ethanporcaro/eric-fulltext-meta huggingface dataset:
Preventing Graduate Student Heroic Suicide in Community-Based Research: A Tale of Two Committees
Author: Franz, Nancy K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Suicide,Prevention,Mentors,Faculty Advisers,Student Research,Community Study,Advisory Committees,Research Tools,Barriers,Partnerships in Education,Scholarship,Change Strategies,Stakeholders,Educational Practices

Graduate students are increasingly interested in community-based research and public scholarship. However, they often struggle to find faculty research mentors who fully understand or have been personally involved with this type of research and related scholarship. In fact, some graduate students are advised by graduate committee members to refrain from working with communities and community stakeholders. Graduate students also experience few opportunities to develop skills and knowledge for community-based scholarship. It is clear that graduate students interested in community-based research need tools to navigate these dynamics. This article proposes a research stakeholder advisory committee as a successful tool for graduate students with community-based scholarship aspirations.
Reciprocity as Sustainability in Campus-Community Partnership
Author: Bloomgarden, Alan
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Partnerships in Education,School Community Programs,School Community Relationship,Educational Principles,Educational Practices,Scholarship,Consortia,Community Involvement,Outcomes of Education,Barriers,College Programs

The concept of reciprocity permeates the literature on campus-community partnership as a matter of principle, aspiration, and--ideally--best practice. More recently, principles and practices of sustainability have pervaded scholarly and popular discourse, emerging from and applying to environmental studies, economic development, and social justice fields, with aspirations to extend well beyond. This article explores the relationship between principles of reciprocity in community engagement scholarship and practice, and this burgeoning discourse of sustainability. The paper draws upon efforts to explore reciprocity and sustainability among community-based learning offices in the Five College Consortium and organizations in the City of Holyoke in Western Massachusetts. A theoretical frame for sustainability in campus-community partnership is proposed, linked to the delivery of reciprocity. Prominent challenges to implementing sustainability in community engagement are then considered.
Toward Data-Driven Design of Educational Courses: A Feasibility Study
Author: Agrawal, Rakesh
Date: 2016-00-00
Type: Journal Articles
Subjects: Lesson Plans,Educational Planning,Curriculum Design,Evidence Based Practice,Feasibility Studies,Concept Mapping,Encyclopedias,Electronic Publishing,Units of Study,Graphs,Secondary School Science,Physics,Hypermedia,Statistical Analysis,Computation

A study plan is the choice of concepts and the organization and sequencing of the concepts to be covered in an educational course. While a good study plan is essential for the success of any course offering, the design of study plans currently remains largely a manual task. We present a novel data-driven method, which given a list of concepts can automatically propose candidate plans to cover all the concepts. Our method uses Wikipedia as an external source of knowledge to both identify which concepts should be studied together and how students should move from one group of concepts to another. For our experimental validation, we synthesize study plan for a course defined by a list of concept names from high school physics. Our user study with domain experts finds that our method is able to produce a study plan of high quality.
A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty
Author: Huelskamp, Amelia C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Health Education,Teacher Education Programs,Educational Technology,Technology Uses in Education,Preservice Teachers,Technology Integration,Mixed Methods Research,Online Surveys,Interviews,Coding,Program Development,Educational Resources,Outreach Programs,Barriers,Teacher Characteristics,Program Effectiveness,Likert Scales

Background: Many school health teacher preparation programs do not train teacher candidates in the use of online resources available through the Centers for Disease Control and Prevention (CDC). Some CDC resources, such as the School Health Index, could significantly improve the quality of school health programs. To address this, the CDC and the American Cancer Society collaborated to train school health faculty to integrate these resources into teacher preparation programs. Purpose: This study evaluated the effect of the Institutes for Higher Education Academy (IHEA), a professional conference intended to train school health faculty in the use of the CDC online resources and to facilitate resource integration into health teacher preparation. Methods: This mixed methods study had two data collection phases. The quantitative phase used an online survey to determine the number of changes made in participants' programs. All school health faculty members who attended an IHEA were recruited via e-mail to participate (N = 151). After three rounds of reminder e-mails, an acceptable participation rate was reached (68%). Descriptive statistics and inferential statistics (Pearson correlations) were used to analyze data. In the qualitative phase, all participants who completed the survey were recruited to complete a follow-up phone interview (n = 103).The interview was tailored to each participant based upon survey responses to elicit examples of program changes made as a result of IHEA attendance, as well as benefits and barriers to change. Fifty-four interviews were conducted and recorded, then transcribed and coded. An inter-rater coded 15% of the transcripts to ensure inter-rater reliability. Qualitative data were triangulated with participant survey data. Results: The majority of IHEA attendees surveyed made changes to their teacher preparation programs, and subsequently trained an estimated 2,800 pre-service school health educators to use the CDC online resources. Through participant outreach, more than 7,000 school health faculty and in-service K-12 health educators were also trained. Conclusions: IHEA is an effective and sustainable approach to improving the quality of K-12 school health education.
Next-Term Student Performance Prediction: A Recommender Systems Approach
Author: Sweeney, Mack
Date: 2016-00-00
Type: Journal Articles
Subjects: Systems Approach,Data Analysis,Prediction,Academic Achievement,College Students,Grades (Scholastic),Statistical Analysis,Multiple Regression Analysis,Teacher Characteristics,College Faculty,College Transfer Students,Accuracy,Courses,Public Colleges

