ethanporcaro/eric-fulltext-meta huggingface dataset:
Interteaching: Discussion Group Size and Course Performance
Author: Truelove, Jacob C.
Date: 2013-05-00
Type: Journal Articles
Subjects: Discussion Groups,Small Group Instruction,Large Group Instruction,Undergraduate Students,Teaching Methods,Grades (Scholastic),Tests,Instructional Effectiveness

Researchers have yet to examine whether discussion group size affects student performance in an interteaching-based course. In the current study, we addressed this question by manipulating discussion group size (smaller groups of 2 students vs. larger groups of 4 students) across 2 sections of an undergraduate psychology course. We found no significant differences between the sections on 6 unit exams, on a cumulative final exam, and in the total number of points earned across the semester. A sample preparation guide from the course is also presented. (Contains 1 table, 1 figure, and 1 footnote.)
Academic Achievement in First Generation College Students: The Role of Academic Self-Concept
Author: DeFreitas, Stacie Craft
Date: 2013-02-00
Type: Journal Articles
Subjects: Academic Achievement,First Generation College Students,Self Concept,Mathematics Skills,Verbal Ability,Urban Schools,Grade Point Average,Ethnicity,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,Socioeconomic Status,Questionnaires,Multivariate Analysis

This study examined whether verbal and math self-concepts could help explain the academic performance of first generation college students. Participants were 167 ethnically diverse students at an inner city, commuter, 
open-enrollment, four-year university in the southwestern United States. Results indicated that students with lower verbal and math self-concepts had lower grade point averages. Furthermore, there were ethnic differences 
among first generation college students in grade point average with Whites performing better than African Americans and Latinos. In addition, Asians and Latinos had higher math self concept than African Americans. The 
potential for academic self-concept as an important factor in increasing the academic performance of first generation students is discussed. (Contains 2 tables.)
Experiential Learning: Exploring Its Long-Term Impact on Socially Responsible Behavior
Author: Caulfield, Jay
Date: 2013-05-00
Type: Journal Articles
Subjects: Experiential Learning,Social Responsibility,Graduate Students,Program Effectiveness,Urban Areas,Poverty,Sustainability,Semi Structured Interviews,Social Problems,Student Attitudes,Attitude Change,Consciousness Raising,Knowledge Level,Qualitative Research,Longitudinal Studies

Today's students are exposed to world events that require considerable 
cross cultural understanding and recognition that education is far more than 
learning facts about specific disciplines and diverse groups while sitting in a 
classroom. For the past several decades, research in education has repeatedly demonstrated that adults learn effectively through experience. However, does experiential learning, when designed specifically to heighten awareness of a significant social problem, evoke socially responsible behavior specific to that problem in the long run? Employing a qualitative longitudinal research design involving 25 graduate students as participants, this study explored that question. Findings indicated that 94.7% of participants who reported a high impact learning experience when participating in experiential learning while enrolled in a graduate class also reported engaging in socially responsible behavior because of that learning experience. In some instances, the socially responsible behavior continued for as long as three years after the class had ended. (Contains 4 tables.)
Enhancing Curriculum through Service Learning in the Social Determinants of Health Course
Author: Rooks, Ronica Nicole
Date: 2013-05-00
Type: Journal Articles
Subjects: Service Learning,Health Education,Experiential Learning,Undergraduate Students,College Faculty,Career Development,School Community Relationship,Social Differences,Pretests Posttests,Student Research,Interviews,Content Analysis,Student Attitudes,Administrator Attitudes,Community Organizations,Student Surveys,Mixed Methods Research

Service learning bridges classroom learning and community volunteerism and is anchored in the curriculum, classroom discussion, and 
community. We incorporated service learning projects (SLP) into three Social Determinants of Health courses (2008-2010) to promote: experiential learning; undergraduate scholarship; faculty career development through the scholarship of teaching and learning; and collaborative university-community research to reduce social inequalities in health. We examined whether SLP facilitated student learning of course concepts. We used mixed methods analyzing students' (n = 25) pre-/post-test surveys, research papers, and site supervisors' (n = 17) interviews. Despite positive survey ratings, results showed decreased student agreement about SLP facilitating student learning. Content analysis revealed specific student themes: finding SLP rewarding for future public health careers; aligning student interests with community-based organizations (CBOs)' goals; and valuing 
interactive experiences with CBOs' clients. Students gained beneficial career development skills with CBOs but needed better preparation for their SLP by increased discussion of their and CBOs' expectations. (Contains 5 tables.)
Demystifying Instructional Innovation: The Case of Teaching with Case Studies
Author: Kantar, Lina D.
Date: 2013-05-00
Type: Journal Articles
Subjects: Instructional Innovation,Case Method (Teaching Technique),Learning Theories,Constructivism (Learning),Behaviorism,Nursing Education,Piagetian Theory,Learner Engagement,Independent Study,Generalization,Learning Processes,College Instruction,Foreign Countries,Teaching Methods,Cognitive Processes,Behavior Change

