ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing Foodborne Illness in Côte d&apos;Ivoire: Connecting the Classroom to the Community through a Nonmajors Course-Based Undergraduate Research Experience
Author: Smith, Marie A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Food,Communicable Diseases,Foreign Countries,Nonmajors,Undergraduate Students,Student Research,Student Experience,STEM Education,Public Health,Self Concept,Science Process Skills

The integration of course-based undergraduate research experiences (CUREs) into science, technology, engineering, and mathematics (STEM) laboratory curricula has provided new avenues to engage students at all levels in discovery-based learning. Empirical research demonstrates that CUREs have the potential to foster students' development of scientific process and reasoning skills, attitudes, motivations, and persistence in STEM. Yet, these outcomes are largely reported for studies conducted in the United States, Canada, Europe, and Australia. It therefore remains unclear to what extent CUREs are impactful for students enrolled in alternate international university contexts. To address this concern, we conducted a quasi-experimental mixed methods study to investigate the impact of a one-semester food microbiology and public health (FMPH) CURE on nonmajors students' development of science identity, science communication and process skills, science community values, and science-society perceptions at a private institution in Côte d'Ivoire, West Africa. Content analysis of students' end-of-semester research poster products and thematic analysis of student responses to post-semester open-ended survey items revealed positive gains with respect to student learning and student perceptions of the relevancy of their research to diverse audiences. Paired t-test analyses of pre-/post-semester closed-ended survey responses likewise indicated significant gains in students' science identity and science community values development as well as their confidence in handling and treating foods to reduce the bacterial load on those foods. Collectively, these findings suggest that the FMPH CURE was a meaningful and relevant learning experience capable of promoting students' growth as scientists and scientifically-minded citizens.
AJEDI in Science: Leveraging Instructor Communities to Create Antiracist Curricula
Author: Miller, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Racism,Curriculum Development,Communities of Practice,Introductory Courses,Social Justice,Equal Education,Diversity,Inclusion,Educational Environment,Disproportionate Representation,Microbiology,Undergraduate Students,Student Research,Student Experience

Gateway college science courses continue to exclude students from science, disproportionately discriminating against students of color. As the higher education system strives to reduce discrimination, we need a deliberate, iterative process to modify, supplement, or replace current modalities. By incorporating antiracist, just, equitable, diverse, and inclusive (AJEDI) principles throughout course design, instructors create learning environments that provide an antidote to historically oppressive systems. In this paper, we describe how a community of microbiology instructors who all teach Tiny Earth, a course-based undergraduate research experience, created and rapidly integrated antiracist content and pivoted to an online format in response to the social unrest and pandemic of 2020. The effort strengthened an existing teaching community of practice and produced collective change in classrooms across the nation. We provide a perspective on how instructor communities of practice can be leveraged to design and disseminate AJEDI curriculum.
Moving towards More Diverse and Welcoming Conference Spaces: Data-Driven Perspectives from Biology Education Research Scholars
Author: Wilton, Mike
Date: 2022-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Biology,Science Education,Environmental Influences,Diversity,STEM Education,Teacher Collaboration,Researchers,Interpersonal Relationship,Institutional Cooperation,Faculty Development,Inclusion,College Environment

Academic conferences are integral to the dissemination of novel research findings and discussion of pioneering ideas across all postsecondary disciplines. For some participants, these environments are spaces to develop new collaborations, research projects, and social bonds; however, for others, conferences can be a place of marginalization and outright hostility. To assess how diverse individuals experience conference spaces, we interpreted results from a conference climate survey filled out by 198 of 482 registrants of the Society for the Advancement of Biology Education Research (SABER) West 2021 conference. Analysis of the survey data was conducted by six biology education researchers, who in addition to raising conference participant voices, provide insights, and next steps whose implementation can promote greater participant equity, representation, and engagement in future science, technology, engineering, and math (STEM) education conferences specifically and potentially all academic conference spaces more broadly.
Enhancing Students&apos; Learning Outcomes through MALL in TOEFL Preparation Class for Railway Mechanical Technology
Author: Pratiwi, Damar Isti
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Outcomes of Education,Test Preparation,Teaching Methods,Language Tests,English (Second Language),Transportation,English for Special Purposes,Foreign Countries,Human Resources,Labor Force Development,Intensive Language Courses

