ethanporcaro/eric-fulltext-meta huggingface dataset:
Benefits of Hybrid Classes in Community Colleges
Author: Barker, Joel
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Colleges,Blended Learning,Educational Technology,Conventional Instruction,Online Courses,Program Effectiveness

This article discusses hybrid courses and their impact on educational facilities, their students, and instructors. Instructors now have over ten years of data related to hybrid courses and by trial and error have devised different strategies to plan and execute lesson plans via partly online forums. Programs are in place that give students the opportunity to excel; these types of courses promote a unique balance of guidance by the instructor and acceptance of responsibility by the students. Students have responded in a positive manner in pursuing these types of courses.
Pointing with Power or Creating with Chalk
Author: Rudow, Sasha R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Science,College Students,Science Instruction,Computer Software,Learner Engagement,Visual Aids,Educational Technology,Chalkboards,Student Motivation,Teaching Methods,Student Surveys,Interaction

This study examines the attitudes of students on the use of PowerPoint and chalk/white boards in college science lecture classes. Students were asked to complete a survey regarding their experiences with PowerPoint and chalk/white boards in their science classes. Both multiple-choice and short answer questions were used. The multiple-choice questions were analyzed quantitatively. The short answer questions were coded into similar groups qualitatively and then recoded quantitatively in order to best compare data. The students report that the majority of presentations in their college science classes use PowerPoint. Their responses show that they clearly prefer the use of chalk/white boards and overwhelmingly say that PowerPoint does not keep their attention in comparison.
Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students
Author: Çetin, Baris
Date: 2015-00-00
Type: Journal Articles
Subjects: Prediction,Academic Achievement,Student Motivation,Learning Motivation,Questionnaires,Foreign Countries,Cognitive Style,Teacher Education Programs,Student Attitudes,Correlation,Learning Strategies,Statistical Analysis,Grade Point Average,College Students

Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was collected by using &quot;The revised two-factor Study Process Questionnaire&quot; developed by Biggs, Kember, and Leung (2001) and adapted to Turkish by Yilmaz (2009), &quot;The Academic Motivation Scale&quot; developed by Vallerand et al. (1992) and adapted to Turkish by Eymur and Geban (2011), and &quot;The Personal Information Form&quot;. It was found that there is not a relationship between academic success and learning approaches. There was no significant correlation between academic success and academic motivation. Academic motivation and learning approaches were correlated (r = 0.258). Academic motivation and learning approaches, together, explained academic success (0.078).
Cross-Examining Bigotry: Using Toulmin's Argument Model and Huckin's CDA to Interrogate Overt and Covert Racist Arguments
Author: Wilson, Nancy Effinger
Date: 2015-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Bias,Social Attitudes,Power Structure,Minority Group Students,Social Class,Gender Differences,Critical Thinking,Logical Thinking,Persuasive Discourse,Misconceptions,Minority Groups,Social Justice,Teaching Methods,Models,Discourse Analysis,Printed Materials,Biographies,Whites,African Americans,Films,Cartoons,Ethnic Stereotypes,Web Sites

Thomas Rickert warns of the dangers of &quot;pedagogies that seek the disruption and politicization of hierarchies of power and privilege, especially in terms of race, class, and gender&quot; because they can &quot;nevertheless produce new forms of power and privilege that in turn produce new resistances, further alienate already cynical students, and (re)produce the possibility of violence&quot; (165). However, for those students who are not in the majority, interrogations of people's attitudes about race, class, and gender can prove empowering and can, to borrow from Rickert's own argument, generate jouissance. Moreover, critical thinking is fundamental to good writing, and the ability to decenter one's perspective and therefore understand one's opposition is central to sound argumentation. In this article, the author shares a unit in which composition students are taught the analysis protocols developed by Stephen Toulmin (the Toulmin Argument Model) and Thomas Huckin (Critical Discourse Analysis) in order to expose the logical fallacies, invalid warrants, and authorial manipulations found in various racist texts, including Anne Moody's &quot;Coming of Age in Mississippi&quot;.
A Reflection from the Classroom: Teaching Students to See from the Perspective of the Player
Author: Favila, Marina
Date: 2015-00-00
Type: Journal Articles
Subjects: Classroom Environment,Reflection,English Literature,Reader Text Relationship,Teaching Methods,Classroom Techniques,Role Playing,Audience Awareness,Acting,Literature Appreciation,Educational Practices,Educational Strategies

