ethanporcaro/eric-fulltext-meta huggingface dataset:
Transforming a University Tradition into a Geoscience Teaching and Learning Opportunity for the University Community
Author: Goldsmith, Steven T.
Date: 2013-08-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,College Science,Student Research,Water Pollution,Ecology,Likert Scales,Pretests Posttests,Student Surveys,Science Laboratories,College Students,Hypothesis Testing

Recent initiatives in geosciences education have focused on interactive and inquiry-based learning experiences both inside and outside of the classroom. While the concept is sound, examples and datasets seldom focus on opportunities to which the students can immediately relate. Herein we show how a university tradition has been transformed into an interactive geosciences learning opportunity for the university community. Each year during the third week of November, thousands of university students jump into an artificial pond on campus in support of the annual football rivalry game. An undergraduate student research initiative documenting the water quality of the pond before, during, and after the event clearly documents how humans can affect their environment. Use of the resulting dataset in the classroom for an entry-level geoscience laboratory exercise on water contamination has sparked student interest in the effects of anthropogenic activities on water quality and has mobilized subsequent studies to test additional hypotheses. Changes in students' attitudes on water quality were documented by significant differences in administered pre- and postexercise surveys with five-point Likert-type items, while subsequent interest in the dataset from both the university and the surrounding communities has provided additional audiences for engagement on local water contamination issues. Inclusion of the dataset into laboratory exercises is intended to lead to future research questions and promote independent research initiatives.
The Allochthon of Misfit Toys
Author: Feig, Anthony D.
Date: 2013-08-00
Type: Journal Articles
Subjects: Earth Science,Science Education,Scientists,College Faculty,Science Teachers,Scientific Research,Professional Isolation,Careers,Educational Research,Competence,Writing for Publication,Educational Change,Tenure,Training,Barriers,Action Research,Semi Structured Interviews,Qualitative Research,Ethnography

This study provides a narrative analysis of the challenges and opportunities faced by scholars in the field of geoscience education (GED). A set of interviews was conducted with five GED professionals in 2010. Participants discussed challenges and opportunities in GED both for individual practitioners and as a discipline. Select participants were interviewed again 2 years later to reflect on their earlier statements and describe subsequent developments in their thoughts, perceptions, and lived experiences. Participants also discussed, and revisited 2 years later, the GED research topics they considered to be of widespread interest and those they did not. Their notable results were unsurprising: Practitioners in 2010 battled for acceptance and legitimacy and continue to do so. Professional isolation remains a major perceived issue, as do career prospects and accessibility of GED publications. Practitioners face an ongoing struggle with a lack of formalized training in educational research methods. However, GED is perceived as a young, vibrant field in which practitioners enjoy healthy intraprofessional relationships and opportunities for collaboration. Participants agreed that abundant space exists in which to generate ideas and to collect and generate data. They also suggested that acceptance, perceived legitimacy, and professional respect are all increasing, albeit slowly. Challenges and opportunities were assembled into metaphorical models to illustrate the experiences and ontologies reported by the participants. Three recommendations are made for institutions and for aspiring and practicing GED workers: (1) repurposing of GED literature types, (2) addressing the disconnect between teaching reform and the tenure process through targeted marketing, and (3) formalizing and codifying training processes for GED professionals.
Opportunities for Generativity in Later Life for Older Men
Author: Carragher, Lucia
Date: 2017-11-00
Type: Journal Articles
Subjects: Males,Older Adults,Aging (Individuals),Mixed Methods Research,Community Programs,Well Being,Foreign Countries,Informal Education,Developmental Stages,Adult Development,Questionnaires,Focus Groups,Surveys,Individual Characteristics,Learning Activities,Participation,Citizen Participation

The changing social and economic landscape across European Member States and beyond has had a disproportionate effect on older adults. Nowhere is this more keenly felt than among the &quot;buffer generation&quot; of men caught between the silent, strong, austere masculinity of their forefathers and contemporary society--progressive, open and individualistic (Wyllie et al., 2012). In most countries, men have shorter life expectancies than women and higher mortality rates from most common causes of death. This imbalance arises from issues broader than disease related mortality, with post-industrial society seen to have reduced opportunities for men with regard to work and full time employment, further compounded by dispositional barriers to learning (European Commission, 2011). This paper presents findings from a mixed methods study of 297 older men participating in community-based Men's Sheds in Ireland and particularly explores the contributions generativity through Men's Sheds makes to the well-being of older men. The findings show men giving back to the community in different ways, including through the sharing of skills and experiences. It is argued that community-based Men's Sheds provide opportunities for generativity, with identifiable health benefits for older men, holding important lessons for policymakers to enable greater visibility of men's perspectives.
An Effective Model for Enhancing Underrepresented Minority Participation and Success in Geoscience Undergraduate Research
Author: Blake, Reginald A.
Date: 2013-11-00
Type: Journal Articles
Subjects: Science Instruction,Undergraduate Students,Student Research,Models,Minority Group Students,Disproportionate Representation,Mentors,Educational Environment,Student Needs,Earth Science,STEM Education,Females,Ethnic Groups,Racial Differences,Geographic Information Systems,Equipment,Workshops,Student Attitudes,Student Surveys