Issues emerging from instructional innovation are inevitable, yet basing 
any curriculum shift on a theoretical framework is paramount. This paper 
grounds the case-based pedagogy in three learning theories: behaviorism, 
cognitivism, and constructivism. The three theories are described and situated in relation to the case study method. An in-depth exploration of the assumptions of each theory helped to identify and analyze several issues that emerged upon the implementation of the case-based pedagogy in a nursing curriculum. In line with the three pedagogical standpoints, and after an extensive literature review, measures are proposed to improve the quality of student learning in a case-based curriculum, and principles are derived to support educators in their teaching with case studies. The application of the three learning theories may be especially useful to educators and instructional leaders when shifting paradigms. By describing the key challenges that educators may face with instructional innovation and the usefulness of the cognitivist, behaviorist, and constructivist perspectives in providing explanations and recommendations, provides a beginning research base for improving pedagogies. Failure to employ theories of 
learning in similar educational shifts may hinder the progress of any intended curriculum transformation. (Contains 2 tables.)
Family Context Predictors of Math Self-Concept among Undergraduate STEM Majors: An Analysis of Gender Differences
Author: Rinn, Anne N.
Date: 2013-05-00
Type: Journal Articles
Subjects: STEM Education,Mathematics Skills,Self Concept,Family Environment,Socioeconomic Status,Social Support Groups,Undergraduate Students,Predictor Variables,Gender Differences,Mothers,Educational Attainment,Research Universities,Fathers,Interaction,Correlation

The purpose of the current study was to examine four family context 
variables (socioeconomic status, mother's level of education, father's level of 
education, and perceived family social support) as predictors of math self-concept among undergraduate STEM majors to better understand the gender differential in math self-concept. Participants included 499 undergraduates (75% of whom were female) at a large research university in the southwestern United States. Results indicated that males had higher math self-concepts than females and that social support predicted math self-concept, particularly for males. (Contains 2 tables and 2 figures.)
Using Content Reading Assignments in a Psychology Course to Teach Critical Reading Skills
Author: Van Camp, Debbie
Date: 2013-02-00
Type: Journal Articles
Subjects: Liberal Arts,College Students,Reading Skills,Writing Skills,Content Area Reading,Psychology,Teaching Methods,Reading Comprehension,Females,Pretests Posttests,Reading Instruction,Instructional Effectiveness,Student Attitudes,Critical Reading,Student Surveys

Liberal arts students are expected to graduate college with fully developed critical reading and writing skills. However, for a variety of reasons these skills are not always as well developed as they might be--both during and upon completion of college. This paper describes a reading assignment that was designed to increase students' discipline-specific reading and writing skills. The assignment was piloted in a mid-level social psychology class. Pre-test/post-test comparisons indicate substantial improvement in students' ability to identify thesis statements, recognize and interpret evidence, and other effective and critical reading skills. Furthermore, students themselves rate the assignment as efficacious in helping them with both their reading comprehension and writing skills. (Contains 1 table and 1 figure.)
Cooperative Learning and Peer Evaluation: The Effect of Free Riders on Team Performance and the Relationship between Course Performance and Peer Evaluation
Author: Dingel, Molly J.
Date: 2013-02-00
Type: Journal Articles
Subjects: Cooperative Learning,Peer Evaluation,Teamwork,College Students,Correlation,Student Projects,Sociology,Grading,Grades (Scholastic),Reports

Cooperative learning has gained popularity in higher educational settings. However, assigning grades equitably to all team members in a way that rewards them for their contributions remains challenging. In this paper, we ask whether having free riders on a team lowers the quality of submitted work, and whether students' course performance correlates with peer evaluations. In an introductory sociology course, 101 students were organized into 20 teams; each team completed a set of three papers. Students were evaluated by the quality of work submitted and peer evaluations. For statistical analysis, we organized the teams into one of three groups, among which we compared average paper grades: group one contained teams with free riders, group two contained teams that may have free riders, and group three contained teams with no free riders. We found that teams with free riders did not submit significantly lower quality work than teams without free riders. We also statistically analyzed the relationship between student course performance and their peer evaluation, and found that students' performance in the course showed little correlation with their peer evaluations. Our results indicate that free riders do not depress the grades of non-free rider students. We also found that students' peer evaluations do not correlate with their course performance, a finding which warrants further research. (Contains 3 tables, 3 footnotes, and 3 figures.)
Changing Attitudes and Facilitating Understanding in the Undergraduate Statistics Classroom: A Collaborative Learning Approach
Author: Curran, Erin
Date: 2013-05-00
Type: Journal Articles
Subjects: Cooperative Learning,Problem Based Learning,Problem Solving,Teaching Methods,Discussion (Teaching Technique),Statistics,Communities of Practice,Mastery Learning,Teamwork,Student Attitudes,Peer Teaching,STEM Education,Undergraduate Students,Instructional Effectiveness

