ethanporcaro/eric-fulltext-meta huggingface dataset:
Liberal Education Traditions in the United Kingdom and United States: An Historical Perspective
Author: Shen, Wenqin
Date: 2016-03-00
Type: Journal Articles
Subjects: General Education,Foreign Countries,Educational History,Undergraduate Students,Educational Change

The idea and practice of liberal education has been shaped in two forms in its historical development: the American traditions and British traditions. The idea of liberal education in the United States was borrowed from the United Kingdom and it was deeply influenced by British traditions in terms of highlighting classics and intellectual training. Over more than one hundred years from its Independence to the First World War, Americans began criticizing the aristocracy of British liberal education and gradually developed their own traditions, which were innovative in the idea, interpretation, courses and structure. In terms of the idea of liberal education, Americans highlighted the purpose of liberal education to train free citizens and to meet the demands of the civil society. In terms of the meaning of liberal education, American traditions tended to interpret &quot;liberal&quot; as &quot;free&quot; or &quot;liberating&quot; other than &quot;gentlemanly&quot; or &quot;learned&quot;. In course design, British traditions rarely emphasized broader range and multi-disciplinary. In contrast, course design in American liberal education is more encyclopedic, valuing both liberal arts and sciences and later developing a liberal arts course model combining humanities, social sciences and natural sciences.
Creating More Inclusive Research Environments for Undergraduates
Author: Haeger, Heather
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Barriers,At Risk Students,Hispanic American Students,Minority Serving Institutions,First Generation College Students,Low Income Students,College Transfer Students,Student Participation,Racial Differences,Ethnicity,Gender Differences,Majors (Students),Student Financial Aid,Equal Education,School Culture,Parent Background,Educational Attainment,College Environment,Academic Aspiration,Student Attitudes

Although there are numerous evidence-based benefits to undergraduate research for new-majority students (students who are from traditionally underrepresented ethnicities, first-generation college students, students from lower-income families, or transfer students) (Hurtado, S. et al., 2011; Kinzie et al., 2008a; Lopatto, 2007), they are less likely to participate or stay in mentored research experiences (Finley &amp; McNair, 2013; Haeger et al., 2015). In order to determine not only who has access to undergraduate research, but to also identify what barriers to full-inclusion exist for new-majority students, we conducted a mixed methods study at a public, Hispanic Serving Institution. We analyzed institutional data to explore who participates in research and who does not. We also specifically sampled a group of students who expressed an interest in research experiences but who never actually participated for our student survey (N=96). Additionally, we conducted five focus groups with students, staff, and faculty (N[approximately]30). We found positive results in the analysis of patterns of participation and found no significant or substantial differences between students who did or did not participate in undergraduate research in terms of race/ethnicity, gender, or first-generation status. The undergraduate researcher population did have significantly more STEM majors and Pell grant recipients. The qualitative analysis identified barriers to participation in research in the following areas: access to research opportunities, programmatic structures, research culture and norms, and campus climate. We present these findings along with descriptions of initiatives that have been successful in diversifying research participation and strategies to create more inclusive research environments. [Additional funding for this research was provided by the Department of Education's McNair Scholars Program.]
Creating School Scientific Communities among Urban Refugee ELL Populations
Author: Johnson, Joseph A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Urban Areas,Refugees,English Language Learners,Science Instruction,Teaching Methods,Case Studies,Ethnography,Foreign Countries,Science Achievement,Student Needs,Disadvantaged,Multimedia Instruction,Inquiry,Active Learning,Video Technology,Learner Engagement,Trust (Psychology),Teacher Student Relationship,Cultural Awareness,Learning Processes,Student Diversity,English (Second Language),Second Language Learning