This personal reflection looks at the benefits of using performance pedagogy in the Shakespeare classroom, both in terms of a general understanding of the period and a student's personal connection to the text. Though the essay acknowledges our profession's ongoing dialogue in this area, it mostly seeks to look at how a student may change once she becomes aware of how an actor must split his perspective when acting: that is to say, seeing through the eyes of the character, but also seeing how the audience responds to that character. The essay includes personal anecdotes about students who act in the classroom, respond to actors in the classroom, and write about that response in journal entries.
How--and Why?!--Does One Go from the Classroom to the Dark Side?
Author: Irvine, Colin
Date: 2015-00-00
Type: Journal Articles
Subjects: Employment Interviews,Job Applicants,Stress Variables,Deans,Conflict of Interest,College Administration,Career Development,Personal Narratives,Learning Experience,Phenomenology

This essay describes Colin Irvine's process of applying and interviewing for the position of Vice President for Academic Affairs and Dean of the College at his alma mater. Irvine recounts the timeline of events from being notified of the position at the college to awaiting the notification of whether or not he was accepted for the position. He describes the conflicts in his personal life that added to his stress throughout the process, and how he felt as though he had to apply for the position regardless of the potential conflicts in his personal life.
Who Is Represented in the Teaching Commons?: SoTL through the Lenses of the Arts and Humanities
Author: Potter, Michael K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Art Education,Humanities,Disproportionate Representation,Expectation,Norms,Research Design,Research Methodology,Inclusion,Interdisciplinary Approach,Foreign Countries

As the community of Scholarship of Teaching and Learning (SoTL) scholars has flourished across Canada and around the world, there has been a growing sense among humanists that SoTL work has been dominated by the epistemologies, philosophies, and research methods of the social sciences. This is a view that has been supported by SoTL journal editors and resources dedicated to introducing faculty to SoTL. To quote Nancy Chick (2012) in a recent book on the current state of SoTL in the disciplines, &quot;while many well-known SoTL leaders come from humanities backgrounds …, the on-the-ground work largely marginalizes the practices of their disciplines&quot; (p. 15). The question then follows: &quot;How does the apparent under-representation of (arts and) humanities-based disciplines affect expectations for SoTL, from norms for research design and methodology to the genre and style of its products?&quot; (McKinney &amp; Chick, 2010, p. 10). This paper, which frames the special issue looking at &quot;SoTL through the lenses of the Arts and Humanities,&quot; explores the difficulties with, and opportunities provided by, creating an inclusive teaching commons where the scholarly traditions of the arts and humanities are recognized for the value they bring to the SoTL research imaginary.
Mathematics and Science Teachers Professional Development with Local Businesses to Introduce Middle and High School Students to Opportunities in STEM Careers
Author: Miles, Rhea
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Science Instruction,Mathematics Teachers,Science Teachers,Faculty Development,Middle School Students,High School Students,Career Development,STEM Education,Problem Based Learning,School Business Relationship,Cooperative Planning,College School Cooperation,Business,Surveys,Questionnaires,Focus Groups,Program Effectiveness,Qualitative Research,Statistical Analysis,Pretests Posttests,Likert Scales

TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business partners to allow teachers to design Problem-Based Learning (PBL) modules. Teachers reported that their participation enhanced their understanding of business applications for mathematics and science instruction. Results from surveys, questionnaires, and focus group sessions prompted recommendations for researchers, administrators, and practitioners interested in preparing students for STEM careers.
&quot;Evo in the News:&quot; Understanding Evolution and Students' Attitudes toward the Relevance of Evolutionary Biology
Author: Infanti, Lynn M.
Date: 2014-12-00
Type: Journal Articles
Subjects: Evolution,Biology,Science Instruction,Control Groups,Student Attitudes,Relevance (Education),Web Sites,Undergraduate Students,Pretests Posttests,Quasiexperimental Design,Introductory Courses,Course Descriptions,Attitude Change,Scientific Research,Correlation,Attitude Measures

This investigation evaluated the effects of exposure to the &quot;Evo in the News&quot; section of the &quot;Understanding Evolution&quot; website on students' attitudes toward biological evolution in undergraduates in a mixed-majors introductory biology course at Syracuse University. Students' attitudes toward evolution and changes therein were measured using the Evolutionary Attitudes and Literacy Survey. We employed a quasi-experimental design with pre-test/post-test comparison wherein an experimental group was assigned pre-laboratory work using &quot;Evo in the News&quot; articles while a control group was assigned similar pre-lab work without exposure to &quot;Evo in the News.&quot; At the conclusion of the semester, the experimental group showed significant improvement in their perceptions of the relevance of evolution to understanding real-world scientific problems and to their daily lives while the control group did not. Incorporating &quot;Evo in the News&quot; activities into an introductory biology course is a cost-effective and non-labor-intensive way to expose students to ongoing, practical science research based on evolutionary theory. This study supported the hypothesis that exposure to real-world applications of evolutionary theory such as those featured in &quot;Evo in the News&quot; is correlated with increases in students' attitudes toward evolutionary science, particularly with regard to their perceptions of its relevance.
Which Beak Fits the Bill? An Activity Examining Adaptation, Natural Selection and Evolution
Author: Darling, Randi
Date: 2014-12-00
Type: Journal Articles
Subjects: Evolution,Biology,Scientific Concepts,Inquiry,Active Learning,Learning Activities,Animals,Science Instruction,Group Activities

