ethanporcaro/eric-fulltext-meta huggingface dataset:
A Novel Employability Embedding Framework for Three-Year Bachelor&apos;s Programs
Author: Rana, Rajib
Date: 2023-00-00
Type: Journal Articles
Subjects: Employment Potential,Bachelors Degrees,Time to Degree,Labor Market,Universities,Foreign Countries,Portfolios (Background Materials),Internet,Models,Outcomes of Education

Employability skills and capabilities are equally important as academic and technical knowledge in the current job market. Consequently, universities are increasingly focusing on providing employability skills to their students. While universities in Australia are experimenting with various methods for employability embedding, we could not find any framework for embedding employability at the course level. Mapping employability at the course level is non-trivial but necessary to scaffold employability. e-portfolios form an integral part of employability; however, it is not well defined in the literature how to embed and assess an e-portfolio into a tertiary academic program. Unless an e-portfolio is embedded and assessed in the academic program, the uptake by the students cannot be guaranteed; hence students miss out on the benefits of such an important tool. This paper addresses these two key challenges. It develops an employability embedding framework targeted for a three-year bachelor's program. This framework also enables the embedding and assessment of e-portfolios. The framework is novel as it offers a scaffolded and organic way to embed employability.
A Study Exploring Soft Skills in Higher Education
Author: Otermans, Pauldy C. J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Graduates,Attitudes,Soft Skills,Skill Development,Self Esteem,Educational Strategies,Employment,Higher Education

There is a need for improved skills development within the UK's Higher Education Institutions (HEI) stemming from the disconnect between the expectations of employers of the skills graduates have and the skills graduates have gained during their degree. It is well-known now that there is a clear skills gap. The present study aims to explore the effect of graduates and students' perception of skills development in HEI in the UK. A total of 420 participants completed an online survey to explore their perception as well as their confidence of skills development by rating each skill on a Likert scale. The paper discusses the results in light of pedagogical strategies developed to teach soft skills in HE. The paper concludes with recommendations for teaching practice.
Accelerate Ethnic Studies with &quot;All Deliberate Speed!&quot;
Author: Sullivan, Talisa
Date: 2023-00-00
Type: Journal Articles
Subjects: Ethnic Studies,African American Students,Hispanic American Students,American Indian Students,Asian American Students,Pacific Islanders,Minority Group Students,Disproportionate Representation,Social Justice,Culturally Relevant Education,Educational Change,Elementary Secondary Education,Higher Education

America is known as the Land of Opportunity, yet one may ask, &quot;Opportunity for whom?&quot; Black/African American, Hispanic/Chicano/a/x/ Latino/a/x, Native American/American Indian, Asian American, and Pacific Islander along with other traditionally and historically underrepresented groups have experienced being marginalized in the United States as well as the school systems within our society. Since the inception of the concept of schooling in the United States, public education has had a minimal acknowledgment of historically and traditionally marginalized groups as contributors to the cultivation and development of the United States. It's beyond time to redesign our educational system to reflect a system that will contribute to a &quot;true&quot; and sustainable democracy. This will require social justice educators with the capacity to teach our youth the complete truth of their cultural and ethnic imprint within the history and fabric of our country.
Freedom Dreaming through Waking Nightmares: A Duoethnography of Education Scholars Navigating Public Schooling as Parents
Author: Ligocki, Danielle
Date: 2023-00-00
Type: Journal Articles
Subjects: Public Schools,Public Education,Parents,Teacher Educators,Teacher Role,Parent Role,Conflict,Self Concept

As advocates for public schools, public school teachers, and the promise of public education, we experience tension related to our roles as parents of school-aged children. While our vision of both schools and our own children's education goes beyond &quot;academic&quot; success, a struggle arises at the intersection of our personal and professional roles. With that in mind, this paper discusses the tensions we experience as both teacher educators and parents. Our inquiry took a reflective nature as we worked to gain clarity into and highlight the differences between the pushes and pulls we feel given the intersections of our personal and professional roles. This tension is even more palpable at a time when being critical of public education, even in a loving and productive manner, only feeds its critics and further burdens its exhausted and alienated teachers.
Lessons on Servingness from Mentoring Program Leaders at a Hispanic Serving Institution
Author: Covarrubias, Rebecca
Date: 2023-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Hispanic American Students,Student Needs,Educational Environment,Mentors,Leadership Responsibility,Student Centered Learning,Equal Education,Minority Group Students,Barriers,Program Effectiveness,Communities of Practice,Financial Support,Program Evaluation,Administrative Organization,Student Participation