Studies on English language learners (ELLs) and school science have been conducted from a range of theoretical and disciplinary perspectives, the findings of which have indicated growth in science achievement among ELLs when exposed to science inquiry. Yet studies are still needed to address the needs of specific groups within this large, and growing population. Children who are underserved in schools offering limited ELL support continue to be marginalized, and the gap for their future professional and higher education opportunities continues to grow when compared to their majority peers. Teachers often lack the experience, knowledge, and institutional support needed to address the complex educational needs of ELLs. The goal of this study was to examine aspects of multimodal science inquiry teaching strategies using technology with a specific group of students learning English as a new language. This paper describes a qualitative, autoethnographic, case study with three students from the Karen and Karenni cultures, coming to the United States from three different refugee camps in Thailand. Multiple data sources were collected throughout an year-long study, including videos of lessons, recorded focus groups, student artifacts, researcher field notes and reflections, and interviews with the classroom teachers. We coded data as emerging themes iteratively using HyperResearch qualitative research software. The study demonstrated how refugees ELL students developed their discourse skills and classroom engagements through the yearlong intervention designed to build trust between teacher and students by sharing responsibility for practice and learning, to involve inquiry-based science activities, and to value students' communities and culture. The study was founded on the premise that students of diverse linguistic and cultural backgrounds can participate effectively in scientific inquiry.
Ties That Bind: Knowledge Movement and Tie Formation in a Regional Principals&apos; Learning Network
Author: Karnopp, Jennifer R.
Date: 2020-05-00
Type: Journal Articles
Subjects: Principals,Social Networks,Network Analysis,Institutional Characteristics,Instructional Leadership,Geographic Regions,Communities of Practice,Management Development,Information Seeking,Interaction,Interprofessional Relationship,Program Evaluation,Sharing Behavior

Regional professional learning networks support school change by linking principals to others engaged in similar change work. While increasingly prevalent, little is known about the factors that contribute to the formation of ties between network members, or how knowledge moves across the network. Using social network analysis, this study examined the flow of information and advice in one such network and uncovered school leader and school characteristics correlated with increased tie strength, including being in the same state, having different years of network membership, and to a lesser extent, serving similar grade levels.
HOTS in Quadratic Equations: Teaching Style Preferences and Challenges Faced by Malaysian Teachers
Author: Kim How, Richeal Phil Thien
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Instruction,Teaching Styles,School Districts,Foreign Countries,Equations (Mathematics),Teaching Methods,Computer Software,Memorization,Learning Processes,Graphing Calculators,Technological Literacy,Teacher Attitudes,Algebra

The purpose of this study is to identify the teaching styles and problems faced by teachers as they attempt to cultivate higher-order thinking skills (HOTS) in the topic of quadratic equations. This study used a qualitative approach via structured interview involving four participants who are experienced mathematics teachers from three districts in Malaysia. Data obtained were analysed using the ATLAS.ti 8 software by dividing the transcripts into small codes based on thematic analysis. The results revealed that Malaysian teachers have limited and general understanding about higher-order thinking skills for the topic of quadratic equations. The interview results also found that existing teaching styles mainly involve teacher-centred strategies that emphasise on the memorisation of procedures or facts as well as steps to solve quadratic equation problems. Among the challenges faced by teachers were stated as students' acceptance, lack of teaching aids, teaching strategies in the classroom, and students' thinking skills. The findings of this study can help to refine and improve several shortcomings and weak students can be exposed to the learning of higher-order thinking skills in quadratic equations via real-life projects. It is proposed for future research to focus on integrating digital literacy, such as Desmos Graphing Calculator, in cultivating higher-order thinking skills for quadratic equations.
Black Church/School Partnerships: The Role of Fictive Kin Relationships
Author: Curry, Katherine A.
Date: 2020-05-00
Type: Journal Articles
Subjects: African Americans,Churches,School Community Programs,Partnerships in Education,Urban Schools,High Schools,Poverty,Cultural Capital,Interpersonal Relationship,Social Support Groups,Self Determination,High School Students,Social Justice,African American Students,Student Needs

This qualitative case study sought to gain a better understanding of the role of fictive kin relationships in a successful, long standing partnership between one Black Church and a high school in a high poverty, urban district in the Midwest. Four themes emerged: commitment, hope, strength, and equality. This study offers important insight into autonomy support, competence support, and relational support, key tenets of Self-Determination Theory (SDT), in fictive kin relationships within this school/community partnership. Findings support the importance of fictive kin relationships that exist within many African American communities and align with long-held traditions within the Black community. These finding build upon cultural capital embedded in African American communities by explaining how fictive kin relationships are developed within partnership efforts.
Innovating Residence Life Experiences for Community Engagement
Author: Peters, Anna L.
Date: 2020-05-00
Type: Journal Articles
Subjects: College Housing,Student Experience,Community Involvement,College Students,Residential Programs,Student Attitudes,Food,Student Transportation

