ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Teams in the Engineering Classroom and Beyond: Setting up Students for Success. CRLT Occasional Paper No. 29
Author: Finelli, Cynthia J.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Teamwork,Engineering Education,Cooperative Learning,College Students,Peer Relationship,Group Dynamics,Interaction,Accountability,Interpersonal Competence,Evaluation,Assignments,Heterogeneous Grouping,Student Behavior,Skill Development,Peer Evaluation

There is wide demand for engineering graduates to be capable of working well in teams. The engineering accreditation body (ABET, www.abet.org) has responded to this need by requiring engineering programs to demonstrate that their graduates have &quot;an ability to function on multidisciplinary teams&quot; (Haag, Froyd, Coleman, &amp; Caso, n.d.), and many engineering instructors have integrated the use of student teams into their courses. The characteristics of effective student teams have been widely studied, and there is ample research on what makes student teams succeed. Johnson, Johnson, and Smith (2007), for example, define five traits of effective student teams, and they note that each one is critical for success. The five traits are: (1) positive interdependence; (2) individual accountability; (3) face-to-face interaction; (4) interpersonal and small-group skills; and (5) assess its performance. The purpose of this Occasional Paper is to provide instructors with a framework for ensuring that student teams possess these five traits and are set up for success. A sample peer evaluation form is appended.
Development and Assessment of Self-Agency and the Ability to Innovate and Take Risks. TLTC Paper No. 3. CRLT Occasional Paper No. 34
Author: Kusano, Stephanie M.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Self Efficacy,Innovation,College Students,Risk,Student Development,Evaluation Methods,Student Characteristics,Teaching Methods,Student Evaluation

The Transforming Learning for the Third Century (TLTC) initiative funds projects that seek to promote students' self-agency and their ability to innovate and take risks. The Provost Task Teams on Engaged Learning and Digital Instruction define this learning goal as follows: &quot;Students must know how to observe the opportunities and capacities of human communities, understand where new or existing ideas or systems could bring value within those communities, and be able to act effectively in order to drive sustained and positive change to provide that value&quot; (Third Century Initiative Student Learning, http://thirdcentury.umich.edu/ student-learning/). This paper begins by defining the interrelated concepts of self-agency, innovation, and risk-taking. After discussing the relevance of these capacities for student development, effective approaches to fostering them will be offered. The paper concludes with a selection of appropriate measures for assessing these outcomes.
Pathways to STEM Initiative (PSI): Evaluation Report for an Investing in Innovation (I3) Development Grant
Author: Nakamoto, Jonathan
Date: 2017-05-05
Type: Reports - Research
Subjects: STEM Education,Educational Innovation,Grants,Middle School Students,Middle School Teachers,Science Teachers,Program Implementation,Student Projects,Extracurricular Activities,Faculty Development,Comparative Analysis,Conventional Instruction,Science Achievement,Teacher Attitudes,Experimental Groups,Control Groups,Grade 6,Grade 7,Grade 8,Scoring Rubrics,Educational Technology,Technology Uses in Education,Program Effectiveness,Clubs,Summer Programs,Tutoring,Criterion Referenced Tests,Statistical Analysis,Teacher Surveys,Student Surveys

The purpose of this study was to assess the impact of the Pathways to STEM Initiative (PSI) on students and science teachers and to describe the level of PSI implementation. One group of middle schools participated in PSI, which included project-based science, technology, engineering, and math (STEM) coursework; extra-curricular STEM opportunities for students; and teacher professional development. A multivariate matching algorithm was used to identify a comparison group of schools that received the participating district's standard science curriculum. The students in the study schools were 62% Hispanic/Latino, 17% Black/African American, and 12% White. Additionally, 23% of the students were English language learners. The study compared students' science achievement and teachers' beliefs about science and attitudes toward STEM across the treatment and comparison schools and assessed the fidelity of implementation of critical program components. Student impact analyses indicated that participation in PSI for one year for 6th graders and two years for 7th and 8th graders did not improve students' science achievement. Teacher impact analyses did not show that PSI had an effect on the science teachers' beliefs about science and attitudes toward STEM. Results from the implementation study did not reveal consistently high levels of implementation of PSI in the four participating middle schools. PSI could have a positive impact on students and teachers in different settings and/or when the intervention is implemented with higher fidelity to the program model. Given these possibilities, further research on PSI is warranted. The following are appended: (1) Pathways to STEM Initiative (PSI) Logic Model; (2) Comparison School Selection; (3) Baseline Balance Testing; (4) Impact Analyses; and (5) Implementation Findings from Year 1.
Development and Assessment of Student Creativity. TLTC Paper No. 2. CRLT Occasional Paper No. 33
Author: Hallman, Samantha K.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Critical Thinking,Creativity,Skill Development,Intercultural Communication,Social Responsibility,Ethics,Interpersonal Communication,Cooperation,Teamwork,Self Efficacy,Innovation,Student Development,College Students,Student Characteristics

