ethanporcaro/eric-fulltext-meta huggingface dataset:
Modalities of Faculty Engagement with the Scholarship of Teaching and Learning
Author: Suart, Celeste
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,College Faculty,Teacher Attitudes,Scholarship,Barriers,Evidence Based Practice,Educational Trends,Foreign Countries

This article reports on a mixed-methods study examining the ways in which faculty and staff engage with the Scholarship of Teaching and Learning (SoTL) at a medium-sized research-intensive university in southern Ontario, Canada. Survey data was collected from fifty-six faculty and staff respondents, along with eight faculty completing follow-up semi-structured interviews. We found respondents used multiple engagement modalities to stay informed on SoTL literature, carry out SoTL research, and disseminate their findings. Barriers to SoTL participation include lack of dedicated time, limited formal SoTL training, and inexperience with different disciplinary norms found in SoTL articles. Participants emphasized the importance of collaborative SoTL inquiry, highlighting in particular the benefits of partnering with students on scholarly projects. Additionally, participants underscored the importance of implementing evidence-based teaching strategies. Our findings mirror trends in the literature regarding SoTL engagement activities, barriers to participation, and faculty perceptions of SoTL. This study contributes novel insight into the ways faculty choose to engage with SoTL and common obstacles, as well as suggestions for how teaching and learning centers can use engagement data to better support faculty and staff SoTL scholars.
Creating Trauma-Informed Higher Education Classrooms: Exploring Undergraduate and Graduate Student Perceptions
Author: Wells, Tommy
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Trauma Informed Approach,Classroom Environment,Student Attitudes,Educational Practices,Student Needs,Educational Attainment,College Faculty

Colleges and universities may desire to become more trauma-informed in light of our growing understanding of the impact that trauma can have on student outcomes. However, there has been little research on what strategies and practices colleges and universities should implement to become more trauma-informed. One approach to this work could be to start in the college classroom to determine which trauma-informed strategies and practices are most beneficial to students with an understanding that undergraduate and graduate students may have different needs. In this study, I surveyed 60 School of Education students, including both undergraduate and graduate students, to evaluate their perceptions of the importance of specific trauma-informed strategies and practices in the classroom, as well as their perceptions of how trauma-informed the host university is overall. Both undergraduate and graduate students believed the host university is moderately trauma-informed. However, there was a perceived significant difference between undergraduate and graduate students as to how important specific trauma-informed classroom strategies and practices were. I discuss the importance of faculty reflecting on various trauma-informed strategies and practices they could implement in the classroom.
Aiming for Alignment: Faculty and Student Perspectives on Effectively Teaching First-Generation Students
Author: Ansari Ricci, Leila
Date: 2023-00-00
Type: Journal Articles
Subjects: Alignment (Education),College Faculty,Teacher Attitudes,First Generation College Students,Student Attitudes,Instructional Effectiveness,Graduate Students,Teacher Behavior

First-generation college students comprise a sizable number of the student population in colleges and universities across the nation. As faculty are tasked with teaching and supporting these students in their courses, it is important to consider the alignment of faculty perspectives and the needs of first-generation students. This study explored the perspectives of 176 post-baccalaureate students and 54 faculty at a large, urban Hispanic-serving university in California, with nearly 77% of the campus population consisting of first-generation students and 65% of Latinx students. Data collection consisted of surveys completed by faculty as well as first-generation and non-first-generation students. Although first-generation and non-first-generation students did not differ significantly in their ratings of faculty's teaching practices, the means were lower for more items among the first-generation students. Findings also indicate that greater alignment is needed between how faculty teach and what first-generation students need to succeed, most notably in the lower ratings of faculty teaching by students versus faculty themselves and the differing themes emerging from qualitative analyses of participants' responses.
The Oral Exam--Learning for Mastery and Appreciating It
Author: Akkaraju, Shylaja
Date: 2023-00-00
Type: Journal Articles
Subjects: Cheating,Prevention,Oral Language,Test Format,Physiology,Undergraduate Students,Thinking Skills,Benchmarking,Drills (Practice),Online Courses,Mastery Learning,Outcomes of Education,Concept Formation,Clinical Experience,Student Attitudes,Evaluation Methods,Student Evaluation,Anatomy,Course Descriptions,Scaffolding (Teaching Technique),Formative Evaluation