An enduring issue in higher education is student retention to successful graduation. National statistics indicate that most higher education institutions have four-year degree completion rates around 50%, or just half of their student populations. While there are prediction models which illuminate what factors assist with college student success, interventions that support course selections on a semester-to-semester basis have yet to be deeply understood. To further this goal, we develop a system to predict students' grades in the courses they will enroll in during the next enrollment term by learning patterns from historical transcript data coupled with additional information about students, courses and the instructors teaching them. We explore a variety of classic and state-of-the-art techniques which have proven effective for recommendation tasks in the e-commerce domain. In our experiments, Factorization Machines (FM), Random Forests (RF), and the Personalized Linear Multiple Regression model achieve the lowest prediction error. Application of a novel feature selection technique is key to the predictive success and interpretability of the FM. By comparing feature importance across populations and across models, we uncover strong connections between instructor characteristics and student performance. We also discover key differences between transfer and non-transfer students. Ultimately we find that a hybrid FM-RF method can be used to accurately predict grades for both new and returning students taking both new and existing courses. Application of these techniques holds promise for student degree planning, instructor interventions, and personalized advising, all of which could improve retention and academic performance.
Exploring the Effect of Student Confusion in Massive Open Online Courses
Author: Yang, Diyi
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Dropouts,Dropout Rate,Correlation,Intelligent Tutoring Systems,Qualitative Research,Statistical Analysis,College Faculty,Microeconomics,Regression (Statistics),Algebra,Prediction,Likert Scales

Although thousands of students enroll in Massive Open Online Courses (MOOCs) for learning and self-improvement, many get confused, harming learning and increasing dropout rates. In this paper, we quantify these effects in two large MOOCs. We first describe how we automatically estimate students' confusion by looking at their clicking behavior on course content and participation in the course discussion forums. We then apply survival analysis to quantify the impact of confusion on students' dropout. The results demonstrate that the more confusion students express themselves and the more they are exposed to other students' confusion, the sooner they drop out of the course. We also explore the effects of confusion expressed in different contexts and related to different aspects of courses. We conclude with implications for the design of interventions to improve student retention in MOOCs.
Ctrl F: A Scholar's Tips for Delving into the World of Creative Writing
Author: Berchini, Christina
Date: 2016-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Processes,Middle School Teachers,Language Arts,Writing for Publication,Feedback (Response),Publishing Industry,Rejection (Psychology),Scholarship,Coping,Emotional Response

In this experimental nonfiction essay, the author recounts her (many) experiences with having her creative work rejected by mainstream outlets. Detailing the blessing and the curse that is the &quot;Ctrl Find&quot; command, she pokes fun at the creative writing process, and links her difficulties as a writer to her work as a middle school Language Arts teacher. She concludes with a final story about rejection (which happened to arrive as she was writing this very piece). Subtle implications about the difficulty of the writing process may or may not have been made for those who assess student writing.
Beyond Mirrors and Windows: A Critical Content Analysis of Latinx Children's Books
Author: Braden, Eliza G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Content Analysis,Childrens Literature,Picture Books,Critical Theory,Race,English,Sex Role,Females,Reading Material Selection,Critical Literacy,Learner Engagement,Early Childhood Education,Elementary School Students,Hispanic American Students

