ethanporcaro/eric-fulltext-meta huggingface dataset:
Common Core: Teaching Optimum Topic Exploration (TOTE)
Author: Karge, Belinda Dunnick
Date: 2015-00-00
Type: Journal Articles
Subjects: State Standards,Guidance Programs,Educational History,Educational Policy,Program Implementation,Teacher Role,Teaching Methods,Educational Practices,Elementary Secondary Education

The Common Core has become a household term and yet many educators do not understand what it means. This article explains the historical perspectives of the Common Core and gives guidance to teachers in application of Teaching Optimum Topic Exploration (TOTE) necessary for full implementation of the Common Core State Standards. An effective teacher must be a facilitator of learning, not a guardian of knowledge. The teacher should open the door for students to explore, create and think. Exceptional educators of the past--e.g. Piaget, Vygotsky, and Dewey - provide the education field with thoughts verifying the critical importance of the involvement of both educators and students in the learning process. This article gives current educators suggestions from the research of past experts to create strong lessons using the Common Core.
Using Animation to Improve the Students' Academic Achievement on Bipolar Junction Transistor
Author: Zoabi, W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Animation,Teaching Methods,Academic Achievement,Engineering Education,Electronics,Electronic Equipment,Visual Aids,College Students,Foreign Countries,Pretests Posttests,Thinking Skills,Scores,Comparative Analysis,Statistical Analysis

Teaching abstract subjects to students studying towards a degree in electronics practical engineering (a degree between a technician and an engineer) requires didactic tools that enable understanding of issues without using advanced mathematics and physics. One basic issue is the BJT (Bipolar Junction Transistor) that requires preliminary knowledge of semiconductor basics and modern physics, which is not addressed in the curriculum. Existing teaching methods reinforce students' tendency to use familiar formulas, without discussing the BJT internal structure and without comprehending the nature of the current. Therefore, it is not surprising that students do not understand the manner in which the current flows in a device that can be described as two back-to-back diodes. This article shows preliminary results of a study in which a computer animation was developed in order to depict the dynamic processes in BJT, and compares the academic achievements of students who learned BJT via animation to those who learned via static diagrams. 41 students were randomly divided into two groups, 21 students in the experimental group and 20 students in the control group. The experimental group received explanations including animation while the control group received traditional explanations using a blackboard but no animation. A comparison was made between the students' achievements in both groups via a pretest. After learning about BJT, a posttest and new comparison was conducted. The comparison referred to two categories: A. Total score on the test; B. Score on questions that require higher level of thinking. The pretest results showed no significant difference between the groups' achievement. In contrast the results of the posttest were significant, showing a 12-point advantage in the average total score, and about a 14-point advantage in the average on higher level thinking questions in the experimental group as opposed to control group. Thus, while the results of the study are preliminary, it is encouraging and important to present the results.
Developing Students' Autonomy and Self-Regulation through a Co-Teaching Research Methods Experience
Author: Fabregas Janeiro, Maria G.
Date: 2008-00-00
Type: Journal Articles
Subjects: Team Teaching,Personal Autonomy,Foreign Countries,International Cooperation,Educational Cooperation,Teaching Methods,Graduate Students,Doctoral Programs,Online Surveys,Semi Structured Interviews,College Faculty,Course Descriptions,Doctoral Dissertations,Independent Study,Research Methodology,Metacognition,Databases,Expertise,Teaching Styles,Academic Achievement,Outcomes of Education

The College of Human Sciences at Oklahoma State University (OSU) and Universidad Popular Autónoma del Estado de Puebla (UPAEP) decided to offer Pedagogy Doctoral students from Mexico a 3 week co-teaching research methods experience. Two professors, one from each institution (OSU and UPAEP), designed the syllabus to offer a co-teaching experience in the United States. The objective of the course was to enhance students' success in their research dissertation project, contributing to develop students' autonomy and self-regulation while offering Mexican students an international experience at OSU and at the same time allowing students to access OSU facilities, including the library databases and different research software. Two evaluations were conducted to assess the effectiveness of the course and the impact in the students' autonomous learning. The first assessment was conducted at the end of the course through a semi-structured personal interview. The second evaluation was conducted six months after concluding the experience and included one on-line survey. During both evaluations the students agreed that a co-teaching experience was beneficial because the course combined two kinds of expertise and the teaching styles of both professors. The study concluded that co-teaching experience was useful in the students' journey to become autonomous learners and the level of understanding of the topics studied, the students' self-directed and self-regulated process and the achievement of the students' expectations.
Collaborating for Success: Team Teaching the Engineering Technical Thesis
Author: Keating, Terrence
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering Education,Team Teaching,Foreign Countries,Theses,Writing Instruction,English (Second Language),Accreditation (Institutions),Student Attitudes,Teacher Attitudes,Surveys,Likert Scales,Educational Benefits,Educational Quality

