ethanporcaro/eric-fulltext-meta huggingface dataset:
Emergency Management in Academia: Converting Internships into Academic Capstone Courses Mid-Semester and Beyond
Author: Shine, Beau
Date: 2021-04-00
Type: Journal Articles
Subjects: Emergency Programs,Internship Programs,Capstone Experiences,Educational Change,COVID-19,Pandemics,College Students,Web Based Instruction

The 2019 coronavirus disease (COVID-19) pandemic created countless challenges in higher education at every level. At the faculty level, one such challenge was how to convert applied internships into online academic capstone courses in the middle of the semester. For programs that require their majors to complete internships as part of a graduation requirement, full-semester conversions were necessary, both for the summer semester and in preparation for the possibility of no internships being offered in the fall. Such actions are in the best interest of all students, many of whom are taking the course during their senior year and run the risk of delaying their graduation absent these accommodations. While on its surface these conversions may seem daunting, both internships and capstone courses share similarities that facilitate the process, including professional development and the integration and application of knowledge students have acquired over their academic careers. This paper aims to serve as a resource for postsecondary educators in the conceptualization and implementation of these conversions. The authors examine several important considerations, including creating new assignments to replace uncompleted internship hours, ensuring that mid-semester adjustments continue to meet course outcomes, communicating with students and internship providers to facilitate a seamless transition, and working with colleagues and university administrators to quickly build and approve a new capstone course for the summer.
How to Improve the Validity and Reliability of a Case Study Approach
Author: Quintão, Cátia
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Research Methodology,Validity,Reliability,Qualitative Research,Educational Research

The case study is a widely used method in qualitative research. Although defining the case study can be simple, it is complex to develop its strategy. Furthermore, it is still often not considered to be a sufficiently robust research strategy in the education field because it does not offer well-defined and use well-structured protocols. One of the most frequent criticisms associated with the case study approach is its low validity and reliability. In this sense, this study aims to concisely explore the main difficulties inherent to the process of developing a case study, also attempting to suggest some practices that can increase its reliability, construct validity, internal and external validity.
International Students&apos; Experiences with Changing Policy: A Qualitative Study from Middle Tennessee
Author: Marbang, Phattra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Attitudes,Educational Experience,Immigration,Public Policy,Career Planning,Moral Values,Negative Attitudes,Decision Making,Graduation,Fear,Political Attitudes,Stranger Reactions,Political Influences,Graduate Students,Undergraduate Students

This qualitative study utilizes seventeen F-1 international students' experiences in the U.S. Specifically, we examine the aspects of immigration regulations and policies regarding F-1 international students and the students' reactions to those policies--from becoming a legal alien, to maintaining lawful status, to job planning after graduation. This research suggests the current United States administration has created a moral panic over immigration, or the threat of immigration. As a result, this political rhetoric creates negative emotions for F-1 international students and impacts their decision-making after graduation.
Remote Learning and Foregoing the Dream
Author: Kotok, Stephen
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Peer Relationship,Interaction,Educational Technology,Technology Uses in Education,Student Diversity,Computer Mediated Communication,Public Schools

In this brief article, Stephen Kotok discusses the impact of COVID-19 public-school districts across the U.S. and the shift overnight from in-person learning to remote learning in May 2020. Herein he argues that full-time remote learning is mostly devoid of genuine peer-to-peer interaction but acknowledges that it does introduce some supplemental opportunities for people of different backgrounds to interact virtually. Kotok fears after the pandemic some school districts may be tempted to use their new found technology to offer an online option or that increasing amounts of parents may seek online charter options. He contends that, when possible, it is more important than ever to return to in-person learning experiences while integrating digital technology as a supplement rather than a replacement.
Teachers Acceptance of the Use of Smartboard in Riyadh Region, Saudi Arabia
Author: Alturki, Eman Mohammed
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Teacher Attitudes,Mathematics Teachers,Intention,Technology Integration,Females,Public Schools,Visual Aids,Interactive Video,Self Efficacy,Anxiety,Psychological Patterns,Secondary School Teachers