To reduce academic dishonesty and strengthen learning outcomes, I adopted in-depth oral examinations as my benchmark and summative assessments in a Human Anatomy &amp; Physiology course taught in an online asynchronous setting. This decision led my students and me down the transformative path of mastery learning. This was a &quot;threshold experience&quot; for my students who were learning how to think and express themselves as physiologists. This was also a threshold experience for me as I explored the scope of the oral examination in promoting skill acquisition while nurturing a relationship-rich learning environment. By employing &quot;deliberate practice&quot; principles including basic drills, one-on-one weekly check-ins, and small group recitation sessions, students exceeded benchmarks for conceptual understanding, mastery of fundamentals, and application of concepts to clinical scenarios. Students consistently reported that they were happy within this learning environment. With meticulous planning, it is possible to motivate students to learn for mastery and acquire expertise by employing oral exams as the pivotal assessment strategy in an online course thereby also making academic dishonesty almost irrelevant.
Traditional, Mixed-Mode, and Online Instruction for Microbial Metabolism before and during COVID-19
Author: Thibaut, Dylan
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,In Person Learning,COVID-19,Pandemics,Metabolism,Science Instruction,Teaching Methods,Scientific Concepts,Concept Formation,College Science,College Students,Science Tests,Scores

As COVID-19 restrictions are removed, instructors are faced with two questions: should the course be taught online, via mixed-mode, or through traditional methods, and what effect did online instruction have on students in the course in regards regarding enrolled across eight semesters of metabolism courses using traditional, mixed-mode, and online methods. Post-hoc analysis of a repeated-measures ANOVA determined that while mixed-mode outperformed traditional methods on metabolism exams involving introductory concepts on the first exam (4.47 ±4.24, p= 0.012) and on the cumulative final exam (8.15 ±4.24, p= &lt;0.001), traditional methods were superior to both mixed-mode (9.21 ±4.24, p= &lt;0.001) and online methods (6.37 ±5.76, p= 0.006) at teaching alternative pathways of metabolism and lipid, nucleotide, and amino acid synthesis pathways. All methods showed poor student scores on glycolysis, TCA cycle, oxidative phosphorylation topics. Online methods performed nearly equally to mixed-mode, though there was not a significant difference on the first exam's content as was found with mixed-mode. It is evident that, based on this study, a different approach to teaching basic central metabolic cycles such as glycolysis, the TCA cycle, and the electron transport chain is necessary to improve student understanding of these topics.
International Parents Navigating Parental Involvement in a U.S. School: A Call for Intentionally Responsive Schools
Author: Gil, Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Nationals,Parents,Parent Participation,Parent Attitudes,Acculturation,Expectation,Parent School Relationship,Cultural Awareness

Focusing on a group of international parents who came to the United States as visiting scholars, graduate students, or their partners, this qualitative study delineates the nature of their experiences as they navigated learning about parental involvement in a U.S. school. Despite the parents' extensive formal schooling in their home countries, they still experienced parental involvement as a process of adaptation to and discovery of expectations and permitted forms of involvement in the United States. They often learned of opportunities informally through contact with other parents. The school personnel with whom they engaged were critical in supporting their adjustment to the new school system, and the language and professional skills they brought with them also influenced how they interacted with school personnel. Our findings call schools to make intentional efforts to be culturally and linguistically responsive through informing and involving parents who are unfamiliar with U.S. schooling rather than leaving them to find their own way.
Addressing Tensions in Textual Voice Construction of Minoritized Students
Author: Ossa-Parra, Marcela
Date: 2023-00-00
Type: Journal Articles
Subjects: Minority Group Students,Writing Skills,Writing (Composition),Power Structure,Ideology,Cultural Awareness,Language Usage,Writing Instruction,Undergraduate Students,Models

Guiding historically minoritized students in their textual voice construction entails navigating the tensions between these white-dominant monolingual voices and the diverse voices they bring to the classroom. This conceptual paper presents an ecological voice-construction process model that sheds light on how writers negotiate external and internal expectations in their writing. These expectations are derived from the political, sociocultural, dialogic, and personal contexts in which voice construction is situated. The model establishes four interrelated processes for negotiating textual voice corresponding to each context: negotiating power relations and ideologies, entering the conversation, engaging the reader, and connecting with the self. This model contributes as a reflection tool aiding writing instructors and researchers in identifying the voice-construction processes that they privilege in their instruction and considering how to address the tensions between socializing students in the academic genres and creating opportunities for innovation that center students' cultural and linguistic knowledge. Ultimately, this model provides a framework for designing integrated content and writing instruction that stimulates historically minoritized students to leverage all their cultural, linguistic, and experiential resources to construct authentic and authoritative textual voices that respond to and talk back to the expectations and conventions of the genre.
Trauma Informed Teaching of Literature to Multilingual Learner Refugees: In Search for Balance between Cultural Responsiveness and Curriculum Sensitivity
Author: Midgette, Ekaterina
Date: 2023-00-00
Type: Journal Articles
Subjects: Refugees,Multilingualism,Second Language Learning,Second Language Instruction,Culturally Relevant Education,Teaching Methods,Childrens Literature,Adolescent Literature,Trauma,Reading Material Selection,Equal Education,Elementary Secondary Education,Educational Principles,Safety,Gender Issues,Trust (Psychology),Cooperation,Peer Relationship