This critical content analysis examines the representation of Latinx characters in 15 picture books published in 2013 and identified by Children's Cooperative Book Center (CCBC) as having significant Latinx content. The theoretical framework undergirding this study is Critical Race Theory (Ladson-Billings, 1998; Solórzano &amp; Yosso, 2002; Taylor, 2009; Yosso, Villalpando, Delgado Bernal, &amp; Solórzano, 2001). This theory is used to uncover the assumptions and ideologies that are often represented in children's literature. The results of this study indicate that (1) English is privileged in the texts, (2) superficial references to cultural artifacts are present, (3) traditional female centered roles are prevalent, and (4) authors situated books within a utopian society. The authors use these findings to argue for the importance of making curricular decisions with critical attention to text selections and the engagement of young children in critical literacy in early childhood and elementary classrooms.
Empowering the Foreign Language Learner through Critical Literacies Development
Author: Keneman, Margaret
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Instruction,Critical Literacy,Second Language Learning,Higher Education,College Students,English (Second Language),Native Speakers,Ideology,Multilingualism,Student Empowerment

This article examines current pedagogical trends in the foreign language classroom and argues that a critical literacies pedagogical approach (Freire, 1970) should guide instruction. A critical literacies pedagogical approach is then discussed in the context of foreign language teaching and learning, and particular attention in this article is given to the approach's potential to deemphasize the dominance of the native speaker (Cook, 1999; Kramsch, 1997; Maxim, 2006). Theory and findings from research in a variety of disciplines (e.g., linguistics, English as a Lingua Franca, second language acquisition, education) is synthesized to posit that, through the use of a critical literacies pedagogical approach, learners will be empowered to overcome the impression that their non-native status puts them at an eternal disadvantage. The article concludes with some practical suggestions for the foreign language classroom and a discussion of broader implications that might affect not only the individual foreign language student but also the collective foreign language department at the university level.
Missing Elements in the Discussion of Teacher Shortages
Author: Cowan, James
Date: 2016-11-00
Type: Journal Articles
Subjects: Teacher Shortage,Public Schools,Teacher Supply and Demand,STEM Education,Special Education Teachers,Teacher Selection,Disadvantaged Schools,Educational Policy,Educational Change

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.
Creating Significant Learning Experiences through Civic Engagement: Practical Strategies for Community- Engaged Pedagogy
Author: Trudeau, Dan
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Citizen Participation,Learning Experience,School Community Relationship,Undergraduate Students,College Instruction,Curriculum Design,Courses,Partnerships in Education,Ethics,Reflection

This article examines two case studies that describe different ways of working with community partners to create civic engagement experiences in undergraduate education. Analysis of the case studies yields guidance about practical decisions involved in planning, designing, and executing pedagogy that uses engagement to generate what Fink calls &quot;significant learning experiences.&quot; Emphasis is placed on several key considerations of goals, process, and outcomes for designing courses with community partnerships. The article also highlights a rationale for sponsoring community-engaged pedagogy and identifies the types of resources such work requires to be effective.
Market Incentives and International Volunteers: The Development and Evaluation of Fair Trade Learning
Author: Hartman, Eric
Date: 2014-00-00
Type: Journal Articles
Subjects: International Education,Volunteers,Community Benefits,Service Learning,Accountability,Program Length,Motivation,Reputation,Community Surveys,Partnerships in Education,Likert Scales,Feedback (Response),Study Abroad,Mixed Methods Research,Surveys,Higher Education,Foreign Countries

As a component of university international education programming, international volunteerism and global community engagement by university students and faculty are on the rise. While the benefits to student learning related to this kind of programming have been well researched, community impact is rarely assessed. This article considers the community impact of these practices. The evaluation process piloted here grew from a civil society articulation of Fair Trade Learning (FTL), which aspires to ensure community concerns are at the center of community-engaged international education efforts. We begin by clarifying the development of this FTL ideal while documenting the need for it within the international education and international volunteerism sectors. We then situate FTL within the relevant service-learning, international volunteerism, tourism, and international development literature before demonstrating how research on domestic university-community partnerships (Stoecker &amp; Tryon, 2009) led us to develop a mixed methods evaluation of those partnerships in four different locations around the world. We close by discussing the results and sharing implications for FTL, volunteerism, and global university-community engagement.
Community-Based Research in Graduate Education: Implementing Program Decisions across the Disciplines
Author: Case, Karen I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Study,Community Surveys,Educational Change,Program Implementation,Models,Doctoral Programs,Leadership Training,Research Skills,Partnerships in Education,Educational Administration,Readiness,Participative Decision Making,School Community Programs,School Community Relationship,Interdisciplinary Approach