Evolution is a unifying concept within biology. In fact, Dobzhansky, a noted evolutionary biologist, argued, &quot;Nothing in biology makes sense except in the light of evolution&quot; (Dobzhansky, 1973). However, often students have misconceptions about evolution. There are a number of available activities where students use tools (representing bird beaks) to collect different food items. These activities enable students to see how various beaks are adapted to feeding on certain types of food. This article describes an inquiry-based activity that takes the process several steps further. In this inquiry-based activity, students not only examine adaptations that birds have for capturing prey, and changes in a bird population over time, but also hypothesize what would happen to the bird population if relative seed abundances change over time. Students then model an environmental change recorded by researchers when observing Darwin's Finches. The Grant's observed a severe drought in 1977 resulting in a drastic decline in seed production with small seeds being particularly affected (Grant, 1999; Boag &amp; Grant 1981). Students then test their hypothesis and compare their findings to those observed by the Grants. This activity is well suited for students in general biology, ecology or evolution classes.
Collaborative Learning Utilizing Case-Based Problems
Author: Hilvano, Nestor T.
Date: 2014-12-00
Type: Journal Articles
Subjects: Cooperative Learning,Case Method (Teaching Technique),Group Discussion,Anatomy,Physiology,College Science,Science Instruction,Self Evaluation (Individuals),Peer Evaluation,Group Dynamics,Scoring Rubrics,Public Speaking,Instructional Effectiveness,Student Attitudes,Psychomotor Skills,Undergraduate Students,Student Surveys,Statistical Analysis

Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life examples through open-ended, focused questions. This study consisted of students enrolled in an Anatomy and Physiology course sequence. Assessment was based on group goal and individual accountability. Rubrics for evaluation were developed for self and peer assessment of each groups' dynamics. A poster session provided our students with an opportunity to explain their work to an audience, as well as generate active discussion and peer evaluations. This study showed a significant positive effect (p = 0.0001-0.0025) on students' knowledge, attitude and psychomotor skills.
Impacts of Digital Imaging versus Drawing on Student Learning in Undergraduate Biodiversity Labs
Author: Basey, John M.
Date: 2014-12-00
Type: Journal Articles
Subjects: Visual Aids,Freehand Drawing,College Science,Undergraduate Students,Biodiversity,Science Instruction,Inquiry,Active Learning,Science Laboratories,Computer Uses in Education,Instructional Effectiveness,Documentation,Student Attitudes,Student Surveys

We examined the effects of documenting observations with digital imaging versus hand drawing in inquiry-based college biodiversity labs. Plant biodiversity labs were divided into two treatments, digital imaging (N = 221) and hand drawing (N = 238). Graduate-student teaching assistants (N = 24) taught one class in each treatment. Assessments revealed that imaging relative to drawing had a significant negative effect on the lower order content students included in their lab reports, student perceptions of the lab overall, the time efficiency of their learning experience and perceived excitement. Documentation style had no significant influence on lower-order or higher-order learning or attitudes towards biology as a discipline. Contrary to overall trends, observations indicated that a proportion of students were excited and motivated by digital imaging. A mixed model of allowing students the choice of documenting observations with digital imaging or drawing may be the best model.
Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry
Author: Grooms, Jonathon
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Persuasive Discourse,Inquiry,Teaching Methods,State Standards,Science Laboratories,Scientific Concepts,Concept Formation,Science Process Skills,Classroom Environment,Competence,Models,Science Activities,Secondary School Science,College Science