The unprecedented refugee crisis since the onset of the pandemic changed the demographics of the student population and recontextualized culturally responsive literacy education. Many Multilingual Learner refugee students entering our classrooms bring with them experiences of mass exodus that have direct implications for teaching and learning. It is imperative to identify culturally responsive pedagogies that balance cultural representation with sensitivity toward multifaceted trauma endured by Multilingual Learner refugees. Using an ecological perspective as a theoretical framework, we examine tensions and critical considerations in choosing culturally responsive children's and young adult literature as they apply to the context of three contemporary groups of Multilingual Learner refugees in American classrooms (i.e., unaccompanied minors crossing the U.S.-Mexican border, Afghan evacuees, and the Ukrainian refugees). The article calls for research in developing a critical and coherent understanding of trauma-informed, culturally responsive approaches in the selection and integration of refugee literature within classrooms and instruction. Pedagogical implications and considerations are discussed for all classrooms in building equity and access for Multilingual Learner refugees.
Families, Relationships, and Paying for College
Author: Kuperberg, Arielle
Date: 2023-00-00
Type: Journal Articles
Subjects: Paying for College,Family Structure,Family Influence,Family Characteristics,Family Relationship,Gender Differences,Age Differences,Geographic Regions,Family Role,Student Characteristics,Undergraduate Students,Student Financial Aid,Parent Financial Contribution,Racial Differences,Ethnicity

Students' access to family help with paying for college tuition and living expenses varies by family resources, structures, and relationships, and can affect later outcomes and the extent to which students rely on various forms of financial aid. This study analyzes an originally collected dataset at two regional public four-year universities in the United States (N=2,979) to examine how families and relationships are related to how students pay for college expenses. Differences in payment methods are examined by students' family structure, including their cohabitation, marital, and parenthood status; family background including parents' education, marital status and loan status; and relationships with families, including whether students lived with their families of origin, sentiments about asking parents for money, and closeness with parents. Differences by race, gender, age and region are also examined. Families helped 51% of students in the sample pay for college tuition, and almost 70% of students had family help with paying for living expenses. Payment methods for college differed by all variables examined. Potential explanations for findings related to inequalities in access to family financial resources, social norms about providing family help to certain types of students, and role expectations associated with family structure and age are discussed.
Gender and Loans: Understanding Differences in Student Debt Burden
Author: Chen, Rong
Date: 2023-00-00
Type: Journal Articles
Subjects: Gender Differences,Student Financial Aid,Debt (Financial),Individual Characteristics,Institutional Characteristics,Prediction,College Graduates,Correlation,Race,Ethnicity,Salary Wage Differentials,Outcomes of Education

Based on combined data from Baccalaureate &amp; Beyond (B&amp;B:16/17), Integrated Postsecondary Education Data System (IPEDS), and Barron's Profiles of American Colleges, this study utilizes zero-inflated beta regression methods and analyzes individual and institutional factors that predict debt burden by gender. Results show that women are less likely than men to have a zero debt burden one year after college graduation. Interaction effect tests show that the relationship between gender and zero debt burden differs by race/ethnicity. Additional analyses disaggregating the debt and earnings components indicate that women's salary is significantly lower than men's salary. The combined results of lower probability of zero debt and lower salary for women than for men are concerning and demonstrate gendered inequities within current systems. Policy attention is needed to address these issues.
Undergraduate Participation in Paid and Unpaid Internships by Income Level
Author: Smith, Katie N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Internship Programs,Disadvantaged,Longitudinal Studies,Bachelors Degrees,College Graduates,Institutional Characteristics,Majors (Students),Student Characteristics,Predictor Variables,Individual Characteristics,Family Income,Low Income Students,Selective Admission,Student Participation,Compensation (Remuneration)

This research brief uses publicly available data from the 2016/2017 Baccalaureate and Beyond survey to examine individual and institutional predictors of participation in paid and unpaid internships, especially family income. When controlling for other factors, results showed that low-income students were more likely to have unpaid internships than high-income students. Attending a highly selective institution was the strongest predictor of participating in a paid internship. Results inspire questions about the accessibility of paid internships, especially for students in non-STEM majors and other students from marginalized groups.
Understanding Undergraduate Student Borrowing in China: A Qualitative Analysis
Author: Zhang, Hanwen
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Classification,Debt (Financial),Student Attitudes,Foreign Countries,Loan Repayment,Social Capital,Human Capital,Credit (Finance),Freedom,Personal Autonomy,Family Income,Paying for College