Geoscience research is a fundamental portal through which geoscience knowledge may be acquired and disseminated. A viable model to introduce, stimulate, and prolong geoscience education has been designed and implemented at the New York City College of Technology through a National Science Foundation (NSF) Research Experiences for Undergraduates (REU) program in satellite and ground-based remote sensing that targets underrepresented minority students. The program is composed of three primary components: &quot;Structured Learning Environments: Preparation and Mentorship,&quot; &quot;Student Support and Safety Nets,&quot; and &quot;Vision and Impetus for Advancement.&quot; The first component, &quot;Structured Learning Environments: Preparation and Mentorship,&quot; places REU scholars within a research team and provides them with the skill sets necessary for proficiency in satellite and ground-based remote sensing research. The second component, &quot;Student Support and Safety Nets,&quot; provides a structured and holistic learning environment that supports the undergraduates in becoming successful researchers and scholars. The last component, &quot;Vision and Impetus for Advancement,&quot; exposes the REU scholars to geoscience in a wider context and inspires them to envision themselves as the geoscientists and the science, technology, engineering, and mathematics (STEM) workforce professionals of the 21st century. Since the inception of this NSF REU program in 2008, 47 undergraduate students--39 (83.0%) of whom are underrepresented minorities in STEM (including women)--have completed geoscience research or are engaged in geoscience or STEM careers. [Contains an errata mentioned in v62 n1 p155 2014.]
Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan
Author: Ward, Nicholas D.
Date: 2013-11-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,High School Students,Secondary School Science,Science Instruction,Lesson Plans,Questionnaires,Student Attitudes,Scientific Concepts,Concept Formation,Computation,Ecology,State Standards,Learning Activities,Worksheets,Pretests Posttests,Critical Thinking,Science Laboratories

This study explores the utility of a set of tablet-based personal computers in the K-12 science, technology, engineering, and mathematics classroom. Specifically, a lesson on food-chain dynamics and predator-prey population controls was designed on the Apple® iPad platform and delivered to three sophomore-level ecology classes (roughly 30 students per class with six iPads). Questionnaire feedback indicated that most students greatly enjoyed and were engaged in the activity. Further, student understanding of core concepts generally increased after participating in the tablet-based activity. Here, the iPad was essentially used as a data generator for a calculation-based activity, which is one of many potential applications of a class set of tablets. The collective results of this study indicate that student engagement and concept building is enhanced by immersive, tablet-based activities and a lesson plan that can be readily used in K-12 science classrooms is provided.
Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices
Author: Budd, D. A.
Date: 2013-11-00
Type: Journal Articles
Subjects: Geology,Science Instruction,Introductory Courses,Teaching Methods,College Science,Scoring Rubrics,Observation,Conventional Instruction,Lecture Method,Student Participation,Student Centered Learning,Knowledge Level,Holistic Approach,College Faculty,Scoring

Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol (RTOP). A scoring rubric created to support consistent application of the 25 items on the RTOP yields very high inter-rater agreement over multiple observations throughout a 3 y period. Using the adapted RTOP instrument, 66 separate observations of introductory physical geology classrooms at 11 different institutions (four associate's colleges, three baccalaureate colleges, a master's university, and three research universities) were collected, and those observations indicate three categories of instruction: (1) teacher-centered, traditional lecture-dominated classrooms (RTOP &lt; 30) with little student talk and minimal student activity beyond listening and note taking; (2) transitional classrooms with some activities involving brief student discussions centered around right/wrong answers; and (3) student-centered classrooms (RTOP = 50) with considerable time devoted to active learning and student communications to promote conceptual understanding. The progression from teacher-centered to transitional and then to student-centered categories is incremental across all subscales of the RTOP instrument except for propositional knowledge (character of the lesson's content and instructor's command of the material), which only increases between teacher-centered and transitional categories. This means there is no single path to an active learning, student-centered introductory geology classroom. Such learning environments are achieved with a holistic approach to all aspects of constructivist teaching as measured by RTOP. If the instructor incorporates small changes in multiple aspects of their teaching from disseminator of knowledge to supporter of student learning, then the transition to a student-centered classroom becomes an approachable process. Faculty can also use the RTOP and rubric to guide course planning, promote self-reflection of their teaching, and assist in the peer evaluation of other's teaching.
A Model for Enabling an Effective Outcome-Oriented Communication between the Scientific and Educational Communities
Author: Ledley, Tamara Shapiro
Date: 2012-08-00
Type: Journal Articles
Subjects: Earth Science,Workshops,Longitudinal Studies,Models,Evaluation Methods,Mixed Methods Research,Scientific Concepts,Scientific Research,Surveys,Communication (Thought Transfer),Formative Evaluation,Observation