This study aimed to validate an extended Unified Theory of Acceptance and Use of Technology (UTAUT) based on the data derived from mathematics teachers of Riyadh Region, Saudi Arabia. Taking into account perceived enjoyment, anxiety, and self-efficacy in using smartboard, the study extended the original UTAUT model. It assessed the effects of these three main factors on the teachers' behavioural intention to use smartboard. The study evaluated computer training-invariant of the causal structure of the hypothesized model. The data were collected from a self-reported questionnaire administered to 150 female mathematics teachers in the Saudi intermediate public schools in Riyadh. The results of structural equation modeling supported the adequacy of the hypothesized interrelationships. Moreover, computer training groups appeared to moderate the structural relationships among the constructs of the extended model.
Academic Culture and Talent Cultivation: The Chinese Experience
Author: Mangue, Célestine Laure Djiraro
Date: 2021-03-00
Type: Journal Articles
Subjects: Talent Development,Cultural Context,Foreign Countries,Competition,International Education,Higher Education,College Faculty,Barriers,Ethics,Plagiarism,Creativity,Educational Environment,Teacher Student Relationship,College Students,Educational Policy,Educational Quality,Educational History,Confucianism,Academic Achievement,Deception

This study aims at introducing and discussing the concept of 'academic culture,' the Chinese concept of 'talent cultivation', and the influence of 'academic culture' in the process of 'talent cultivation' in the Chinese context. It uses the analysis of some observation notes and relevant literature that examines the issue of 'academic culture'. The Chinese 'talent cultivation' is fascinating and seems useful due to the significant development of the higher education system with the increasing internationalization and the innovation of scholars. However, some challenges such as academic scandals and academic corruption, the falsification and plagiarism of academic achievements, the phenomenon of money-worshipping, the vulgar pragmatism, the utilitarianism, the academic creation of falsehood, the culture of &quot;guanxi,&quot; the lack of talent competition, and the lack of competition with consciousness remain actual. It appears that the cultivation of creative talent and innovative research involves the enhancement of the whole academic organization and environment.
Conceptualizing a Program Aimed at Empowering Beginning International Health Science Students for a Successful Transition to University
Author: Cayetano-Penman, Joy
Date: 2021-03-00
Type: Journal Articles
Subjects: Transitional Programs,Program Effectiveness,Student Adjustment,Foreign Students,Graduate Students,Health Sciences,Public Colleges,Research Universities,Student Empowerment,Novices,Resilience (Psychology),Coping,Stress Management,Well Being,Academic Achievement,Self Management,Peer Relationship,Mentors,Foreign Countries

International health science students face many challenges at the beginning of their courses, including a lack of awareness of cultural differences, adjusting to academic expectations, communication difficulties, clinical placement challenges, financial pressures, maintaining cultural and religious practices, discrimination, and emotions such as loneliness and being homesick. This study aims to assist beginning international students enrolled in health sciences programs to adapt to university life and achieve academic success by expanding their coping abilities and self-management strategies. A survey approach was used to evaluate the pilot program named EMPOWERMENT. All first-year international students who participated in the EMPOWERMENT program were invited to complete a post-training questionnaire after the program. The results revealed that increased resilience and improved skills to manage stress were the most frequently reported outcomes of the program. In acquiring these important skills, the students valued the opportunity to share their experiences and learn from each other.
Difficulties and Expectations of Foreign Nursing Students in the Clinic
Author: Parlar Kiliç, Serap
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Students,Nursing Education,Student Attitudes,Clinics,Clinical Experience,Expectation,Difficulty Level,Universities,Hospitals,Nursing,Immigrants,Communication Problems,Patients,Health Services,Intervention,Nurses,Adjustment (to Environment),Foreign Countries,Cultural Differences

The purpose of this study was to determine the difficulties and expectations of foreign nursing students during their nursing practice in the clinic. This qualitative study was conducted with six foreign students studying in the department of nursing at a university in Turkey. The data were collected by using a focus group interview method, and two focus group interviews were held. Two main themes, namely, difficulties during the nursing practices in the clinic and expectations, and related subthemes were determined. All the students described the difficulties they experienced regarding nursing practices in the hospital. The foreign and migrant students participating in this study experienced difficulties regarding communication, applying treatments, providing training to patients, and applying care interventions to patients during nursing practice in the clinic; they also had expectations from nursing educators to spend sufficient time with them and be present with them in the clinic, and from nurses to assist them for adaptation to the clinic.
Emerging University-Society Engagements in Africa: An Analysis of Strategic Plans
Author: Bekele, Teklu Abate
Date: 2021-03-00
Type: Journal Articles
Subjects: Global Approach,Strategic Planning,Entrepreneurship,Institutional Characteristics,Knowledge Economy,Universities,Cross Cultural Studies,Transfer of Training,Networks,Decision Making,Foreign Countries,College Administration,Capacity Building,Outreach Programs