As China moved from elite to mass higher education, student borrowers as the product of state intervention have surged. Yet little attention has been paid to their voices. This study conducts reflexive thematic analysis with a qualitative inquiry into lived experiences of 41 current borrowers. A five-factor typology of debt attitudes yields a dynamic explanation of debt and repayment complexities. Students perceive borrowing as an investment in human and social capital. They are, however, cautious of consumer credit. Far from being a deterrent or added burden, educational indebtedness grants them a measure of freedom and autonomy in college. And they consider debt repayment manageable, mainly if a family safety net exists.
The Relationship between Undergraduate Students&apos; Writing Knowledge and Writing Performance
Author: Perdana, Indra
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Language Proficiency,Writing Tests,Writing Instruction,Writing Improvement,Vocabulary Skills,Second Language Learning,Correlation,Writing Achievement,Metalinguistics,Metacognition,Teaching Methods,English (Second Language),Scoring Rubrics,Essays,Foreign Countries

This paper describes an investigation of the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The knowledge process has a strong influence on writing performance. Except for vocabulary knowledge, other aspects and sub-aspects had no significant effect on writing performance. Vocabulary knowledge had a negative impact on writing performance. In other words, while some aspects and sub-aspects of writing knowledge did not significantly influence writing performance, others did. The pedagogical implication is that all aspects of writing knowledge must be explicitly taught in writing instruction in order to improve students' writing quality. However, there must be a priority of aspect as the core of the material to be taught, with the other aspects and sub-aspects serving as complementary materials. This could result in a moderate relationship finding and a low percentage of contribution. Undergraduate English as a Foreign Language students from various institutions and provinces may have varying levels of language proficiency and writing skills.
Assessing the Nexus of EFL Learners&apos; Academic Self-Concept and Their Formal English Vocabulary Knowledge
Author: Alek, Alek
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Self Concept,Academic Achievement,Correlation,Undergraduate Students,Vocabulary Development,Language Tests,Student Attitudes,Cognitive Ability,Online Courses,Islam,Religious Colleges,Foreign Countries

This investigation aimed to explore the correlation between undergraduate English as a foreign language (EFL) learners' academic self-concept and their formal English vocabulary knowledge. The quantitative method with a correlational analysis design was applied. The participants completed a written vocabulary test in English and filled in an academic self-concept questionnaire. The data were analysed with using simple correlation regression. The results show that the undergraduate EFL learners' academic self-concept has a positive correlation with the learners' formal English vocabulary knowledge. Vocabulary learning was influenced by the extent of exposure to four factors including word self-regulation, general intellectual ability, motivation, and creativity that support the learners' vocabulary knowledge achievement. The results suggest that teacher educators should pay more attention to the enhancement of the power of EFL learners' academic self-concept to help the acceleration of EFL teaching and learning. A call for strengthening the academic self-concepts of EFL students and some essential considerations to be made before beginning the development of learners' English vocabulary knowledge are discussed. Last but not least, some pedagogical implications are proposed for EFL teacher educators.
Designing Research-Based Teacher-Appraisal Forms: A Case of Effective EAP Lecturers in Swaziland
Author: Arfa-Kaboodvand, Mandana
Date: 2023-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Evaluation,Records (Forms),Student Evaluation of Teacher Performance,Teacher Effectiveness,Teaching Methods,Learning Processes,Decision Making,Pedagogical Content Knowledge,Student Attitudes,Teacher Characteristics,Teacher Student Relationship,College Preparation,Language of Instruction,English (Second Language),Language Tests,College Freshmen

The main aim of this article is to introduce the steps followed in designing effective teacher-appraisal forms to be completed by the students, and teacher-self-reflection forms to be completed by the teachers. After explaining the steps and the reasons behind taking them, we will report on the findings of the study we have conducted following the same procedures to design the forms. The findings have identified the characteristics of effective EAP lecturers according to the 196 students who participated in the study for EAP lecturers have also provided their input about the characteristics of effective EAP teachers. The collected data suggest the students seem not to differentiate between the competencies required for teaching and learning general English and EAP. The students considered communicative competence the most essential asset of their EAP lecturers. Accurate interpretation of the data emerging from the ratings is another issue addressed in this article. This can guide the teachers to make better decisions.