Traditionally, there has been a large gap between the scientific and educational communities in terms of communication, which hinders the transfer of new scientific knowledge to teachers and students and the understanding of each other's needs and capabilities. In this paper, we describe a workshop model we have developed to facilitate communication, enriching and enlightening those immediately involved and can be successfully implemented as part of any outreach activity, whether the scientific/technical or educational community initiates it. The workshop model is composed of preworkshop, workshop, and postworkshop elements that strategically scaffold the participants' experience through extended cross-community breakout and networking time. This model has enabled deeper understanding in each community of the other's needs, and in many cases has resulted in a concrete outcome in the form of an online Earth Exploration Toolbook chapter that can be used effectively in educational contexts beyond the workshop participants.
A Web-Based Resource for Investigating Environmental Change: The Emigrant Pass Observatory
Author: Davis, Michael G.
Date: 2012-08-00
Type: Journal Articles
Subjects: Web Sites,Climate,Change,Scientific Research,Meteorology,Energy,Tutorial Programs,Active Learning,Environmental Education,Outreach Programs,Elementary Secondary Education,Science Laboratories

We present a user-friendly, data-driven Web site (http://thermal.gg.utah.edu/facilities/epo/) for a geothermal, climate change observatory that is educational for the general public, students, and researchers alike. The Emigrant Pass Observatory (EPO), located in the Grouse Creek Mountains in northwestern Utah, gathers both meteorological data (solar radiation, air temperature, rainfall, wind speed and direction, and snow depth) and subsurface temperatures in shallow drillholes. Our website has three main functions: (1) it provides a tutorial for understanding both local climate and climate change, and their relation to diffusion of temperatures into the Earth's subsurface; (2) it facilitates user-defined accessibility to download available climate data; and (3) it contains lesson ideas for using real data to understand local climate. EPO data and resources are ideal for active learning projects. Additionally, our collaboration with ongoing outreach projects (e.g., NSF-sponsored GK-12) in Utah promote the use and understanding of climate change data among students and educators, thus filling a valuable niche in local education.
College Students with Disabilities: The Relationship between Student Characteristics, the Academic Environment, and Performance
Author: Fleming, Allison R.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Disabilities,Student Characteristics,Educational Environment,Academic Achievement,Predictor Variables,Student Surveys,Self Advocacy,Grade Point Average,Statistical Analysis

Increasing numbers of individuals with disabilities are pursuing postsecondary education and training to assist them in achieving satisfying careers and sustainable earnings. Unfortunately, students with disabilities face numerous challenges leading to less than desirable college completion outcomes, with lower rates than their peers without disabilities. As a result of this disparity, there is a growing interest in the factors predicting academic success for students with disabilities. The purpose of this study was to examine modifiable factors (i.e., peer support, disability services, faculty teaching, campus climate, and self-advocacy) as potential predictors of higher academic performance for college students with disabilities. Three hundred and twenty-five students with disabilities from three large universities completed an online survey and participated in this study. Findings indicated that only one modifiable factor: self-advocacy, predicts higher grade point average. Implications for secondary and postsecondary professionals are discussed.
Incorporating Student-Led Field Trips and Learner-Centered Teaching in a Capstone Geology Course
Author: Todd, Carrie E. Davis
Date: 2012-08-00
Type: Journal Articles
Subjects: Field Trips,Student Centered Learning,Geology,Curriculum,Undergraduate Study,Student Attitudes,Technical Writing,Writing Assignments,Program Effectiveness,Science Instruction,Teaching Methods,Knowledge Level,Communication Skills,Interpersonal Competence,Student Surveys