This paper will examine the collaborative teaching process undertaken at College of the North Atlantic-Qatar (CNA-Q) by Engineering and the Communication faculties to improve the overall quality of engineering students' capstone projects known as the Technical Thesis. The Technical Thesis is divided into two separate components: a proposal stage (Tech Thesis 1--investigative) and a technical/presentation stage (Tech Thesis 2--final written and oral communicative report). It involves a complex blending of experimentation, technical information and data with competent formal technical report writing skills. In an EFL (English as a Foreign Language) environment, this challenge is formidable for students as it involves high technical as well as linguistic competencies. In an effort to gain accreditation from the Canadian Technology Accreditation Board (CTAB), a standing committee of The Canadian Council of Technicians and Technologists (CCTT) which provides national accreditation for over 240 post-secondary engineering technology and applied technology programs in Canada, the School of Engineering realized student results on the Technical Thesis at CNA-Q needed marked improvement. A pilot project, started during the 2008-2009 academic year, brought engineering faculty from various fields (Chemical Processing, Electrical, Mechanical, Process Automation and Telecommunications) together with writing faculty from the Communications Department to take on the task of improving final Tech Thesis results through co-delivery. Specifically, this paper will examine: (1) the process of developing the collaborative teaching approach at CNA-Q; (2) its perceived value by the stakeholders (faculty and students); (3) the ongoing challenges associated with its delivery; and (4) the overall level of improvement in student performance on the Technical Thesis as a result of the collaboration.
Application of Wikis with Scaffolding Structure in Laboratory Reporting
Author: Ge, Changfeng
Date: 2012-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Collaborative Writing,Group Activities,Laboratories,Reports,Technical Writing,Cooperative Learning,Case Studies,Engineering Education,Web 2.0 Technologies,Computer Uses in Education,Feedback (Response),Observation,College Instruction,College Students,Instructional Effectiveness,Student Surveys

This work demonstrates how a Wiki can be mapped into different learning stages during group-based lab reporting via an adequate scaffolding structure. The scaffolding structure of the Wiki-based group report is comprised of six constructs in sequence: Appendix, Methods, Results, Analysis, Introduction and Conclusion. The scaffolding structure was developed with the intention of integrating a cooperative learning element into the Wiki's collaborative learning platform. A case study based on a Mechanical Engineering Technology (MET) lab was presented in the study to describe in detail how the group lab report was developed with the Dashboard Wiki. The Wiki compiled data from 42 group reports and student feedback. Lab observations were collected to determine if the Wiki with scaffolding structure, as an instructional tool, had a positive impact on student learning.
Hispanic College Students Library Experience
Author: Lumley, Risa
Date: 2015-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Student Experience,Undergraduate Students,Academic Libraries,Library Role,Relevance (Education),Barriers,User Satisfaction (Information),Electronic Libraries,Library Materials,Library Services,Library Research,Demography,Information Seeking,Student Attitudes

This study looks at undergraduate Hispanic students' interpretations and current perceptions of the academic library's purpose, usefulness and value. What are the reasons to use the library? What are the barriers to use? This study will examine academic libraries' move toward electronic library materials and what it means for Hispanic students. The results of this study will help academic libraries at Hispanic Serving Institutions to better understand how they are currently being perceived and what they need to do to market themselves and their collections to better serve Hispanic students.
Design-Build-Write: Increasing the Impact of English for Specific Purposes Learning and Teaching in Aeronautical Engineering Education through Multiple Intelligences Task Design
Author: Tatzl, Dietmar
Date: 2011-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Engineering Education,Aerospace Education,Multiple Intelligences,Task Analysis,Problem Solving,Mathematics Skills,Design,Writing Instruction,Technical Writing,Foreign Countries

This article presents an English for Specific Purposes (ESP) task developed for teaching aeronautical engineering students. The task Design-Build-Write rests on the assumption that engineering students are skilled at mathematical reasoning, problem solving, drawing and constructing. In Gardner's 1983 Multiple Intelligences (MI) theory, these skills strongly correspond to the logical-mathematical, bodily-kinesthetic and spatial intelligences. The current task combines creativity, innovation and problem solving with the description of technical concepts. An enthusiastic learner response in class suggests that the target group of aeronautical engineering students could be engaged and captivated by this assignment.
Assessment of an Engineering Technology Outreach Program for 4th-7th Grade Girls
Author: Dell, Elizabeth M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Females,Grade 4,Grade 5,Grade 6,Grade 7,Engineering Education,Women Faculty,Laboratory Experiments,Outreach Programs,STEM Education,Middle School Students,Science Interests,Student Interests,Workshops,College School Cooperation,Hands on Science,College Students,Student Surveys,Program Effectiveness,Student Attitudes,Bachelors Degrees

