ethanporcaro/eric-fulltext-meta huggingface dataset:
Dye Degradation by Fungi: An Exercise in Applied Science for Biology Students
Author: Lefebvre, Daniel D.
Date: 2005-08-00
Type: Journal Articles
Subjects: Biological Sciences,College Science,Hands on Science,College Students,Interdisciplinary Approach,Chemical Engineering,Comparative Analysis,Laboratory Experiments,Science Experiments

An easily implemented practical exercise in applied science for biology students is presented that uses fungi to degrade an azo-dye. This is an example of bioremediation, the employment of living organisms to detoxify or contain pollutants. Its interdisciplinary nature widens students' perspectives of biology by exposing them to a chemical engineering process. It also demonstrates the use of biological organisms to degrade a relatively complex chemical, Amaranth. This azo-dye, which is vibrant red across a broad pH range, is safe to employ in the student laboratory. Various species of white rot fungi of the genus "Trametes" are able to degrade Amaranth to differing degrees, permitting comparative studies. This laboratory exercise involves observations that occur over the course of 3 days, but may be shortened or lengthened, as desired. Results involving decreases in color intensity may be obtained by making comparisons to color standards or by using a spectrophotometer. In our example, we suggest using species of white rot fungi, including "Trametes versicolor" and "Trametes pubescens". The complexity of the lab is easily modified to challenge students of diverse backgrounds because the degree of difficulty of the exercise is adjustable to suite biology non-majors or majors in introductory through advanced courses.
The Biomes of Homewood: Interactive Map Software
Author: Shingles, Richard
Date: 2005-08-00
Type: Journal Articles
Subjects: Biology,College Science,Problem Based Learning,Cooperative Learning,Assignments,Computer Software,College Faculty,Teacher Collaboration,Student Surveys,Focus Groups

To build a learning community, the General Biology faculty at Johns Hopkins University conducted collaborative, problem-based learning assignments outside of class in which students are assigned to specific areas on campus, and gather and report data about their area. To overcome the logistics challenges presented by conducting such assignments in a class of 300+ students, we developed a software environment in which faculty write and distribute assignments and student teams record and store observational data. Further, the software uses a map of the campus to assign teams to a specific area and to manage the data relevant to that area. Since students can view data submitted by all teams, the faculty have devised assignments requiring students to examine and compare data from one area to another, thereby promoting interaction among the student groups. Faculty and mentors review, provide comments, and grade the assignments. The mapping feature enables faculty to develop questions that build from previous years' data. General Biology student teams in AY 2005-2006, for example, will compare reported data gathered in 2004-2005 with their current observations. Further, data can be pooled from all of the Biomes to conduct a survey across the campus. (Contains 6 figures.)
Assessment of the Use of the Jigsaw Method and Active Learning in Non-Majors, Introductory Biology
Author: Slish, Donald F.
Date: 2005-12-00
Type: Journal Articles
Subjects: Nonmajors,Science Instruction,Learning Activities,College Science,Introductory Courses,Cooperative Learning,Active Learning,Biology,Teaching Methods,Scientific Concepts

This project involved the use of two small, closely matched non-majors introductory biology classes to test the use of the Jigsaw method of teaching vs. a passive, instructor-oriented model of teaching. In this study, the Jigsaw method was used as a jumping off point for the teaching-learning of the material. Students were to learn the concepts of the chapters through the Jigsaw method and their understanding of the material was then reinforced by active learning techniques in which they would use these concepts by applying them to solve problems as a group in active learning exercises. These students were compared to students in another, equally matched section of the class, who were taught exclusively by passive learning. In this study, there was no major difference between the sections taught by active learning or passive learning. One potentially important difference that did arise was that the active learning section did significantly better on a posttest, however, this result may be an artifact of the different way that the posttest was given in the two sections. Further study needs to be done to refine the technique to include group and individual goals aside from the individual performance on exams. (Contains 5 figures.)
Writing & Speaking to Learn Biology: An Intersection of Critical Thinking and Communication Skills
Author: Curto, Karen
Date: 2005-12-00
Type: Journal Articles
Subjects: Biology,Majors (Students),College Seniors,Teacher Collaboration,Speech Communication,Communication Skills,Critical Thinking,Content Area Writing,College Science,Public Speaking,Student Surveys,Student Attitudes