Due mainly to globalization, knowledge economies, liberalization, and regulation and accountability regimes, higher education institutions are under increasing pressure to demonstrate their relevance and significance to society. European and North American universities have rearticulated their profiles and adopted entrepreneurial and engaged mandates. The extent to which and how African universities are strategically repositioning themselves in that respect remains obscure. Using relevant theoretical frameworks, this study explores emerging modalities of university-society engagements and linkages in Africa through a critical analysis of the current strategic plans of 30 universities from 14 countries. Qualitative and quantitative analyses of the strategic plans reveal that universities have explicitly identified strategies for the production and transfer of knowledge; for creating networks and partnerships; and for engaging varied stakeholders in decision making at various levels. Implications for further research are identified.
Transcultural Practices of International Students as Identity Performances in Digital Settings
Author: Solmaz, Osman
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Self Concept,Interdisciplinary Approach,Social Media,Social Networks,Graduate Students,Student Mobility,Student Attitudes,Cultural Awareness,Audiences,Cultural Background,Computer Mediated Communication,Content Analysis

Guided by an interdisciplinary approach, this study seeks to illustrate the digital practices of international speakers on social media. The practices of international users are especially valuable due to the presence of various audiences in their networks, some rarely researched. For this purpose, the study examines the social media practices of 16 international graduate students (IGSs), who experience a transnational mobility in the United States. The data is collected through semi-structured interviews with participants and their social media data. The analysis includes quantitative assessment of participants' social media activities and qualitative analyses of interviews and digital practices. The findings of the study illustrate how individuals with transborder experiences engage in identity work by sharing transcultural content with a multitude of audiences in their networks. The study concludes that digital practices involving the transcultural flow of content present opportunities for IGSs to work and realign various facets of their identities.
What Makes Teachers Well? A Mixed-Methods Study of Special Education Teacher Well-Being
Author: Fox, Harriet B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Well Being,Secondary School Teachers,Teaching Conditions,Work Environment,Stress Management,Teacher Burnout,Students with Disabilities,Special Schools,Learning Disabilities,Collegiality,Values,Barriers,Attention Deficit Hyperactivity Disorder

Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers' reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers' subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers' well-being.
What We Choose to Remember: Imagined Shared Narratives of Education during COVID-19
Author: Hewitt, Kimberly Kappler
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Equal Education,Social Justice,Social Bias,Racial Bias,Empathy,Ethics,Educational Practices,Democratic Values,Teacher Role

The impacts of the COVID-19 pandemic on educational policies and practices are unprecedented. Our pre-COVID-19 lives in education were defined by boundaries that shaped taken-for-granted meanings about what counts as education, whose responsibility it was to educate, and what it meant to lead, teach, and learn. In this essay, we imagined education in 2030, through the lens of our COVID-19 experience and asked: What will we choose to remember and what generative impact do we want to take pride in claiming?
Building Resilience in Nursing Students during the Pandemic
Author: Rohatgi, Kylee
Date: 2021-04-00
Type: Journal Articles
Subjects: Resilience (Psychology),Nursing Students,Pandemics,COVID-19,Nursing Education,Web Based Instruction,Technology Uses in Education,Resource Allocation,Time Management,Planning

As a nursing professor at Goshen College, a small liberal arts college in the Midwest, and a nurse practitioner working at an urgent care clinic, I have realized that there are lessons from the clinic's transformation into a novel 2019 coronavirus disease (COVID-19) testing center that can be applied to educating future nurses. As nurses, we must adapt to different work environments, everchanging practices as research progresses, and a population whose needs are different now from what they will be in 5 years. These lessons are some of the most difficult that nursing educators need to pass on to students, as the majority of their nursing education occurs in a classroom or laboratory, and nearly all of their clinical experience occurs in a hospital. In this essay, I explore the ways in which I taught students about the resilience that nurses must have and how the transition at the urgent care facility has aided these efforts. For those of us with limited online teaching experience, making hours of lecture videos could have been seen as the safe choice. But doing so would have shortchanged our students: We would not have replaced the students' experience of honing their skills in laboratory or interacting with real patients during their clinical practice. I discuss some of the methods my department used to combat this tendency to simply record videos; for example, my students recorded themselves physically assessing family members. In addition to demonstrating our adaptability in teaching, the nursing faculty showed our students firsthand how resilient their professors have been. Several of us practice, and a handful, including me, have increased our hours on the front lines of this pandemic in part because we feel the duty to help whenever needed.
Coffee over Zoom: Teaching Food Studies over the Internet during a Pandemic
Author: Barwick, Clark
Date: 2021-04-00
Type: Journal Articles
Subjects: Videoconferencing,Foods Instruction,Web Based Instruction,Distance Education,Pandemics,COVID-19,Educational Change,Undergraduate Students,Honors Curriculum,Technology Uses in Education