This paper describes a workshop led by female Engineering Technology students, with support from female faculty, to provide an introduction to Engineering Technology to 4th-7th grade girls through a series of interactive laboratory experiments. This outreach program was developed to improve attitudes towards science and engineering in middle school-aged girls by making science tangible and fun. The workshop takes place on a college campus and makes use of four different Engineering Technology laboratories. Each lab activity includes a hands-on experiment, beginning with an overview of the engineering technology discipline and a brief description of the theories related to the experiment. The day culminates with a panel session between the participants and the college students. An ancillary outcome of the program is that it serves as a community building event for female Engineering Technology college students. Connections are developed between the students and between students and faculty in the college. The college students gain the satisfaction of influencing the attitudes of participants and develop critical communication skills. An attitude survey given to participants before and after the workshop shows that participation in these workshops results in a more positive attitude towards science and technology. College student volunteers were also surveyed after the workshop to determine the impact of their participation. A full workshop description is given in this paper as well as analysis of the assessment results for the participants and the college students.
Corporal Punishment in Schools: Theoretical Discussion and Personal Experience
Author: Alsaif, Omar Abdulaziz
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Punishment,Student Behavior,Behavior Problems,Child Abuse,Classroom Techniques,Discipline

This paper ponders the lasting effects of corporal punishment on students. The paper first considers the benefits and faults of corporal punishment by comparing the experiences of two generations of students and teachers. Starting with the definition of corporal punishment as applied locally and globally, the paper analyzes the reasons for its use, and the rationale of those who defend its legitimacy. The paper concludes with a discussion of the impact of the decision to ban corporal punishment in Saudi Arabian schools on Saudi students and its consequences from the students' perspective.
Effects of Numeric Representation of Women on Interest in Engineering as a Career
Author: Creamer, Elizabeth G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Engineering,Engineering Education,Career Choice,Undergraduate Study,Educational Experience,Mixed Methods Research,Multivariate Analysis,Student Attitudes,Questionnaires,Surveys,Academic Persistence,Regression (Statistics),Undergraduate Students,Student Interests

Little is known about how the presence of women influences undergraduates' experiences in engineering. This paper presents results from a mixed methods, multivariate, and multi-institutional study to determine the impact of the numeric representation of women on the intent to be employed in engineering following graduation. Results from the analysis of both quantitative and the qualitative data suggests that numbers matter because it contributes to the perception that women have the skills, abilities, and interests to succeed in engineering.
Grading and Assessments: Correlations of Variables Affecting Teaching and Course Assessments
Author: Ellis, Joyce L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Grading,Student Evaluation of Teacher Performance,Correlation,College Faculty,College Students,Grade Point Average,Universities,Business Administration Education,Regression (Statistics)

Faculty assessments are a hot topic in academia. Mostly considered an unproven statistic holding the professor hostage for a good grade, the benefits are still in discussion. At course end, we expect students to have the ability to analyze what we think they should have learned. In reality, most students do not have the maturity to realize correlation for what you put into your education is what you get out. Consensus is that it does not happen the way we plan. Adding to the assessment issue is the clear fact that today most universities are adjunct professor-driven. Given these facts, the authors have statistically studied teaching assessments and associated grade point averages (GPA) representing academic rigor at a major non-profit university over the past three years. The authors' hypothesis is that there is no correlation between the two statistics. This paper reviews the literature, provides the study methodology, and presents the findings.
Active Learning through the Use of Virtual Environments
Author: Mayrose, James
Date: 2012-00-00
Type: Journal Articles
Subjects: Active Learning,Educational Technology,Technology Uses in Education,Computer Simulation,Simulated Environment,Program Effectiveness,Learner Engagement,Student Attitudes,Preferences,Student Motivation,Conventional Instruction,Hierarchical Linear Modeling,Computer Software,Grade 4,Elementary School Students,Geography