Students need to develop a variety of critical thinking and interpersonal skills in order to contribute successfully to today's increasingly globalized world. The Office of the Provost at the University of Michigan has implemented a plan known as Transforming Learning for a Third Century (TLTC) as part of its broader Third Century Initiative. This plan aims to foster development of such skills, with special emphasis on five distinct learning goals: (1) creativity; (2) intercultural engagement; (3) social/civic responsibility and ethical reasoning; (4) communication, collaboration and teamwork; and (5) self-agency, and the ability to innovate and take risks. The TLTC learning goal, Creativity, focuses on developing educational opportunities to foster students' creative processes and capacities to create new works and ideas. This goal also seeks to promote an understanding that creativity is not a rare gift to the few, but a fundamental human trait that can be developed and expanded. This paper begins with a review of the various ways in which creativity has been conceptualized and a discussion of the importance of creativity. It then goes on to briefly summarize different approaches to fostering creativity among students and ends with a discussion on how to assess creativity, with an emphasis on choosing appropriate measures.
Development and Assessment of Intercultural Engagement. TLTC Paper No. 1. CRLT Occasional Paper No. 32
Author: Kusano, Stephanie M.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Thinking Skills,Interpersonal Competence,Skill Development,Creativity,Cultural Awareness,Social Responsibility,Citizenship Responsibility,Ethics,Communication Skills,Cooperation,Teamwork,Self Concept,Innovation,Values,Decision Making,College Students

Students need to develop a variety of critical thinking and interpersonal skills in order to contribute successfully to today's increasingly globalized world. The Office of the Provost at the University of Michigan has implemented a plan known as Transforming Learning for a Third Century (TLTC) as part of its broader Third Century Initiative. This plan aims to foster development of such skills, with special emphasis on five distinct learning goals: (1) Creativity; (2) Intercultural engagement; (3) Social/civic responsibility and ethical reasoning; (4) Communication, collaboration, and teamwork; and (5) Self-agency, and the ability to innovate and take risks. The intercultural engagement goal is focused on fostering students' understanding of the role of values and culture in driving decisions, and supporting students as they develop the flexibility to work with others who have different values. More so than any previous generation, it is important for the University of Michigan to offer students opportunities to practice communicating and working with others from many different cultures and background experiences in intelligent, productive, and respectful ways. Aligned with previous TLTC Occasional Papers, this paper begins with a discussion of what intercultural engagement means and how it is conceptualized in the literature, followed by a discussion of the importance of this goal for student development. A summary of different approaches to promote intercultural engagement will then be offered. This paper concludes with an examination of how to assess these skills with an emphasis on choosing appropriate measures.
Empowering Ontario: Transforming Higher Education in the 21st Century
Author: Colleges Ontario (Canada)
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Change,Higher Education,Educational Practices,Colleges,Universities,Creativity,Innovation,Knowledge Management,Educational Objectives,Educational Quality,Educational Trends,Equal Education,Access to Education,Educational Opportunities,Transfer of Training,Technological Literacy,Apprenticeships,Experiential Learning,Productivity,Sustainability,Credits

This paper outlines a series of transformational changes to position colleges to help achieve the vision articulated by the Ontario government in its 2012 discussion paper, &quot;Strengthening Ontario's Centres of Creativity, Innovation and Knowledge&quot;--namely, that &quot;Ontario's colleges and universities will drive creativity, innovation, knowledge, and community engagement through teaching and research. They will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high-quality, and globally competitive outcomes for students and Ontario's creative economy.&quot; The leaders of Ontario's colleges believe that if these changes are adopted, the province will be better positioned to address the many challenges outlined in the government's position paper, which will ensure that Ontario's students and the economy are well-equipped to take on the world in the challenging environment of the future.
Investigating High School Students' Use of Extramural English: A Scale Development Study
Author: Coskun, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,English (Second Language),Language Usage,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Second Language Learning,Likert Scales,Statistical Analysis,Correlation,Gender Differences,Course Selection (Students),Language Proficiency,Leisure Time,Factor Analysis