A collaborative effort between biology and communication instructors to facilitate speaking skills for senior biology majors resulted in improved organization, clarity and confidence in delivering an oral scientific presentation. But this instruction also favorably impacted students' scientific writing. This benefit seems best attributed to additional opportunities for students to talk about science, to critically evaluate the quality and structure of their arguments and evidence, and to express in their own words a clear resolution to a biological controversy. (Contains 4 tables.)
Heart Rate and Stress in a College Setting
Author: Elwess, Nancy L.
Date: 2005-12-00
Type: Journal Articles
Subjects: Testing,Metabolism,Laboratories,College Students,Stress Variables,Student Evaluation,Competition,Public Speaking,Measurement Equipment,Biology,Listening,Scores,Prediction,Student Attitudes,Water,Climate

Conditions producing stress are present in all colleges and universities. In this paper we report on an investigation utilizing heart rate as an indicator of stress in students when participating in activities encountered in a college classroom or laboratory. The activities included presenting an oral report, taking an exam, and participating in a competitive laboratory exercise. Increased change in heart rate was observed in students participating in these activities. These heart rate responses provide some insight into the factors in the classroom, which produce stress in our students. (Contains 3 figures.)
Using the Concept Map Technique in Teaching Introductory Cell Biology to College Freshmen
Author: Yarden, Hagit
Date: 2004-03-00
Type: Journal Articles
Subjects: Majors (Students),Concept Mapping,College Freshmen,Introductory Courses,Maps,Cytology,Biology,Misconceptions,Teaching Methods,Science Instruction,College Science,Scientific Concepts

In our study, we focused on the conceptual understanding of the concepts and processes presented in the first lectures of an introductory course in cellular biology for biology majors. The study topic we considered was, "the structure of DNA and the functions of nucleotides". One hundred and eighteen students were asked to prepare concept maps from a list of twenty given concepts. Analysis of these maps has shown a compartmentalization into two major groups of concepts. The most frequent concepts were from the genetic aspect, while frequencies of concepts from the energetic aspect were comparatively low. Many students did not recognize that molecules like ATP or GTP are simply nucleotides. Other interesting misconceptions concerned the concepts of nucleic acids, purines and pyrimidines. One of the advantages of using the concept map technique was that it encouraged the instructor to start using maps as a graphic instructional tool, summarizing his lectures. In addition, the need to select twenty concepts and arrange them in a map forced him to go over his lectures and reconsider whether or not these concepts should have been selected for instruction. (Contains 5 figures and 2 tables.)
Dyes, Fibers, and Paper: A Botany Lab Exercise for Non-Biology Majors
Author: Egan, Todd P.
Date: 2004-03-00
Type: Journal Articles
Subjects: Nonmajors,College Science,Botany,Science Instruction,Hands on Science,Science Laboratories,Teaching Methods,Scientific Principles

This laboratory exercise affords students a hands-on experience learning about traditional dyes, fiber strength, and paper making. It is economical, simple to prepare, provides satisfactory results, and is student friendly. Dyes were extracted from plant leaves, stems, roots, and fruits. Hard-boiled eggs were place in the dyes for 15 minutes to determine what color each dye would produce. Colors of the eggs differed from the colors of the dye solutions. Fibers were procured from different materials (cotton, jute, hemp, etc.). Filaments were removed from the twine and a stress test was used to determine the strength:weight for each fiber type. Twine from each fiber type was used to make rope using the rope maker from the Boy Scout's Pioneering merit badge pamphlet (1993). Paper was made from recycled fibers suspended in water. A homemade deckle was used to collect and press the fibers to make a sheet of paper. Students found the exercise interesting and stimulating. (Contains 1 table.)
Inducing Mutations in "Paramecium": An Inquiry-Based Approach
Author: Elwess, Nancy L.
Date: 2004-03-00
Type: Journal Articles
Subjects: Inquiry,Genetics,Science Laboratories,Science Process Skills,College Science,Teaching Methods,Learning Activities