Immersive Virtual Reality (VR) has seen explosive growth over the last decade. Immersive VR attempts to give users the sensation of being fully immersed in a synthetic environment by providing them with 3D hardware, and allowing them to interact with objects in virtual worlds. The technology is extremely effective for learning and exploration, and has been widely adopted by the military, industry and academia. This current study set out to study the effectiveness of 3D interactive environments on learning, engagement, and preference. A total of 180 students took part in the study where significant results were found regarding preference for this new technology over standard educational practices. Students were more motivated when using the immersive environment than with traditional methods which may translate into greater learning and retention. Larger studies will need to be performed in order to quantify the benefits of this new, cutting edge technology, as it relates to understanding and retention of educational content.
Teambuilding, Innovation and the Engineering Communication Interface
Author: Prescott, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teamwork,Engineering,Engineering Education,Administration,Communication Skills,Interdisciplinary Approach,Cooperation,Problem Solving,Skill Development,Educational Innovation,Personnel Management,Planning,College Libraries,Library Services

Recent engineering industry-based research has identified a number of skill deficiencies in graduating engineers. Emphasis on communication and teamwork informed by attributes of self management, problem solving and mutual accountability have been recognized as important needs by The Engineering Accreditation Commission of ABET of the United States and are now required in undergraduate course material. The Engineering College at the American University of Sharjah has recognised this reality with the development of a course in language enhancement and professional communication centred on engineering multidisciplinary projects (EMDPs). This paper will outline four innovative practices that together inform this course; team-building, teamwork management, collaborative problem solving, resource management. Brief illustrative descriptions of: team-building through the use of the Belbin Team Role Inventory; management of teamwork development via planning and documentation; personnel and collaborative problem solving and interactive information sources hosted via a LibGuide will elaborate these innovative practices.
Development and Evaluation of an Undergraduate Multidisciplinary Project Activity in Engineering and Design
Author: Smith, David R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Engineering Education,Foreign Countries,College Freshmen,Program Development,Program Evaluation,Learning Experience,Feedback (Response),Surveys,Student Attitudes,Accreditation (Institutions),Transfer of Training,Employment Potential,Graduates,Student Projects,Case Studies,Teaching Methods

The School of Engineering and Design Multidisciplinary Project (MDP) at Brunel University is a one week long project based activity involving first year undergraduate students from across the School subject areas of Electronic and Computer Engineering, Mechanical Engineering, Civil Engineering and Design. This paper describes the main aims of the MDP and gives an overview of how it has developed over the last four years to become a key part of the engineering undergraduate programme at Brunel University. The paper then presents an in-depth evaluation of the MDP, following the collection of 114 survey responses from students across all four subject areas and all four academic years that have participated in the activity, to assess the impact of the MDP on the student learning experience throughout the period of undergraduate study. The paper also discusses feedback about the MDP obtained from the relevant professional bodies that accredit Brunel University undergraduate engineering programmes, and representatives from the Brunel Placement and Careers Centre, to assess their opinions of the usefulness of the project activity in developing key transferable skills and enhancing the employability of Brunel graduates. The findings of this study will ensure the continued success of the MDP in future academic years and also provide a case study of a large scale multidisciplinary group project teaching activity that may prove useful to those considering or currently developing such activities at other higher education institutions.
Creating a Model for High Impact Practices at a Large, Regional, Comprehensive University: A Case Study
Author: McMahan, Shari
Date: 2008-00-00
Type: Journal Articles
Subjects: Case Studies,Learner Engagement,School Size,Student Participation,Study Abroad,Grade Point Average,Dormitories,Research Projects,Educational Practices,Undergraduate Students,Academic Achievement

Student engagement in High Impact Practices (HIPs) has been gaining the attention of higher education leaders and researchers. When students are actively engaged in the learning process they report greater gains in learning and personal development. Students involved in HIPs show better retention, higher GPA and succeed in graduating college in a timely manner. Less advantaged students benefit even more when they participate in these practices. As university funding models are becoming performance based, HIPs are more important in ensuring students success. The following presents a case-study at a large, regional, comprehensive university California State University Fullerton in Southern California. In 2013, the Strategic Plan was implemented at CSUF. The plan contained four goals. Goal number two was to &quot;improve student persistence, increase graduation rates University-wide, and narrow the achievement gap for underrepresented students.&quot; One of the objectives for this goal was to &quot;Increase participation in High-Impact Practices (HIPs) and ensure that 75% of CSUF students participate in at least two HIPs by graduation.&quot; How do you get a university of over 38,000 students to have 75% of the students participating in HIPs? A strategic plan task force was created to define HIPs, create an assessment report on HIP outcomes (focusing on increased retention and graduation rates), and develop a system for creating HIPs on a campus as large as CSUF (a result of the AAC&amp;U experience). This case study describes their preliminary work.