This study attempts to investigate students' learning outcomes in TOEFL preparation class through Mobile Assisted Language Learning (MALL) for Railway Mechanical Technology. The program was designed as a TOEFL preparation class that utilized Google Form, Quizizz, and Kahoot! As game-based learning (MALL platform). It was a case study on the 3rd year students of the Indonesian Railway Polytechnic (N=46). The observation was conducted during 20 meetings (40 hours). The data were collected through pre-test and post-test, then analyzed using descriptive statistics, paired t-test, Pearson r correlation, and Cohen d effect size. The passing grade score determined by the college (480) was also an additional consideration analysis. The results indicate significant impacts and a large effect on students' learning outcomes after joining the English Intensive Program through MALL in TOEFL preparation class. Nonetheless, the program implementing MALL had a moderate correlation and was less effective in enhancing students' learning outcomes. These findings shed light on the benefits and constraints of implementing MALL in the English Intensive Program. Moreover, some recommendations are given for teachers/instructors in TOEFL preparation class.
Effective or Impractical? Discussing Students&apos; Perceptions toward Learning Management Systems in English Language Learning
Author: Suriaman, Aminah
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Management Systems,English (Second Language),Student Attitudes,Language Tests,Universities,Departments,Instructional Effectiveness,Undergraduate Students,Teacher Student Relationship,College Faculty,Foreign Countries

Universities or institutions currently use the Learning Management System (LMS) platform as an e-learning platform. It may be utilized successfully as a platform to engage students in a classroom context. This study aims to determine the use of the learning management system (LMS) in English language learning based on analyzing students' perceptions and to establish whether the platforms used contributed to the learning goals in the English Department at Tadulako University. The research design utilizes the descriptive qualitative research method. The study's findings indicated that learners expressed both sides of using the LMS platform in English language learning; practical and impractical perception. It is effective because the LMS platform improved their comprehension, promoted independent learning, inspired students to complete all tasks and quizzes, and eventually allowed students to achieve good learning outcomes. Meanwhile, for impractical usage, the LMS platform has network instability and limited opportunity for real-time discussion and gets immediate feedback from lecturers. However, the benefits of the LMS platform outweigh its drawbacks.
Teacher Satisfaction with the Availability of Assistive Technologies for Students with Sensory Impairments in Inclusive Schools
Author: Albalhareth, Ali Hamad
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Assistive Technology,Blindness,Visual Impairments,Students with Disabilities,Deafness,Hearing Impairments,Perceptual Impairments,Access to Education,Gender Differences,Foreign Countries,Inclusion

This study investigates teacher satisfaction with available assistive technology (AT) for students with sensory impairments in their classrooms. The study group included teachers of deaf and hard of hearing (Dhh) and blind and visually impaired students in Najran region, a southern city in the Kingdom of Saudi Arabia. The findings suggest that teachers of students with sensory impairments feel that their schools should provide them with updated AT to better serve their students. Additionally, the results indicate that satisfaction with the available AT was not impacted by the teacher's gender. This study reinforces that more AT must be provided for students with sensory impairments. In addition to increasing the availability of AT, schools should educate teachers on techniques associated with implementing AT in their classrooms. This study confirms the importance of the technology in the educational process and the success of achieving its objectives.
Analysis of the Relationships between School Children&apos;s Technology Addiction and School Achievement
Author: Almagul, Mukhamedkhanova
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Use,Addictive Behavior,Social Media,Internet,Video Games,Academic Achievement,Study Habits,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Age Differences,Instructional Program Divisions,Low Achievement

In this study, the relationship between gaming, social media and internet addiction, which are within the scope of technology addiction, and school achievement and study behavior was examined. The sample of the study consisted of 240 students studying in grades 5-8 of 4 schools in Almaty, Kazakhstan. The study was designed in the comparative relational survey model and is descriptive in nature. In the study, a questionnaire was used as a data collection method. In this context, &quot;Internet Addiction Scale&quot;, &quot;Digital Game Addiction Scale&quot;, &quot;Social Media Addiction Scale&quot; and &quot;Study Behavior Scale&quot; were used in the research. T and F tests were used in the analyses made with SPSS 26.0 program. As a result of the study, it was determined that the technology addictions of the students participating in the research differed in terms of gender and grade level variables. In the study, social media addiction of female students was found to be high, while digital game addiction was found to be high in male students. It was also observed that technology addiction increased as the class level increased. Finally, students with low achievement and study behavior levels were found to have high technology addictions.
Education Racial and Gender Disparities in COVID-19 Worry, Stress, and Food Insecurities across Undergraduate Biology Students at a Southeastern University
Author: Correia, Kelly M.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Diversity,Stress Variables,Anxiety,In Person Learning,Blended Learning,Hunger,Racial Differences,Ethnicity,Geographic Location,Gender Differences,Rural Urban Differences,College Students,Mental Health,Undergraduate Students