A major challenge in teaching any college level general genetics course including a laboratory component is having the students actively understand the research part of an experiment as well as develop the necessary laboratory skills. This laboratory experience furthers the students' knowledge of genetics while improving their laboratory skills. It provides the students with experience in the design and implementation of their own experiments. This inquiry-based approach will provide them an opportunity for a deeper appreciation of how scientists perform their investigations. The students were given four weeks to induce mutations into Paramecium that will alter their physical and/or behavioral traits. (Contains 10 figures and 1 table.)
Training Spotting: An American Observes Occupational Learning in England
Author: Long, Thomas L.
Date: 2003-00-00
Type: Journal Articles
Subjects: Higher Education,Continuing Education,Foreign Countries,Community Colleges,Educational Practices,Partnerships in Education,Comparative Education,Adult Education,National Standards,Educational Innovation,Job Training,Observation

English further education and American higher education and continuing education institutions have valuable lessons to teach each other. American community colleges can learn from English standards and assessment practices and innovative partnerships. English further education institutions can learn from Americans' emphasis on accessibility to education.
Drama in the Developmental Classroom: August Wilson's "A Piano Lesson" as Text
Author: Dorsey, Carrie
Date: 2003-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Educational Practices,Drama,Developmental Psychology,Reading Comprehension,Teaching Methods,Journal Writing,Student Journals,Dramatic Play

Dorsey shares her practice of using a written play to connect the knowledge students bring to the classroom with Howard Gardner's concept of multiple intelligences.
Examining the Relationship between Student Scores on the National Council Licensing Examination for Registered Nurses (NCLEX-RN) and the Computer Adaptive Test (CAT)
Author: Laird, Barbara B.
Date: 2003-00-00
Type: Journal Articles
Subjects: Nursing Education,Nurses,Computer Assisted Testing,Comparative Testing,Licensing Examinations (Professions),Scores,Multiple Choice Tests,Statistical Analysis,Test Validity,Community Colleges

Laird studies the relationship between two computerized nursing tests and finds a relationship between the two sets of scores. (Contains 2 tables.)
Characteristics of Successful Adult Distance Instructors for Adult Learners
Author: Smith, Nora N.
Date: 2003-00-00
Type: Journal Articles
Subjects: Adult Educators,Lifelong Learning,Nontraditional Students,Distance Education,Adult Learning,Adult Students,Educational Technology,Teaching Methods,Computer Uses in Education,Educational Environment,Student Characteristics,Teacher Characteristics,Teacher Education,Teacher Competencies

In this age of rapid technological and economic change, life-long learning is becoming a way of life. The average age of students will become greater. Participation in learning activities by learners 18 and over increased from 38 percent in 1991 to 50 percent in 1999 (U.S. Department of Education, NCES, 1999). As the population seeks more education, there will continue to be an increase in the number of adult distance students, which means that more instructors will be needed to teach them. For distance instructors, knowing how computers operate and understanding how educational technologies operate is not adequate preparation to work with adult learners. Distance instructors have to be learning constantly. Distance education instructors often find that to be effective, they must acquire a different set of skills than they use in a traditional classroom. To help make students more comfortable in distance learning environments, adult distance instructors need to be able to identify learner characteristics. In this article, the author explores the relationship between the characteristics of older adult learners and the teaching success of distance educators. Since training for distance instructors is a continuous process, the author identifies different types of effective training for them and looks at common mistakes of new distance instructors.
Community Colleges in America: A Historical Perspective
Author: Drury, Richard L.
Date: 2003-00-00
Type: Journal Articles
Subjects: Community Colleges,Educational Development,Performance Factors,Political Influences,Social Influences,Religious Factors,Educational History,Institutional Characteristics,Economic Factors