&quot;Servingness&quot; is a multidimensional framework detailing how Hispanic Serving Institutions (HSIs) -- which enroll at least 25% Latinx students -- can shift from merely &quot;enrolling&quot; to meaningfully &quot;serving&quot; students holistically. Critically examining how institutional structures facilitate or inhibit servingness is essential for improving institutional efforts focused on student success. Adding to a dearth of literature linking servingness and mentoring, we investigated mentoring program leaders' visions for servingness, along with the strengths and challenges they experience towards serving and mentoring minoritized students. Secondary analysis of interviews with 11 leaders demonstrated that visions of servingness were rooted in promoting &quot;student-centered&quot; and &quot;equity-forward&quot; policies. Strengths included &quot;building belonging&quot; for minoritized students and &quot;implementing high-impact mentoring practices.&quot; Importantly, six structural challenges to servingness were identified, such as precarious or &quot;limited funding.&quot; These often unexplored viewpoints -- from leaders on-the-ground -- provide vital perspectives and actionable lessons to shift institutional structures in ways that better fulfill a public mission of servingness.
Empowering Critical Thinking: The Role of Digital Tools in Citizen Participation
Author: Gonzalez-Mohino, Miguel
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Technology Integration,Citizen Participation,Elementary School Students,Secondary School Students,Foreign Countries

The widespread use of digital technologies and the expansion of social networks has created new communication and meeting spaces where people and social and political actors connect with each other. This opens diverse spaces and possibilities for digital engagement in a more accessible, immediate, continuous, egalitarian, and personalized way. Digital technology facilitates learning, dissemination, and access to information, turning it into a means of communication and fueling the practice of critical thinking. In particular civic critical thinking practices improve the organization and effectiveness of civic networks and spaces for citizen participation, ultimately helping to produce responsible, conscious citizens. This study proposes a series of hypotheses based on the relationships between digital learning, critical thinking and civic participation, and tests them using the technique of structural equation modeling (SEM) with partial least squares (PLS) applied to a sample of 191 primary and secondary school students. The results indicate that digital tools have a positive impact on the development of critical thinking, and this influences citizen participation, transforming people into more engaged citizens of the world with participatory attitudes and values.
Influence of Age, Gender and Years of Experience on Teachers in Promoting Strategies for Digital Sustainability and Data Protection
Author: Vázquez-Cano, Esteban
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Information Security,Gender Differences,Age Differences,Teacher Characteristics,Sustainability,Data,Expertise,Teaching Experience,Predictor Variables

The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers' age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall's Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: &quot;foster strategies&quot;, &quot;advise students&quot; and &quot;inform families&quot;.
3D Virtual Site Visit as an Alternative to On-Site Experience in Interior Design Education
Author: Yi, Ye Ji
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Interior Design,Learning Experience,Teaching Methods,Instructional Effectiveness,Learner Engagement,Layout (Publications),Visualization,Spatial Ability,Service Learning,Technology Uses in Education,Outcomes of Education

This study aimed to investigate the effectiveness of 360-degree panorama-based Virtual Reality (360VR) as a tool to simulate real-world site visit experiences in interior design education. In the first stage of evaluation, the online survey was implemented to ask students about their learning experience of using 360VR. The second stage of 360 VR effectiveness evaluation focused on the objective comparison of students learning outcomes between the 360VR method and the traditional approach. The students' experience survey results indicated that 360VR and virtual walkthrough experiences benefited students' understanding of the site during the design process. Students reflected positive 360 VR experiences on their engagement in learning, special layout, visualization, and educational effectiveness. The result of the student learning outcome evaluation showed no significant difference between 360 VR compared to no site visit. However, there was a significant improvement in students' spatial planning, finish selection, and total scores when using the 360 VR method compared to an on-site visit.
A Study on Designers&apos; Attitude for Open Innovation in Turkey
Author: Eroglu, Ilgim
Date: 2024-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Resources,Cooperation,Sharing Behavior,College Graduates,Educational Experience,Information Sources