The global spread of the novel coronavirus first reported in December 2019 led to drastic changes in the social and economic dynamics of everyday life. Nationwide, racial, gender, and geographic disparities in symptom severity, mortality, and access to health care evolved, which impacted stress and anxiety surrounding COVID-19. On university campuses, drastic shifts in learning environments occurred as universities shifted to remote instruction, which further impacted student mental health and anxiety. Our study aimed to understand how students from diverse backgrounds differ in their worry and stress surrounding COVID-19 upon return to hybrid or in-person classes during the Fall of 2020. Specifically, we addressed the differences in COVID-19 worry, stress response, and COVID-19-related food insecurity related to race/ethnicity (Indigenous American, Asian/Asian American, black/African American, Latinx/Hispanic, white, or multiple races), gender (male, female, and gender expressive), and geographic origin (ranging from rural to large metropolitan areas) of undergraduate students attending a regional-serving R2 university, in the southeastern U.S. Overall, we found significance in worry, food insecurity, and stress responses with females and gender expressive individuals, along with Hispanic/Latinx, Asian/Asian American, and black/African American students. Additionally, students from large urban areas were more worried about contracting the virus compared to students from rural locations. However, we found fewer differences in self-reported COVID-related stress responses within these students. Our findings can highlight the disparities among students' worry based on gender, racial differences, and geographic origins, with potential implications for mental health of university students from diverse backgrounds. Our results support the inclusion of diverse voices in university decisioning making around the transition through the COVID-19 pandemic.
Dominant Factors Influencing the Performance of Principals of Vocational High Schools
Author: Darwin
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Job Satisfaction,Administrator Attitudes,Principals,Public Schools,Vocational High Schools,Foreign Countries,Job Performance

This study aims to determine the effect of self-efficacy, job satisfaction, and perceptions of position on the performance of principals of public vocational high schools in DKI Jakarta Province. The research was conducted using a survey method. The data were analyzed using path analysis. The population of this study was 61 school principals in six cities/districts. This research questionnaire tested 21 school principals. Therefore, using proportional random sampling, the sample for this study was 40 school principals who were selected proportionally and randomly. The results of the study are as follows: (1) there is a positive direct effect of self-efficacy on the performance of school principals, (2) there is a positive direct effect of job satisfaction on the performance of school principals, (3) there is a positive direct effect of position perceptions on the performance of school principals, (4) there is a positive direct effect of self-efficacy on job satisfaction, and (5) there is a positive direct effect of self-efficacy on perception of position.
A Mixed-Methods Study of a Poster Presentation Activity, Students&apos; Science Identity, and Science Communication Self-Efficacy under Remote Teaching Conditions
Author: Leone, E. Austin
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Public Speaking,Self Concept,Self Efficacy,Web Based Instruction,Undergraduate Students,Student Research,Student Experience,Science Education,Electronic Learning

Disseminating and communicating scientific findings is an acknowledged part of the research experience, but few science programs include explicit undergraduate curricula for practicing oral science communication. Course-based undergraduate research experiences (CUREs) can provide opportunities for students to practice science communication, but few studies describe or assess authentic oral science communication activities within CUREs, and none do so under hybrid conditions. The existing literature lacks substantial evidence for how science communication activities impact students' science identity and science communication self-efficacy, specifically regarding research posters. To address this, we collected students' quantitative and qualitative perceptions of science identity and science communication self-efficacy in a hybrid CURE and collected students' qualitative perceptions of presenting their research remotely at a virtual poster symposium. We found that students' science identity and science communication self-efficacy improved significantly, as well as benefits and complaints about presenting research virtually, namely, reduced stress, a more comfortable atmosphere, but a murkier communication channel. Our results should prove valuable to educators interested in improving students' science identity and science communication self-efficacy, especially when limited to a virtual or hybrid format, as affective factors strongly impact students' persistence in science.
Fidelity of Implementation as a Guiding Framework for Transitioning Research-Based Instructional Practices from on Site to Online
Author: Arneson, Jessie B.
Date: 2022-00-00
Type: Journal Articles
Subjects: In Person Learning,Electronic Learning,Fidelity,Evidence Based Practice,Biology,Science Instruction,Undergraduate Students,Graduate Students,College Faculty,Educational Change