As higher education becomes more competitive in terms of student recruitment, program delivery models, and student retention, increasing options in housing and residence life has become more critical for institutional sustainability. Traditional institutions with thriving on-campus living programs have made critical enhancements to their housing and residence life departments to enable students to directly connect with peers, faculty, and the community as a whole. This paper describes community living features at Arizona State University, an innovative leader in housing and residence life, which enhance residential life experiences and create opportunities for students to engage with the local and global community. This paper describes four key features of Arizona State University's model, including food access, transportation access, unique customization of housing experiences based on major, and curated majors based on campus and local economy. By engaging with the local and global community, Arizona State University has created a model in their housing and residence life department where students are better prepared for life post-graduation, which can enhance the surrounding community and help to create an economic benefit to the local and global economy.
More Alike than Not: Educational Leadership in K-12 and Higher Education: An Exploratory Study
Author: Evans, Cheryl
Date: 2020-05-00
Type: Journal Articles
Subjects: Kindergarten,Elementary Secondary Education,Higher Education,Instructional Leadership,Administrator Attitudes,Administrator Surveys,Faculty Development,Leadership Training,College Faculty,Leadership Styles,College Administration

This research is intended to explore the limited study of leadership development across three areas of educational leaders: K-12, higher education professional (HE-P) (not in academics), and higher education academic leaders (HE-A). Background: Educational leaders from these three different groups are often viewed and treated separately, both in areas of research and practice. Methodology: A brief electronic survey was sent to over 600 educational leaders equally distributed across these three areas. Findings: There was noteworthy congruence in terms of the leadership theories utilized across the groupings, but differences in terms of where they received much of their professional education regarding leadership. Future Research: This study raises questions regarding efficacy of professional development approaches, the value of leadership development per se, and the potential value of bringing together the three groups in professional development activities as a means of forging a more seamless system for students.
Undergraduate Research as an Institutional Ethos-A Case Study Examining a Faculty-Sponsored Research Symposium
Author: Settlage, Daniel M.
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Conferences (Gatherings),Educational Benefits,Teacher Student Relationship,Cooperation,Research Projects

The importance of undergraduate research as a means of engaging students in higher order levels of thinking has become increasingly recognized in literature. The literature further suggests that benefits accrue most greatly to those in underrepresented groups including racial minorities and first-generation students (Gregerman et al. 1998; Ishiyama, 2007; Barlow and Villarejo 2010; Finley &amp; McNair, 2013). Given these observations, it is somewhat surprising that undergraduate research is promoted at many institutions in a largely piecemeal approach, usually targeting relatively small groups of select students such as those who are part of an honors program or those who seek out independent study or special topics courses. This article outlines one regional institution's approach to systematically promoting and embedding undergraduate research as a high-impact practice that is available to the entire student population. Following Tinto's model of student persistence, which emphasizes both academic performance and faculty-student relationships as necessary elements for student success (Tinto, 1987), the institution's Undergraduate Research Symposium (URS) is a formal process developed to encourage, display, reward, and celebrate undergraduate research accomplishments that arise from student-faculty research collaborations. Using a regional, teaching-focused state university as a case study, this article documents the formation and growth of the campus-wide annual URS and examines several positive changes in the institution's culture toward research as a result. The symposium is an idea that is easily adaptable and extendable to fit a wide variety of institutions and colleges.
Undergraduate Research as a System: Mapping the Institutional Landscape of a High-Impact Practice
Author: Cruz, Laura E.
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Systems Approach,Outcomes of Education,Maps,Research Universities,Organizational Change

This study examines the written and visual results of a participatory systems-mapping process used to explore undergraduate research at a large, public research university in the United States. With the university's transition to a high-impact practice model, the institutional value of undergraduate research has increased, but challenges remain in implementing the practice equitably and inclusively, especially in the complex environment of higher education. The systems-mapping process reveals the subtle, often conflicting dynamics that underlie the undergraduate research enterprise, while simultaneously supporting the emergence of a shared vision, or story, of what the undergraduate research experience could be.
Leveling Up an Award-Winning Undergraduate Research Program: A Case Study from Furman University
Author: Pontari, Beth
Date: 2021-04-00
Type: Journal Articles
Subjects: Awards,Case Studies,Undergraduate Students,Research Training,Accreditation (Institutions),Universities,Strategic Planning,Access to Education,Program Evaluation,Comparative Analysis,Summer Programs,Educational Change,Equal Education,Mentors,Teacher Student Relationship,Educational Improvement,College Faculty,Educational Cooperation,Learning Experience,Educational Practices,Student Attitudes