In design education, students benefit not only from their project courses' content but also from the information resources they contain. When it comes to the repetition of unique problems and solution-oriented approaches in the design professions, the resources used to research solutions for the problems encountered in design education are also specific to that problem. This situation highlights resource diversity, and especially resource sharing, at various stages and thus opens a view into innovation habits among designers' behaviors. This empirical study explores whether or not designers' behaviors can be related to their practices in design project courses, regarding their open innovation tendencies. Semi-structured interviews with 20 designers are used to form a case study. Interviewees had experience with both in-house designers and freelancers, therefore purposive sampling was used. The results were analyzed thematically and discussed under open innovation practices.
Building Relationships with Remote Participants through Playful Technology Interactions in Online Codesign
Author: Paay, Jeni
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Student Attitudes,Instructional Design,Student Participation,School Community Relationship,Educational Technology,Graduate Students

&quot;Hybrid is here to stay!&quot; If that is so, then how we educate design students and the techniques they learn need to work in a technology-driven online environment as well as face-to-face on campus. Learning codesign typically involves students being in a design studio environment where they create activities using tangible materials, for use in workshops, giving participants hands-on experiences to gather useful design insights. The question is, how does codesign need to be adapted to be effective in an online environment? To identify those elements of codesign that work effectively online, we offer lessons learned from teaching codesign online during the lockdowns and the resulting isolation of academics and students imposed by the COVID-19 pandemic. This necessitated rapidly adapting on-campus codesign techniques to online versions using available technologies to engage remote participants in online participatory experiences. We describe codesign activities of design teams who created 24 unique online activities to explore designs for &quot;Welcoming Community onto Campus,&quot; trialling them in virtual workshops with the local community. Case study method was used to collect and analyse weekly student reflections and educator observations using thematic analysis and basic inductive coding. The unexpected finding is that online codesign activities need to remain tactile and include multisensory qualities. We argue that online codesign needs to focus on building relationships, engaging the senses, keeping it simple and allowing flexible timing. We identify the benefits, challenges and implications for online codesign and provide a checklist for designers wanting to prepare for a hybrid codesign future.
Game-Based Learning in Interior Architecture Education
Author: Babacan Çörekci, Tugçe
Date: 2023-00-00
Type: Journal Articles
Subjects: Game Based Learning,Architectural Education,Workshops,Teaching Methods,Design,Time Management,Undergraduate Students,Comparative Analysis,Student Attitudes,Cognitive Style,Evaluation Criteria,Educational Games,Self Concept,Foreign Countries

The concept of play supports the experiential and creative aspects of the design field because it is a familiar and fun phenomenon and involves interaction. The use of game-based learning in design processes will increase participation by supporting the regulation of these processes and the problematic aspects of the design studio course, which is at the heart of design education. For this reason, this study investigates the use of game-based learning methods in the design studio processes, one of the most important courses in interior architecture education. The study, which preferred the embedded theory method to develop hypotheses, one of the qualitative research methods, investigated the effects of game-based learning on the understanding of design processes and time management in a voluntary workshop with second-year students of interior architecture faculty. The study preferred a pre-test-post-test design for a single group as the data collection instrument and was supported by observations. Consistent with this preference, data collected with participants prior to the workshop were analysed and the workshop structure was created, and an attempt was made to compare the results of the game-based learning method with the post-workshop observations and survey results.
German Design Educators&apos; Post-COVID Challenges: Online, Artificial Intelligence (AI) and Government Data Restrictions
Author: Fleischmann, Katja
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Studio Art,COVID-19,Pandemics,Blended Learning,Artificial Intelligence,Technology Uses in Education,Higher Education,Information Security,Program Implementation