Community-Based Research (CBR) has been recognized as a significant reform agent within graduate education. This article explores the decisions involved in implementing a CBR model into graduate education programs. It uses the doctoral program in educational leadership at the University of Hartford as an example of how CBR can be employed to support the development of leadership, collaborative, and research competencies for graduate students, particularly in the area of school practice. The article concludes by highlighting particular decision points and recommendations for graduate faculty and community members to consider for assuring equitable partnerships in CBR.
Parent Leaders Taking the Lead: Capacity Building and Co-Constructed Relevance in Community-Engaged Research
Author: Bray, Paige M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Education,Capacity Building,Participatory Research,Action Research,Outcomes of Education,Leadership Role,Leadership Training,Scholarship,Higher Education

This article reflects on a multi-year project involving participatory research with parents. Specifically, it reports on an ongoing capacity-building endeavor that consciously places parents at the center of a parent education project--wherein parents are regarded as project participants, possessing valued knowledge, rather than as more traditional passive research participants. Based in participatory action research, systematic inquiry methods are used to determine the project issues and engage all participants in co-construction of knowledge. By building capacity in parents, we observed improved outcomes in their own lives as well as in the lives of the children they nurtured. Implications of our study for the growth in public scholarship are explored.
Lessons from the Labor Organizing Community and Health Project: Meeting the Challenges of Student Engagement in Community Based Participatory Research
Author: Allison, Juliann Emmons
Date: 2015-00-00
Type: Journal Articles
Subjects: Participatory Research,Environmental Standards,Social Change,Research Projects,Experiential Learning,Partnerships in Education,Activism,Storage,Facilities,Community Coordination,Community Health Services,Interdisciplinary Approach,Internship Programs,Learning Experience,Educational Benefits,Community Benefits,Barriers,Community Surveys,Undergraduate Students,School Community Programs

Community Based Participatory Research (CBPR) provides opportunities for scholars and students to respond directly to community needs; students also practice critical thinking, problem-solving, and conflict-resolution skills necessary for professional life and engaged citizenship. The challenges of involving undergraduate students in CBPR include the need for on-going training due to student turnover and mismatches among scholars' research agendas, campus calendars and community action timelines. We assess these challenges in the context of a yearlong CBPR project that examined the social and environmental impacts of warehousing in Inland Southern California. We found that matching new students with experienced team members and collaborative discussions of quarterly reports with our community partners helped to train and integrate students as they joined the project throughout the year. This practice also helped to reduce scheduling conflicts and ensure healthy and productive relationships with our community partners.
Institutional Perspectives: Finding the Balance--Reflections on Service Engagement in Faculty and Campus Development.
Author: Stevens, Margaret Carnes
Date: 2012-00-00
Type: Journal Articles
Subjects: Campuses,Educational Change,Sustainability,Program Development,Holistic Approach,Participative Decision Making,School Support,Teacher Participation,Communities of Practice,Organizational Culture,Educational Cooperation,Service Learning,College Programs,College Environment,Group Dynamics

Creating an engaged campus is a process that takes support, resources, and programs from all levels of a college or university campus. While some may argue that sustainable change is only possible when directed by university administration, others counter that nothing is sustainable if faculty and staff are not empowered to implement the programs. Based on a reflective analysis of Indiana Campus Compact's program development over the past 20 years, the authors argue the importance of growing and maintaining an engaged campus from a holistic model. Such a balanced, collaborative approach to building and sustaining an engagement culture in higher education is illustrated and defended through examples of effective strategy and a discussion of the roles of institutional and community constituents.
Service-Learning from the Perspective of Community Organizations
Author: Petri, Alexis
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Community Organizations,School Community Programs,Private Colleges,Universities,Partnerships in Education,Semi Structured Interviews,Qualitative Research,Constructivism (Learning),Grounded Theory,Coding,Stakeholders,Higher Education,Trust (Psychology),Feedback (Response),Educational Benefits

As a central construct in the theory of service-learning, reciprocity for community partners is not often the subject of scholarship, especially scholarship that seeks to understand the benefits and opportunity costs of service-learning. This article explores how reciprocity works in higher education service-learning from the perspective of community partners. Through interviews, the study asked 24 community partners of a Midwestern private, not-for-profit university about their perspective of service-learning. The qualitative study used constructivist grounded theory to gain insight into the experiences of community partners.