This essay details the process of transitioning an in-person, undergraduate honors seminar on the global coffee trade to an online course as a result of the 2019 coronavirus disease (COVID-19) pandemic. Due to the course's demand for physical proximity, specific challenges emerged involving course design and active learning. This essay considers the problem-solving process and ultimate strategies for remotely teaching, discussing, and experiencing the global coffee trade. Specifically, this essay examines how YouTube and Zoom became important pedagogical tools for reimagining experiential learning and creating meaningful human connections.
CourseNetworking: How a Social Media Platform Can Connect Us in a Crisis
Author: Scherzinger, Lamia
Date: 2021-04-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Computer Mediated Communication,Teacher Student Relationship,Distance Education,Electronic Learning,COVID-19,Pandemics,Well Being,Adjustment (to Environment)

&quot;This is very scary. Everybody be safe, social distance, and wash hands please.&quot; &quot;This has definitely been an odd semester. I'm very nervous for how the rest of the semester is going to go!&quot; &quot;I am trying to not to be too afraid. I work in the medical field. It can be so scary.&quot; These are statements taken directly from my students this semester. How was I able to have my students open up so intimately and honestly? I use CourseNetworking, an academic social networking platform that can be integrated into Canvas, and have done so for years. I first started using it as a chance to get to know my students more since I never get to meet them face-to-face, often posting what we did over the weekend, our favorite TV shows and books, and discuss topics from the classroom that have popped up in everyday life. Then the pandemic hit and my students' lives were turned upside down. Some were forced to move out of their campus housing, many lost their jobs, and all them had their classes go completely online. Campus leadership constantly worries how this pandemic might be affecting our students. We are told to reach out and let the students know we are here for them. We are encouraged to have frequent communication with them. And with CourseNetworking, this was already in place in my classes at the beginning of the semester. I have been able to reach out to my students each week and ask them how they are doing, and they are able to share with others how much their lives have changed. And thanks to a social media platform, my students and I are scared together, we are overwhelmed together, and we are alone together. But we are together.
Emergency Remote Studio Teaching: Notes from the Field
Author: Winters, Tara
Date: 2021-04-00
Type: Journal Articles
Subjects: Distance Education,Studio Art,College Faculty,COVID-19,Pandemics,Visual Arts,Web Based Instruction,Personal Narratives,Foreign Countries,Teacher Role,Educational Change,Videoconferencing

The creative arts use primarily visual, kinesthetic, and somatic modes of teaching that depend on face-to-face communication in contrast to many other university subjects that rely more heavily on the written word. The hands-on, practice-based nature of art education makes it perhaps one of the least transferrable subjects to a fully online model. What can be learnt, then, from the forced situation of teaching and supervising studio-based learning in a higher education context under the 2019 coronavirus disease lockdown conditions? This reflective essay draws on the writer's experience as a fine arts lecturer involved in emergency remote teaching of studio-based visual arts courses during the first half of the 2020 academic year. Organized as a series of &quot;fieldnotes,&quot; it aims to capture those fleeting, yet significant, thoughts and reflections so easily lost once things quickly reach a level of &quot;new normal.&quot; Notes from the field include the effects of the shifted social dynamic of online communications in a teaching and learning context; the challenges of the video call as a dialogic space for the studio critique; the impact of the more structured nature of online systems with regard to documenting and recording creative work in progress; and the affordances of the dynamic, multimodal nature of the digital medium for working with contextual research material for creative practice. Developed as a pedagogical perspective combining reflection in action and reflection on action, this essay offers firsthand observations and discussion, in the context of relevant literature, as a contribution to urgent conversations on the shape of the future learning environment.