Collaborative and problem-based learning strategies are theorized to be effective methods for strengthening undergraduate science, technology, engineering, and mathematics education. Peer-Led Team Learning (PLTL) is a collaborative learning technique that engages students in problem solving and discussion under the guidance of a trained peer facilitator. This comparative study investigates the impact of a PLTL-based learning community program on both content mastery and dispositions of undergraduate students taking an introductory course in applied statistics. Results suggest that students participating in the learning community program acquired significantly greater content mastery in statistics when compared to non-participating peers. Moreover, the learning community experience may provide students with a buffer against developing the negative attitudes and perceptions that often pervade the undergraduate applied statistics classroom. (Contains 7 tables and 1 figure.)
MOOCs: Tips for Enrollment Professionals
Author: Fomin, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Course Descriptions,Teaching Methods,Enrollment,Course Content,College Faculty,Internet,Social Networks,Network Analysis,History,Noncredit Courses

Massive Open Online Courses (MOOCs) are courses offered for free for any students with an internet connection. Many institutions now offer 
free MOOCs, including prestigious state universities and private schools. MOOCs are differentiated from ordinary online classes in several ways. Some MOOCs may have as many 50,000 students enrolled in a course at the same time. Most courses are tuition-free. Most MOOCs do not count for college credit, except in California. Successful MOOC students do receive a certificate of completion from the hosting institution. This article presents tips on how enrollment professionals in the U.S. can encourage students and parents to enroll in massive open online courses. It describes how MOOC's are being used today, such as in interactive textbooks for flipped classrooms and in corporate training. Several tips are presented to show how students, parents, faculty, and enrollment and admission professionals can benefit from using MOOC's. For the enrollment professional, enrolling in a MOOC is an opportunity not only to learn something new, but also to gain an intimate understanding of how MOOCs work. Thus, the author describes her impressions of three courses she took as a &quot;lurker&quot; at the University of Michigan, hosted at Coursera.org, in order to see the techniques, content, technology and pedagogy being used. The author concludes that she found the MOOC to be very positive and suggests that institutions can use this exciting new technology to assist students in their search for the college or university of their dreams.
Admission Rhetoric and Academic Self-Efficacy: The Importance of First Communications for Conditionally Admitted Students
Author: Stewart, Joyce
Date: 2013-00-00
Type: Journal Articles
Subjects: College Admission,Admission Criteria,Letters (Correspondence),Language Usage,At Risk Students,Self Efficacy,College Preparation,College Applicants,Communication Strategies,Communities of Practice

This article advocates for increased attention on the college admission letter to strengthen conditionally admitted students' academic self-efficacy as they begin the college experience. Although first communications are often considered perfunctory, the language of admission materials has strong potential to help at-risk students begin college with a mindset for success.
Admission Denied: A Case Study of an Ex-Offender
Author: Custer, Bradley D.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Admission,College Applicants,Admission Criteria,Criminals,Case Studies

As human services professionals, we in higher education value helping people and often get personally invested in their stories. The people we serve, primarily students, face challenges in applying and paying for college, completing coursework and degrees, and finding employment after
graduation. Along the way, college administrators strive to provide support through policy-driven programs and services. However, the special admission policy for students with felony convictions may be contradictory to the philosophy of higher education (Custer, 2013). Upon investigation,
what I observed raised more questions than answers, and the essence of my confusion springs from a single college applicant's story. This article, a case study at one institution, is meant to spark reflection about the way admission offices treat the students who may need higher education the most: ex-offenders.
Gender Inequity in the National Merit Scholarship Program
Author: Nankervis, Bryan
Date: 2013-00-00
Type: Journal Articles
Subjects: Gender Bias,Scholarships,Scores,College Entrance Examinations,Prediction,Gender Differences,Test Bias,Cutting Scores,Standardized Tests,Test Validity,Selection Criteria,Sex Fairness,Reading Achievement,Writing Achievement,Mathematics Achievement