For students learning English as a foreign language (EFL), using English outside the classroom is as important as participating in the classroom activities. By developing the Extramural English Use Scale, this study aims to explore the frequency of high school students' Extramural English (EE) in relation to the listening, speaking, reading and writing skills depending on different variables. 292 students in a state high school in Turkey were given the 5-point Likert type scale including 34 items, and the data were analyzed using SPSS 22.0. After the reliability and validity analysis, independent samples t-test, ANOVA and Pearson correlation analysis were used to reveal whether the frequency of EE use differs depending on the variables of gender, course selection and perceived English level. It was found that the frequency of EE use differs depending on these variables. It was also revealed that the frequency of EE use is low, and thus it is suggested that students should be encouraged to engage in EE activities.
Orientations towards English among English-Medium Instruction Students
Author: Karakas, Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language of Instruction,Student Surveys,Student Attitudes,Semi Structured Interviews,Language Usage,Language Proficiency,Ideology,Native Speakers,Questionnaires,Undergraduate Students,Statistical Analysis,Goal Orientation,Written Language,Oral Language,Qualitative Research

Based on the empirical data of my PhD research, this paper analyses the perceptions of 351 undergraduate students enrolled at English-medium universities towards English in terms of the language ideology framework. The students were purposively sampled from three programs at three Turkish universities. The data were drawn from student opinion surveys and semi-structured interviews. The findings paint a blurry picture, with a strong tendency among most students to view their English use as having the characteristics of dominant native varieties of English (American English &amp; British English), and with a high percentage of students' acceptance of the distinctiveness of their English without referring to any standard variety. The findings also show that many students' orientations to English are formed by two dominant language ideologies: standard English ideology and native speaker English ideology. It was also found that a large number of students did not strictly stick to either of these ideologies, particularly in their orientation to spoken English, due, as argued in the main body, to their experiences on language use that have made them aware of the demographics of diverse English users and of the diverse ways of using English.
Use of Laptops in the Classroom: Research and Best Practices. CRLT Occasional Paper No. 30
Author: Zhu, Erping
Date: 2011-00-00
Type: Reports - Research
Subjects: Laptop Computers,Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Student Attitudes,Attention,Learner Engagement,Surveys,College Students,Teaching Methods,Classroom Environment

Across campus, laptops and other mobile devices, such as iPads and smartphones, are appearing in greater numbers in the classroom. In a CTools survey of 1,415 U-M students conducted in Winter 2010, over 50% of respondents reported bringing their laptops to class at least once per week (USE Lab, Digital Media Commons, 2010). Many faculty see this trend as an opportunity for more innovative teaching, and they are exploring ways to leverage this technology to increase student engagement during lecture. However, other faculty worry about potential distractions that mobile devices could introduce into their classrooms. This Occasional Paper presents the results of a CRLT research study that examined student perceptions of how laptops affect attentiveness, engagement, and learning, and the authors suggest guidelines for using laptops and other mobile devices effectively in the classroom. This paper discusses how laptops can be an effective tool for promoting student learning if faculty plan carefully for how and when they will ask students to use their laptops, rather than simply allowing students to bring them to class.
Teaching in the Cloud: Leveraging Online Collaboration Tools to Enhance Student Engagement. CRLT Occasional Paper No. 31
Author: Hershock, Chad
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Learner Engagement,Cooperation,Interviews,Cooperative Learning,Online Courses,Collaborative Writing,Teamwork,Student Projects,Group Activities,Grantsmanship,Literature,Engineering,Chemistry,Animation,Biomechanics,Inquiry,Genetics,Social Work,Business,Electronic Publishing,Diaries,Critical Thinking,Disabilities,Linguistics,Political Science,Higher Education

The rapid proliferation of technology can have profound effects on the evolution of teaching, learning, scholarship, and governance in higher education (Katz, 2008). However, instructors report that simply &quot;keeping up&quot; with new instructional technologies, let alone integrating them productively into one's teaching, can be a significant challenge (Sorcinelli, Austin, Eddy, &amp; Beach, 2006; Zhu, Kaplan, &amp; Dershimer, 2011). This Occasional Paper describes how instructors at the University of Michigan are currently using online collaboration tools (hereafter OCTs) in a variety of disciplines and teaching contexts to enhance student engagement and course management. Based on these cases and faculty interviews, the authors also outline recommendations for implementing OCTs effectively and efficiently in teaching.
The Effect of Second Life on Speaking Achievement
Author: Güzel, Serhat
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Online Courses,Speech Skills,Language Skills,English (Second Language),College Students,Experimental Groups,Control Groups,Interviews,Pretests Posttests,Conventional Instruction,Teaching Methods,Technology Uses in Education,Educational Technology,Program Effectiveness,Foreign Countries,Statistical Analysis,Drills (Practice)