This case study delineates the process that a small, private liberal arts university employed to amplify its high-impact practices in an already award-winning undergraduate research (UR) program. The process was catalyzed by combined institutional factors: the start of a new accreditation cycle and the launch of our university's strategic vision, The Furman Advantage (TFA). Established in 2016-2017, TFA ensures all students have access to a high-impact engaged learning experience--UR, study away, and/or an internship. This institutional imperative provided an opportunity to assess the degree to which Furman's UR program was meeting high-impact criteria. We compared Furman's summer UR program against the emerging research on high-impact practices and made changes to enhance learning and to close equity gaps in access. We reoriented our UR program to focus on the characteristics of high-impact practices, particularly the mentoring relationship between faculty and students and the importance of student self-reflection. We reviewed improvements to our summer fellowship program, namely, changes in the application and review process, professional development for faculty, pre-experience training for summer research fellows, and modifications to our survey and self-analysis instruments. Broader programmatic changes included articulating common learning outcomes for engaged learning experiences and creating an evidence-driven assessment mechanism to help us meet learning outcomes and institutional objectives. Implementation of these changes required sustained collaboration at the institutional level between the Offices of Undergraduate Research, the Center for Engaged Learning, the Office of Institutional Research and Assessment, and the Faculty Development Center. In addition to measuring changes within UR over time, we have also been able to make comparisons across different engaged learning experiences, principally study away and internships, and then use this data to continue TFA improvements. Preliminary findings indicate that we have successfully enhanced our implementation of high-impact practices.
Tracking and Assessing Undergraduate Research Campus-Wide: Demographics, Academic Success, and Postgraduation Plans
Author: Schneider, Kimberly
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Institutional Research,Student Participation,Disproportionate Representation,First Generation College Students,Grade Point Average,Graduation Rate,Academic Achievement,Educational Trends,Strategic Planning

Evaluation must occur at the university level to understand the full impact of undergraduate research (UR). UR assessment is often only completed at the individual program level because of limited technology, time, and/or resources. At our large research institution, we have been documenting a wide variety of research experiences annually since the 2009-2010 academic year through an online portal. With our institutional research team and campus partners, we created interactive dashboards that display involvement in UR by semester and academic year. Here we compile data on students involved in UR compared to the university population as a whole. Consistent trends from this yearly data have shown that non-STEM (science, technology, engineering, and mathematics) students, transfer students, and part-time students are less involved in research. However, underrepresented and first-generation involvement tends to trend consistently with the university population, likely because of a wide variety of focused programming. Despite many interventions aimed at engaging students in their first three years, data show that researchers remain mostly seniors. Students are also tracked to graduation and beyond, providing a unique evaluation of UR. Grade point averages and graduation rates tend to be higher for student researchers. Time to degree is similar between researchers and nonresearchers. Students are tracked into graduate school as well and on average have an almost 50% increase in matriculation compared to nonresearchers. There are still gaps in this university-level knowledge, but this portal helps clarify campus-wide involvement and opportunities for enhancement, while serving as a comparison data set and a model system for other universities.
Undergraduate Research at a Teaching-Oriented College: Seniors&apos; Perspectives and Approaches to Consider
Author: Cresiski, Robin Herlands
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,College Seniors,Student Attitudes,Learner Engagement,National Surveys,Student Surveys,Student Satisfaction,Academic Persistence,Graduation Rate

This study examines the relationship of undergraduate research (UGR) participation on senior students' reported engagement, perceived gains, satisfaction with their educational experience and retention, and graduation status compared to peers that have not participated in UGR. Data were drawn from 1,472 senior students at a comprehensive, teaching-oriented public college, and collected from administration of the National Survey of Student Engagement (NSSE) from 2015 to 2019, along with institutional data. This examination uniquely investigates outcomes of UGR participation besides persistence and graduation (which are already well documented) and leverages the lens of senior students in particular. In addition, this study contributes to the literature on UGR at teaching-oriented colleges, which has been sparse most likely because there are many more opportunities for UGR at research institutions. In line with several conceptual frameworks of student engagement, data analysis revealed that relative to their peers who have not participated in UGR, UGR-participating students have higher levels of engagement, perceived gains, and overall satisfaction. UGR-participating students also continued enrollment and/or graduated at a higher rate after reaching their senior status compared to non-participating peers. The implications for teaching-oriented colleges, as well as suggestions for how these institutions can enhance their undergraduate research programming, are discussed.