Diversity orientation and course content were referenced most often among open-ended responses. Diversity orientation was also most often cited as a barrier and problematic assumptions were identified as barriers more often than course content. Training was most often identified as a solution, suggesting this is a strategy that faculty can adopt to increase their diversity orientation and decrease problematic assumptions. Educators must recognize their responsibility for facilitating safe, empowering classrooms; this research offers seven strategies for accomplishing this goal.
Learning Skills Workshops Supporting First-Year Courses
Author: Grills, Sheilagh
Date: 2017-00-00
Type: Journal Articles
Subjects: Workshops,Learning Strategies,Skill Development,Introductory Courses,Basic Skills,Partnerships in Education,Biology,Achievement Gains,Grade Point Average,College Freshmen,Matched Groups,Developmental Studies Programs,Foreign Countries,Regression (Statistics)

Student Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in student success by helping to build transferable learning skills, especially for high-fail introductory courses. In this paper, I report on supplementary workshops developed to target fundamental skills with course-specific examples. This partnership included incentivizing academic support with both carrots and sticks; instructors in introductory biology strongly urged students receiving D grades or below on the first test to approach Student Services for support, while sociology faculty incorporated workshop attendance into the introductory course with participation grades. Following such incentivizing of learning skills, workshop attendance increased by 45%. In both courses, first test scores and high school averages for students attending workshops did not differ from students not attending workshops. However, students who attended learning skills workshops had significantly higher course grades, persistence, sessional grade point averages (GPAs), and cumulative GPAs than students not attending workshops. Controlling for high school average, each learning skills workshop attended was associated with a 0.11 to 0.27 increase in sessional GPA on a 4.3 point scale.
Enquiry-Based Learning Online: Course Development and Student Experience of a First-Year Enquiry-Based Learning Seminar
Author: Murray, Jacqueline
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Online Courses,Student Experience,First Year Seminars,Distance Education,Pretests Posttests,Teacher Attitudes,Curriculum Development,Technology Uses in Education,Communities of Practice,Interaction,Peer Evaluation,Self Evaluation (Individuals),Mixed Methods Research,Questionnaires,Student Attitudes,Likert Scales,Electronic Learning,College Freshmen,Foreign Countries,Interviews,Focus Groups

Online courses are increasing in popularity while universities are using first-year seminars to address the challenges of large impersonal classes, lack of student engagement, and increased skills development. Could the learning experience and benefits of an in-person first-year seminar be achieved through an online distance education (DE) format? How would students' experience benefit from an online DE first-year seminar? At the University of Guelph, an online interdisciplinary first-year seminar was developed and offered four times. This essay includes reflections from the faculty instructor and educational developer who co-designed the course, results from pre- and post-course surveys completed by students, and interviews conducted with students.
Identifying Pre-Service Teachers' Beliefs about Teaching EFL and Their Potential Changes
Author: Suárez Flórez, Sergio Andrés
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Practicums,Attitude Change,Semi Structured Interviews,Attitude Measures,State Universities,Teacher Education,Foreign Countries,Case Studies,Error Correction,Pronunciation Instruction,Teaching Methods,Grammar,Learning Motivation

This study aims at identifying pre-service teachers' beliefs about teaching English as a foreign language and tracking their potential changes throughout the teaching practicum. Participants were two pre-service teachers in their fifth year of their Bachelor of Arts in Foreign Languages program in a public university in Colombia. Data were gathered through a modified version of Beliefs about Language Learning Inventory before the practicum, eight weekly journal entries administered during ten weeks, and two semi-structured interviews at the end of the teaching practicum. The findings revealed that most of the pre-service teachers' beliefs changed once they faced the reality of the classroom.
The Development and Delivery of a Multidisciplinary Research Course for First-Year International Science Students
Author: Lekhi, Priyanka
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Curriculum Development,Interdisciplinary Approach,Delivery Systems,Research Methodology,College Freshmen,Science Education,Course Objectives,Outcomes of Education,Course Evaluation,Course Organization,Course Descriptions,Foreign Countries