The number of studies that focus on the impact of Second Life (SL) as a virtual language learning tool on speaking achievements of EFL learners is quite limited. Thus, this paper aims to provide insight for SL's effect on Turkish EFL learners' speaking achievement levels. Forty-four EFL learners from Balikesir University participated in this experimental research. The participants were divided into two groups as an experimental group of 20 learners and a control group consisting of 24 students. An interview grading their speaking performance was administered to both groups as pre-test and post-tests. While the control group participants took traditional speaking classes, the experimental group did the same speaking activities on SL. Considering the interview scores, results indicated that learners who used SL had a better performance than the ones who participated in traditional activities.
Turkish EFL Learners' Perceptions of Native English-Speaking Teachers and Non-Native English-Speaking Teachers in Higher Education
Author: Karakas, Ali
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Language Teachers,Native Speakers,English (Second Language),Second Language Instruction,Student Attitudes,College Students,Questionnaires,Likert Scales,Interviews,Attitude Change,Personality Traits,Teacher Characteristics,Teacher Competencies,Pretests Posttests,Content Analysis,Statistical Analysis

The question of what makes a good teacher of English has aroused researchers' interest for many years, and the existing studies comparing NESTs (native English-speaking teachers) and NNESTs (non-native English-speaking teachers) have focused mostly on students' perceptions of these teachers. The current study aims to explore in the first phase if there is a meaningful difference between Turkish EFL learners' perceptions of NESTs and NNESTs on their first encounter with them. The second phase explores whether any changes have occurred in students' preconceptions regarding NESTs within the course of time. The participants are 120 Turkish monolinguals from a private university. Quantitative data was collected through questionnaires consisting of Likert-scale items in both phases. An interview session was added to the second phase to obtain more in-depth insights into students' perceptions. The findings showed that students had neutral perceptions of NESTs and NNESTs. However, in the second phase, the data analysed via qualitative content analysis demonstrated that students' perceptions were found to have positively changed for NESTs, particularly in terms of personality dimension. In both phases, students perceived NESTs in linguistic and professional dimensions, and NNESTs in pedagogical dimension rather positively. The following are appended: (1) Sample papers displaying adjectives/phrases associated to teachers; (2) Questionnaire; and (3) Interview Protocol.
Turkish Lecturers' Views on the Place of Mother Tongue in the Teaching of Content Courses through English Medium
Author: Karakas, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Language of Instruction,Foreign Countries,Turkish,Native Language,Teacher Attitudes,Foreign Students,Code Switching (Language),Higher Education,College Faculty,Semi Structured Interviews,Qualitative Research,Educational Policy,Intellectual Disciplines,Content Analysis

One consequence of higher education institutions' efforts to internationalize themselves is the adoption of English medium instruction (EMI) in teaching. This is particularly the case in non-Anglophone countries. Although researchers have extensively canvassed the place of English in English as a foreign language (EFL)/English as a second language (ESL) in such countries, little has been researched on the place of mother tongue in EMI programmes. This study aims to fill this gap by investigating the place of mother tongue in EMI courses. Data were garnered via interviews with EMI lecturers. The analyses indicate that lecturers are largely supportive of integration of Turkish into classes to varying degrees, and of letting students use it for certain purposes. Those against using Turkish in classes mainly underscore the presence of international students, and the institutional policy urging them to use English. The results offer practical implications for policy-makers and lecturers in terms of how they can adjust themselves to the current linguistic environment of their institutions Turkish lecturers' views on the place of mother tongue in the teaching of content courses through English medium. An appendix contains interviewee profiles.
Students' Perceptions of Their First-Year University Experience: What Universities Need to Know
Author: Soiferman, L. Karen
Date: 2017-00-00
Type: Reports - Research
Subjects: College Freshmen,Student Experience,Student Attitudes,Student College Relationship,Student Problems,Foreign Countries,Student Surveys,College Students,Academic Persistence,Differences,Withdrawal (Education),Course Selection (Students),Coping,Anxiety,Expectation

The purpose of this study was to discover some of the difficulties that first-year students have when they begin university. It was important to get the students to articulate those difficulties, in their own words, so that a better understanding could be attained. As expected, most of the difficulties centred on the institution itself. Students felt alienated from the university in terms of other students, the staff members, and their instructors. They were overwhelmed with the difference between their secondary schools and the university despite knowing that there would be differences. Some of the issues they dealt with when they first entered the university were very basic such as discovering where their classrooms were, where the washrooms were, and how to find the library. They also dealt with loneliness because they did not have friends who attended the same university and they found it difficult to make friends. In addition, the website for the university was bewildering and not easy to navigate for most of the students who responded to the survey. There were suggestions offered, by the students, as to what universities can do to better support and retain first-year students as they make the transition to higher education. An appendix contains the Survey on First Year Experience.