In this Perspective, we contribute to the &quot;Journal of Microbiology &amp; Biology Education&quot; special issue &quot;Opportunities and Challenges of Online Instruction--Blurring the Lines Between Online and On-Site Teaching and Learning&quot; by introducing a framework to guide instructors in transitioning from on-site to online instruction. The discipline-based education research community has produced a significant literature base demonstrating the effectiveness of various research-based instructional practices (RBIPs) that support student learning in face-to-face environments. However, little is known about how to transport these practices into the online environment. We introduce fidelity of implementation (FOI) as a framework for considering how to adapt RBIPs for online contexts while maintaining the integrity of the aspects of the practice that are thought to support student learning. We use our own experience responding to the global pandemic to provide rich examples of how FOI was used to anticipate challenges in transitioning online and describe how it was used to adapt an RBIP for online instruction.
Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic
Author: Donham, Cristine
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,COVID-19,Pandemics,STEM Education,Blended Learning,In Person Learning,Electronic Learning,Teaching Methods,Cognitive Processes,Difficulty Level,Undergraduate Students,Low Income Students,Minority Group Students

While many STEM (science, technology, engineering, and mathematics) instructors returned to in-person instruction in fall 2021, others found themselves continuing to teach via online, hybrid, or hybrid flexible (i.e., hyflex) formats. Regardless of one's instructional modality, the findings from our own and other studies provided insight into effective strategies for increasing student engagement and decreasing cognitive overload. As part of this perspective, we included data from undergraduate students, many of whom are first generation and low income and from marginalized backgrounds, to identify instructional practices that helped them thrive and succeed during the recent COVID-19 pandemic. More specifically, we explored the various pedagogies and technologies utilized during emergency remote teaching to identify best practices as we considered the future of teaching. In sharing best practices at our institution, we aimed to provide a framework for deep reflection among the readers and the identification of practices to start, stop, and/or continue at their own institutions.
National Summer Undergraduate Research Project (NSURP): A Virtual Research Experience to Deliver REAL (Retention, Equity, Access, and Life-Changing) Outcomes for Underrepresented Minorities in STEM
Author: Johnson, Michael D. L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Summer Programs,Undergraduate Students,Student Research,Student Projects,Student Experience,School Holding Power,Equal Education,Access to Education,Minority Group Students,STEM Education,COVID-19,Pandemics,Distance Education,Electronic Learning

Summer undergraduate research experiences (SUREs) provide important onramps to secondary STEM graduate degrees and subsequent careers. Studies demonstrate that these experiences increase the likelihood of students advancing to a graduate-level STEM degree, positively impact STEM identity and confidence, and imbue a sense of professional belonging. In 2020, COVID-19 shutdowns eliminated many in-person SUREs. In response, we launched the National Summer Undergraduate Research Project (NSURP). While NSURP addressed an immediate need for a flexible research experience, we found that this model extends access to underrepresented minorities because it provides authentic research experiences for students who are unable to travel to a research location, and/or who have familial responsibilities that necessitate a flexible work model, and/or students facing financial challenges. What began as an emergency summer research program for undergraduates to address laboratory closures resulted in what we believe is a necessary and normalized addition to the undergraduate STEM training and preparation repertoire.
Online and In-Person Learning Preferences during the COVID-19 Pandemic among Students Attending the City University of New York
Author: Banks, Diane Price
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,In Person Learning,College Students,Student Attitudes,School Closing,STEM Education,Courses,Correlation,Grades (Scholastic),Academic Achievement,Learning Modalities,Barriers

The widespread disease outbreak of SARS-CoV-2 in early 2020 elicited mandated shutdowns of all facilities not considered essential to include academic institutions. Many educational institutions had to find a way to transition into online learning modalities rapidly. This study investigates whether a relationship between students' perceptions of online learning and their academic achievement during the coronavirus outbreak exists. We hypothesized that (i) students would rate the online modality more negatively than the in-person module, (ii) STEM courses would be rated more negatively than non-STEM courses, and (iii) there was a positive correlation between grades achieved and student perceptions of the online course modality. The study found that students rated online courses more negatively than in-person courses. There were significant differences in student achievement and perception based on the course type. The study found a weak yet positive relationship between student achievement and perception of learning modality. Future studies should continue to evaluate the effects of mandated online learning on the mastery and achievement of learning outcomes. The implications from these findings can help institutions improve e-learning modules.