This article investigates gender inequity in the National Merit Scholarship Competition. Results suggest the competition favors males due to their higher mean score on the mathematics section and greater variability on all sections of the PSAT, which shares differential validity concerns with the SAT in terms of gender. These instruments are designed to predict first-year college success, but have historically under-predicted the abilities of girls compared to boys. Reasons for this disparity are explored and through a
statistical analysis utilizing data provided by the College Board, it is predicted that most National Merit semifinalists and finalists are male despite the fact that the majority of participants in the competition are female. This study underscores the problematic practice of using PSAT cutoff scores as the sole measure of merit in the first two phases and SAT scores in the final stage of the National Merit Scholarship Competition, a selection process that runs contrary to best practices in the use of standardized tests. (Contains 4 tables and 1 footnote.)
It's Only Technology If It Happens after You Are Born
Author: Levine, Arthur
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Influence of Technology,Technological Advancement,Technological Literacy,Science and Society,Focus Groups,Technology Uses in Education,Mass Media Use,College Admission,Parent Participation,Social Networks

A focus group of undergraduates at a university in the western US were asked how they were coping with the digital revolution, the tidal wave of new apps, devices, and communication choices. One student seemingly glibly dismissed the questions, saying, &quot;It's only technology if it happens after you are born.&quot; In this regard, traditional undergraduates (18--25 years of age who largely attend college full time) and nontraditional students (older and more likely to be working full-time while attending college parttime) pose dramatically different challenges for colleges and universities. To benchmark the digital habits of today's traditional and non-traditional students, the author's conducted a study of undergraduates between the 2006 and 2012 academic years, including a survey of a nationally representative sample of 5,000 undergraduates, two national surveys of chief student affairs officers and focus group interviews on 33 campuses with diverse student groups, as well as meetings with student affairs staff and student leaders (modeled on similar studies from the late 1970s and early 1990s).(Contains 1 table.)
How Much is Enough? Rethinking the Role of High School  Courses in College Admission
Author: Kretchmar, Jen
Date: 2013-00-00
Type: Journal Articles
Subjects: Role,High Schools,College Admission,Advanced Placement Programs,Dual Enrollment,Grade Point Average,College Freshmen,Correlation,Educational Benefits

At many of the colleges and universities that attract the most applicants, the high-school course of study is a critical component of the evaluation. Many schools advise their candidates that they must take the most difficult course of study available at their high schools to have a chance of earning admission. Students can feel intense pressure to take more Advanced Placement (AP), International Baccalaureate (IB) and dual enrollment (DE) courses than they can handle, sometimes even more during their senior year of high school than they will take at any one time in the elite colleges to which they seek admission. As a result, many students engage in the practice of extreme programming--taking 10, 15 and sometimes as many as 20 college-level courses during their high-school careers. To maximize the number of college-level courses they take, these students sometimes sacrifice other activities that might arguably make them better students and their lives more enjoyable and fulfilling. They can also come to their colleges and universities exhausted. In response, students, parents and counselors are asking: How much is enough? The Office of Undergraduate Admissions at the University of North Carolina (UNC) at Chapel Hill recently attempted to answer this question by examining the relationship between the number of college-level courses taken during high school by the enrolling first year students and the cumulative grade-point average earned by these students after their first year of study at the university. (Contains 2 tables and 1 graph.)
Undermining the Master Plan: Divestment in Higher Education and Student Experiences
Author: Johnson-Ahorlu, Robin N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Experience,Higher Education,Barriers,Educational Finance,Retrenchment,Public Policy,Graduation Rate,School Holding Power,Data Analysis,Financial Exigency,Financial Problems,Policy Analysis,Institutional Survival,State Colleges

Nationally, state funding to higher education has significantly decreased. Ironically, the trend of state divestment in higher education coincides with federal and state policies geared toward increasing degree completion rates. Through an analysis of qualitative data gathered at California higher education institutions, this paper highlights how cuts to educational funding create academic barriers for students. This can have implications for how students progress toward degree completion and undermine efforts to increase completion rates. (Contains 1 table, 1 figure, and 4 footnotes.)
Matching International Enthusiasm with Diversity Commitment
Author: Smith, Michael J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Recruitment,College Admission,Minority Group Students,Affirmative Action,Student Diversity,Court Litigation,Educational Finance,Higher Education

It will come as no surprise to most admission professionals that enrollment pressures related to the economic downturn of the last five years have placed American postsecondary education in the middle of a spinning plate, slipping and sliding as it tries to accommodate more students with fewer financial resources from federal and state governments, as well as the challenge
of dwindling investment (endowment) income.This article discusses the need for diversity and commitment from U.S. universities to increase enthusiasm for foreign student recruitment. It notes that cooperative societies have been formed by universities to attain efficiency and cost control. The partnership between schools and private sector recruiting firms have risen.