Drury traces the development of community colleges in America from their earliest days through modern times, describing the social, political, religious, and economic factors that influenced their development.
A Survey of VCCS Colleges' Local Boards
Author: Malick, Victoria D.
Date: 2003-00-00
Type: Journal Articles
Subjects: Governing Boards,Advisory Committees,Board of Education Role,College Governing Councils,School Surveys,Governance,Change Strategies,Board Administrator Relationship

Malick makes recommendations for local boards based on a recent VCCS survey which sought to determine how the State Governing Board could assist and support the members of the local boards in their role as advisors to their presidents and institutions.
A Study of Native Spanish Speakers' Writing in English for Teachers
Author: Williams, Todd O.
Date: 2003-00-00
Type: Journal Articles
Subjects: Sociolinguistics,Syntax,English (Second Language),English,Spanish Speaking,Error Analysis (Language),Second Language Instruction,Second Language Learning,Student Writing Models

Understanding why mistakes are made in a class of ESL students not only helps teachers emend the mistakes, but also enables them to better explain to the author how to correct mistakes in future writing.  When a teacher shows some understanding of a writer's native language, it makes the writer feel more comfortable with, and less alienated from, him or her. In this essay, the author provides insight that will be helpful to those with little Spanish background who are teaching Spanish-speaking, particularly Mexican, students or writers who are writing in English as their second language. The author explores common errors that he noticed in his students' writing to uncover the reasons these particular mistakes are made. These errors are divided into four levels: (1) Word Choice; (2) Syntax; (3) Rhetoric; and (4) Sociolinguistics.
Students' Perspectives on Foreign Language Anxiety
Author: von Worde, Renee
Date: 2003-00-00
Type: Journal Articles
Subjects: Likert Scales,Measures (Individuals),Anxiety,Stress Variables,Predictor Variables,Second Language Learning,Stress Management,Interviews,Beliefs,Language Acquisition,Student Attitudes,Psychological Studies

The primary goal of this research was to identify those factors that may contribute to anxiety, and those factors that may reduce anxiety in an attempt to understand more fully the role that anxiety may play in learning a foreign or second language. This study utilized the qualitative research tradition, the phenomenological interview, with the inclusion of a quantitative component. Attention was focused on the participants' beliefs, experiences, and feelings in order to generate an enlightening narration of the participants' perspectives of foreign language anxiety. The participants also completed the &quot;Foreign Language Classroom Anxiety Scale&quot; (FLCAS) developed by Horwitz, Horwitz, and Cope (1986). The FLCAS is a 33-item, self-report measure, scored on a five-point Likert Scale, ranging from strongly agree to strongly disagree, and was developed to capture the specific essence of foreign language anxiety in a classroom setting and to provide investigators with a standard measure. The interviews revealed extremely negative experiences with the language class. When asked to describe their feelings several students provided examples of how anxiety can lead to frustration and even anger. Both the interviews and the responses to the FLCAS questions revealed that 73% (11) of the sample of 15 participants would be considered anxious learners with 34% (5) of these considered highly anxious. Although this was a small sample of 15 participants and only limited generalization may be warranted, several recommendations for reducing anxiety in the classroom were extrapolated from the voices of the student participants and other findings in this study. These recommendations include intensifying awareness of foreign language anxiety and suggestions regarding pedagogical practices.
Are Dual Enrollment Classes in the Best Interest of Our Students?
Author: Harris, Alan M.
Date: 2003-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Program Effectiveness,Program Evaluation,Higher Education