This research examines the experiences of German design educators during the Covid-19 pandemic and explores how these experiences influenced design education's transition to the online studio two years afterwards. The research is based on surveys of 33 German design educators who represent 18 higher education institutions (University/University of Applied Sciences) during the pandemic and 32 surveys and six follow up interviews two years later. This is the first study that focuses exclusively on design education in Germany by presenting a before-and-after contextual snapshot. The results present both positive and negative experiences of educators from a wide range of design domains. The 'offshoring' of the studio to Internet-based communication and file sharing platforms during the pandemic has profoundly altered the perceptions and practices of design educators in Germany, where governmental hurdles, such as data restriction laws, are blocking the full integration of online technology in design education. The findings focusing on German design educator experiences are presented within the context of their international colleagues' experiences from a study conducted earlier. This research also touches on the influence of Artificial Intelligence (AI) on the future of design education as well as a general trend to go offline by encouraging a back-to-campus policy.
&quot;How Am I Supposed to Tell My Mother What Happened in Today&apos;s Class?&quot;: At the Intersection between Blended Learning and Design (Thinking) Education
Author: Lehtonen, Miikka J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Blended Learning,Design,Thinking Skills,Cooperative Learning,Teaching Methods,Studio Art,Interdisciplinary Approach,Student Attitudes,Teamwork,Diaries,Social Problems,Personal Autonomy,Foreign Countries,Graduate Students,Problem Solving,Course Descriptions,Business Administration Education

Since the beginning of the 21st century, design education has been gaining momentum across disciplines as a means to equip students with skills relevant in the job market as well as to tackle wicked problems. One of the core assumptions behind integrating design education to other disciplines focuses on the need for hands-on and experiential opportunity exploration and collaborative learning, often prevalent in studio-based settings. However, as the Covid-19 pandemic has shown, physically accessing the campus or the studio is not always feasible, so how might this impact multidisciplinary design education? Acknowledging the notion that we no longer can take face-to-face learning for granted, this paper ask what aspects of design (thinking) education could be delivered in blended environments. I contribute to this body of knowledge by investigating students' perceptions of their learning about design methods and processes in a problem-based blended learning course focusing on design and multidisciplinary teamwork. Visual learning diaries of forty-seven students were analyzed to better understand how blended learning can support or hinder learning about applying design to societal issues. Data analysis revealed three aspects -- triggers for personal development, exploring ambiguity, and technology as providing structure -- that form the concept learning frame. This concept sheds light on how the students perceived blended learning elements influencing their learning about how design could be applied to societal issues. Findings contribute to further dissolving the physical-digital dichotomy in design studio and education. Pedagogical implications focus on how blended learning can promote student agency in design education across disciplines.
How Electronics Knowledge Relates to Industrial Design Education
Author: Yavuzcan, H. Güçlü
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Equipment,Design,Industrial Arts,Knowledge Level,Curriculum Development,Foreign Countries,College Faculty,Employee Attitudes,Employees,Teacher Attitudes

This study has two purposes: To clarify how industrial design relates to electronics knowledge and to determine whether industrial design education is sufficient for teaching it. As digital product design is frequently focused on the design of virtual interfaces until recently, less attention was paid to the design of physical interactions and electronic interfaces. There is increasing interest in electronics education in industrial design, yet electronics is still a bottleneck for many industrial designers. What electronics knowledge industrial designers should have and whether they know it is debatable. Therefore, the study presents a literature review and thematically analyzed interviews to determine its scope. Then, a survey is planned based on the concepts which interviewees remark on. The survey aims to determine whether senior-grade and fresh-graduate industrial designers use correct reasoning in design cases based on electronics. Findings remark that two-thirds of the participants failed in the critical electronics domains and their reasoning scores are distributed equally depending on whether they took electronics courses. Therefore, it is discussed that there is a need for developing a common understanding of the role of electronics in design education. And it is recommended that the approach may focus more on a hands-on terminology education.