Capstone experiences are typically the culmination of an undergraduate program and allow students to integrate their content knowledge with communication and technical skills, many of which are desirable in the job market and graduate school. Learner-centered teaching fits well with a capstone course because it requires students to be more engaged in the material and take an active role in their education. The capstone course in the University of Pittsburgh at Johnstown Geology program has recently been revised to include more learner-centered teaching and a Spring Break field trip. Each student in the course chose and led a field trip that illustrated a specific geologic feature or process. The majority of assignments for the course revolved around preparing, leading, and reporting on the field trip topic. The students generally enjoyed the course, found it beneficial, and learned geologic content because of their own inquiry. By shifting the course to emphasize learner-centered teaching, the students were more prepared for assignments, applied and enhanced their geologic content knowledge, gained exposure to new geologic settings, improved their communication skills, and bonded with their classmates.
Doggone Good? Potential Benefits of Assistance Animals for Students on College Campuses
Author: Polking, Amanda K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Animals,College Students,Disabilities,Literature Reviews,Student Needs,Student Personnel Services,Program Effectiveness,Therapy,Student Attitudes,Intervention,Civil Rights Legislation,Federal Legislation,Legal Responsibility

The presence of and request for assistance, service, and support animals has skyrocketed on college campuses in recent years. The purpose of this literature review is to explore potential benefits in the utilization of assistance animals within higher education, especially as it concerns disability service offices. It begins with an overview of the dilemma of increased use of animals with limited shared knowledge base on the benefits of that use and the myriad of terms that are used to describe the therapeutic use of animals. It reviews relevant meta-analyses, moves to a focus of assistance animals in educational settings, especially with college students, highlighting the limited available information on the use of animals by university offices, especially the disability service office. Strength of the research in this literature review is limited due to narrow research availability, small sample sizes, qualitative methods employed in some of the studies, and the limited connections specifically to the dilemmas faced by disability offices in their decision-making about therapeutic animals. This paper concludes with recommendations for future research and for practitioners in disability service offices and related areas.
Universal Design and Disability: Assessing Faculty Beliefs, Knowledge, and Confidence in Universal Design for Instruction
Author: Hartsoe, Joseph K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Access to Education,Disabilities,Correlation,Statistical Analysis,College Faculty,Teacher Attitudes,Teaching Methods,Inclusion,College Students,Measures (Individuals),Hypothesis Testing,Educational Strategies

The purpose of this study was to investigate faculty belief, knowledge, and confidence in the principles of Universal Design for Instruction (UDI). Results yielded statistically significant correlations between participant's belief and knowledge of the principles of UDI. Furthermore, findings yielded statistically significant differences between faculty rank and the belief in the principles of UDI. Participants who identified as Professors showed a strong belief in the principle of Course Modification whereas Assistant Professors showed lesser belief in the same principle. Finally, all of the response means showed a statistical significance when compared to population parameters from previous research.
&quot;The Most Defining Experience&quot;: Undergraduate University Students&apos; Experiences Mentoring Students with Intellectual and Developmental Disabilities
Author: Ryan, Susan M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Mentors,Developmental Disabilities,Undergraduate Students,Qualitative Research,Longitudinal Studies,Student Role,Barriers,Program Effectiveness,Transformative Learning,Disabilities,Educational Legislation,Equal Education,Educational Quality,Federal Legislation,Civil Rights Legislation,Peer Teaching,Semi Structured Interviews,Diaries,Documentation,Focus Groups,Observation,Friendship

In this three-year qualitative study we investigated the experiences and perspectives of university undergraduate students who were peer mentors for students with intellectual and developmental disabilities (ID/DD) in a postsecondary education certificate program at a public university in the northeastern United States. The findings were categorized into three major themes: (a) the roles of these peer mentors; (b) the benefits and challenges related to peer mentoring; and (c) the transformative effect of peer mentoring on these undergraduate students. Findings provide insights into postsecondary education for students with ID/DD and suggest implications for (a) parents of students with ID/DD, (b) transition from high school, and (c) administrators at institutions of higher education.
Geoscience Data for Educational Use: Recommendations from Scientific/Technical and Educational Communities
Author: Taber, Michael R.
Date: 2012-08-00
Type: Journal Articles
Subjects: Earth Science,Statistical Data,Access to Information,Data,Educational Opportunities,Teacher Workshops,Participant Satisfaction,Information Utilization,Information Networks,Barriers,Scientific and Technical Information,User Needs (Information),Change Strategies

Access to geoscience data has been difficult for many educators. Understanding what educators want in terms of data has been equally difficult for scientists. From 2004 to 2009, we conducted annual workshops that brought together scientists, data providers, data analysis tool specialists, educators, and curriculum developers to better understand data use, access, and user community needs. All users desired more access to data that provide an opportunity to conduct queries, as well as visual/ graphical displays on geoscience data without the barriers presented by specialized data formats or software knowledge. Presented here is a framework for examining data access from a workflow perspective, a redefinition of data not as products but as learning opportunities, and finally, results from a Data Use Survey collected during six workshops that indicate a preference for easy-to-obtain data that allow users to graph, map, and recognize patterns using educationally familiar tools (e.g., Excel and Google Earth).