Students who engage in undergraduate research experiences acquire many benefits, including an understanding of how scientific knowledge is constructed, recognition that knowledge can be complex and uncertain, and the habit of viewing knowledge critically. This paper describes a first-year two-course sequence that provides multidisciplinary opportunities for international science students to engage in the research process and present at a student-led research conference. We describe course goals and structure, and discuss whether the goals were attained using instructor reflections, student performance, and student survey data. We also evaluate the impact of changes to the curriculum between Year 1 and Year 2. In both years, we found that students engaged meaningfully with the research process and began to understand how scientific knowledge is created. We also found that a modular model with front-end support worked better for instructors as compared to a continuous individualized project mentorship model. This modular approach involved structured pre- and post-class assignments within discipline-specific themes containing examples of the research process embedded into the discipline. These discipline-specific modules were followed by modules covering broader research process themes. We encourage instructors who are thinking of delivering a similar research-based course for first-year students to provide support via example research questions and other example templates for student submissions.
Student Time Usage during Fall Reading Week
Author: Cramer, Ken
Date: 2017-00-00
Type: Journal Articles
Subjects: Time Factors (Learning),Time on Task,Recreational Activities,Reading Habits,Mail Surveys,Self Disclosure (Individuals),Correlation,Regression (Statistics),Summer Programs,Stress Variables,Foreign Countries,Undergraduate Students,Statistical Analysis

The present study investigated the time usage and levels of perceived stress, academic workload, and recreation time for 177 students at the University of Windsor before, during, and after Fall Reading Week (FRW). Over a three-week span (at various times of the day), students received a message to their smartphone to complete a 20-second survey that collected information related to their present activity and perceived levels of stress, academic workload, and recreation. Results showed that student stress following the break was higher: (a) with more stress (but less workload) before FRW, (b) more stress experienced during FRW, (c) more workload following FRW, and (d) more time in recreation during FRW. Implications for student counselling are outlined, encouraging students to seek a balance in their time usage and management. Several future directions are discussed.
One Week, Many Ripples: Measuring the Impacts of the Fall Reading Week on Student Stress
Author: Poole, Heather
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Interdisciplinary Approach,Undergraduate Students,College Faculty,Stress Variables,Student Attitudes,Focus Groups,Student Surveys,Metabolism,Males,Program Effectiveness,Engineering Education,Mixed Methods Research,Well Being,Mental Health,Questionnaires,Minicourses,Pretests Posttests

More and more Canadian post-secondary institutions are introducing a fall break into their term calendars. In 2015, a full week fall break was introduced at our university in order to enhance academic performance and improve mental health amongst students. Our interdisciplinary team surveyed undergraduate students at our university about their experience of the fall break, collected standardized measures of experienced stressors and perceptions of stress before and after the break, and hosted several focus groups to develop a detailed narrative of students' experience. Stress can also be assessed through non-invasive hormone measures. We collected saliva samples to profile metabolic hormones, cortisol, and dehydroepiandrosterone (DHEA), from first-year male engineering students in order to document possible changes in their stress levels before and after the week-long break. This group was compared to male engineering students at a similar university that does not hold a fall break. Students exhibited a lower ratio of cortisol to DHEA after a fall break than those that did not experience a break. Our survey results indicate that the majority of students thought the fall break was a positive experience. However, self-reports of stress show a more complex picture, with many students reporting increased perceived stress after the break. Additionally, a portion of students reported that the fall break was a negative experience. To the best of our knowledge, our study is the first of its kind to use a mixed-methods approach to examine the impacts of a fall break.
Student Motivation in Response to Problem-Based Learning
Author: Fukuzawa, Sherry
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Problem Based Learning,Undergraduate Students,Anthropology,Hypothesis Testing,Prior Learning,Knowledge Level,Foreign Countries,Majors (Students),Nonmajors,Crime,Educational Environment,Student Surveys,Statistical Analysis

Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on problem-based learning, a thorough examination of student engagement in relation to PBL is lacking (Savin-Baden, 2014; 2016). We studied student motivation through self-reflection exercises, surveys, and peer-evaluations in a third-year undergraduate anthropology course (N = 49) with students of differing levels of course material experience. We hypothesized that throughout the course student motivation would be highest in students with the most subject matter experience. The results show that student motivation was higher in students with more subject matter experience at the beginning of the course, however during the course their motivation decreased. By the end of the course the majority of students had high motivation toward PBL, however, we were surprised that forensic specialists with the most subject matter experience had low motivation at the end of the course. This research is important to demonstrate the challenges of implementing PBL in a traditional curriculum, and to provide suggestions for engaging diverse student populations in PBL.