Scientific argumentation is an essential activity for the development and refinement of scientific knowledge. Additionally, fostering argumentation related to scientific concepts can help students engage in a variety of essential scientific practices and enhance their science content knowledge. With the increasing prevalence and emphasis on argumentation skills within the current standards movement, i.e. Common Core State Standards and Next Generation Science Standards, teachers need access to productive approaches for engaging their students in this essential practice of science in order to promote students' development toward science proficiency. This article provides teachers with one possible instructional model, Argument-Driven Inquiry, that will allow them to structure their laboratory activities to support students' engagement in scientific argumentation while also emphasizing the disciplinary core ideas and cross cutting concepts of science.
Discerning the Difference between &quot;Feel Good&quot; and &quot;Real Good&quot;: Teaching the Complexity of Sustainable Development
Author: Hogan, Theodore J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainable Development,Sustainability,Learning Activities,Environmental Education,Teaching Methods,Public Policy,Scientific Research,STEM Education,Models,Learner Engagement,Social Problems,Relevance (Education),Eating Habits,Food,Agriculture,Sanitation,Water,Plastics,Fuels,Energy Conservation,Industry,Social Action,Social Responsibility,Pollution,College Students,Student Attitudes,Student Surveys,Forestry

Environmental issues can serve as a marvelous framework for high-level student analysis of critical scientific and social concerns. We describe a series of activities and discussions that motivate students to explore environmentalism, sustainable development, carbon offsets, and related ideas with an engaged learning format that helps students to reveal the gray areas that exist when deciding upon social policy that is based on the impact of science. We summarize research supporting engaged learning in STEM education, and provide a successful example of this changing educational paradigm. Although we present data to show that students value the paradigm, the paper is intended to highlight the instructional, rather than evaluative, aspects of the model.
Infusing Bioinformatics and Research-Like Experience into a Molecular Biology Laboratory Course
Author: Nogaj, Luiza A.
Date: 2014-12-00
Type: Journal Articles
Subjects: Biology,Information Science,Molecular Biology,College Science,Science Instruction,Science Laboratories,Undergraduate Students,Group Activities,Student Projects,Student Research,Genetics,Active Learning

A nine-week laboratory project designed for a sophomore level molecular biology course is described. Small groups of students (3-4 per group) choose a tumor suppressor gene (TSG) or an oncogene for this project. Each group researches the role of their TSG/oncogene from primary literature articles and uses bioinformatics engines to find the gene and promoter sequence of their TSG/oncogene. Based on the promoter sequences, students design appropriate primers for the PCR amplification and cloning of the promoter of the gene of interest and perform a diagnostic digest to confirm the results. Finally, each student writes an individual report about his or her findings and results and each group presents the results to the class. This laboratory sequence teaches students how to read primary literature, use common bioinformatics engines, clone a DNA sequence, and present the results in an oral and written format.
Subversive Complicity and Basic Writing across the Curriculum
Author: Villanueva, Victor
Date: 2013-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing Across the Curriculum,Acculturation,Higher Education

What follows is a simple assertion: time for basic writing to get out from under, a call for us to inculcate a Basic Writing Across the Curriculum. It is time yet again to move away from the concept that basic writers are in need of remedies, in part because all composition courses are in some sense remedial, and to a greater degree because the &quot;illness&quot; that we seek to remedy is in being at least discursively other-cultural. Within this essay there are reflections, speculations, considerations of how to go about what is demanded of us--enculturation and assimilation--while doing what it is we believe we ought to do--promote critical consciousness, something that many of us in many disciplines seek to do, even if those in other disciplines are unaware of the term.
Becoming the Change: A Critical Evaluation of the Changing Face of Life Science, as Reflected in the NGSS
Author: Bowman, Larry L., Jr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Academic Standards,State Standards,National Standards,Science Curriculum,Correlation,High Schools,Secondary School Science,Biology,Conventional Instruction,Educational Change,Critical Thinking,Science Process Skills,Scientific Research,Scientists,Teachers,Cooperation,Faculty Development,Genetics,Cytology,Ecology,Evolution,Biodiversity,Inquiry,Molecular Biology

Twenty-six states voluntarily partnered to provide leadership and guidance for the purpose of adoption of the Next Generation Science Standards (NGSS). However, a need exists to examine the NGSS versus state standards to better understand changes in curriculum and instruction to make their implementation successful for all states. The present study correlates a set of state science standards from the NGSS leadership team (Tennessee) to the NGSS for High School Biology/Life Sciences, as a model, and examines the changes from a traditional biology curriculum to a dynamic set of standards that teach the technical skills and critical thinking needed in these scientific fields. The NGSS addresses a move from dated scientific quandaries and proposes standards supported by cutting edge scientific research and literature. Partnerships between scientists and educators allow for the information exchange necessary to implement the changes in scientific research in K-12 instruction. Professional development opportunities that include direct partnerships with scientists foster the continued understanding and skills required to teach science.