Dual enrollment programs have been offered formally in Virginia since 1988 and have been embraced by both parents and students. While dual enrollment courses offer many advantages to students, the advantages to colleges are significant as well. In this article, the author lists the advantages of dual credit enrollment.
Is Dual Enrollment in the Best Interest of Our Students?
Author: Simpson, Earl
Date: 2003-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Community Colleges,Program Effectiveness,Educational Finance

Simpson argues that in dual enrollment all the advantages appear to be on the side of the community college.
An Oral History Project: World War II Veterans Share Memories in My Classroom
Author: Fuchs, David W.
Date: 2004-00-00
Type: Journal Articles
Subjects: Oral History,War,Veterans,History Instruction,Teaching Methods,Public Speaking,Personal Narratives,Student Attitudes,College Students,Relevance (Education)

This article describes how the author developed and implemented a course on World War II that has an oral history component. The author describes the format of the World War II course and the oral history component within the course framework. The author uses classroom presentations by veterans to enliven his World War II history class and enhance his students' understanding of America's participation in this war.
Collaborative Research = Collaborative Learning: A Field Trip to the National Archives and the Search for Solomon Asch
Author: O'Brien, James P.
Date: 2004-00-00
Type: Journal Articles
Subjects: Field Trips,United States History,Community Colleges,Archives,Replication (Evaluation),Discovery Learning,Student Research,Research Skills,Program Descriptions,Teaching Methods,Teaching Experience,Cooperative Learning

Fostering undergraduate research has increasingly become a focus of four-year institutions.  Thus, given the maturity and capabilities of a substantial number of community college students, Virginia Community College System (VCCS) faculty can help students prepare for the baccalaureate by providing them with opportunities for actual research. With this goal in mind, the author decided to visit the National Archives for a search-and-discovery mission. With its vast and varied holdings, the National Archives is sure to be of interest and benefit to researchers in most disciplines. It is both a treasure house and an underused resource. This readily accessible treasure house of American history offers opportunities and surprises for faculty and students in any field. In this article, the author describes how he and his students collaborated in their search for a replication of Solomon E. Asch's classic research on independence and conformity during their trip to the National Archives. Tips for those who plan to visit the Archives are presented. (Contains 2 footnotes.)
Accelerating Developmental Education: The Case for Collaboration
Author: Boylan, Hunter R.
Date: 2004-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Educational Practices,Teacher Collaboration,Transitional Programs,Change Strategies,Educational Change,Collegiality,Educational Innovation

In this article, the author discusses the need for collaboration in developmental education and proposes two major ideas for consideration: (1) that educators need to re-conceptualize how they go about delivering developmental education; and (2) that they need to collaborate more fully with others in practicing it. The author notes that of almost half of entering students identified as underprepared, close to 100 percent of them are placed in sixteen-week developmental courses. Stockpiling all the students who fall below a certain cut-off score on assessment instruments in developmental courses is only one of many solutions to the problem of under-preparedness. But it is the one solution that everyone seems to use. As Parker Palmer once said, &quot;College faculty always apply the same solution to whatever problems they confront... it's called &quot;addacourse&quot;.&quot; Unfortunately, a sixteen-week developmental course may not be the best solution for all students. The author offers alternatives to the traditional sixteen-week &quot;addacourse&quot; solution for students who need developmental education.
Reality versus Perception: Using Research to Resolve Misconceptions about Developmental Programs and Promote Credibility and Acceptance
Author: Overby, Bronte A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Misconceptions,Graduation Rate,Academic Persistence,Academic Achievement,Educational Attitudes,Teacher Attitudes,College Outcomes Assessment,Educational Indicators,Comparative Analysis,Community Colleges,Educational Research

In this article, the author uses a comparison of various measures of success for developmental students at Patrick Henry Community College with the faculty's perceptions of these measures to break down misconceptions and stereotypes about developmental education and provide ever-needed credibility and acceptance for developmental programs. (Contains 4 tables.)