ethanporcaro/eric-fulltext-meta huggingface dataset:
Resilience among Military Youth
Author: Easterbrooks, M. Ann
Date: 2013-00-00
Type: Journal Articles
Subjects: Military Personnel,Military Service,Resilience (Psychology),Family Influence,Youth,Children,Adolescent Attitudes,War,Stress Variables,Stress Management,Coping,Child Development,Individual Characteristics,Adults,Role,Minority Group Children,Social Support Groups,Family Programs

In this article, the authors present their approach to understanding resilience among military connected young people, and they discuss some of the gaps in their knowledge. They begin by defining resilience, and then present a theoretical model of how young people demonstrate resilient functioning. Next they consider some of the research on resilience among children and adolescents in military families, and examine programs that may promote resilience among military youth. Finally, they suggest how the theory and research they discuss can guide policy makers and practitioners as they work to protect and promote resilience the next time our nation is at war.
Towards Online Delivery of Process-Oriented Guided Inquiry Learning Techniques in Information Technology Courses
Author: Trevathan, Jarrod
Date: 2013-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Large Group Instruction,Interaction,Teamwork,Group Activities,Online Courses,Educational Technology,Distance Education,Higher Education,Web 2.0 Technologies,Social Networks,Electronic Publishing,Web Sites

Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building,  learning and interest through highly structured group work. Currently, POGIL has only been implemented in traditional classroom settings where  all participants are physically present. However, advances in online  learning technologies have prompted increases in the popularity of flexible  delivery and distance education courses. Therefore, teaching methodologies  need to reflect the changing student demographic. This paper describes a  preliminary approach for adapting POGIL techniques for use in tertiary  courses delivered online. We discuss the current technologies that can be  used for teaching online and contrast their suitability for POGIL. A teaching  format is presented using Web 2.0 technologies (a wiki, blogs, and social  networking) as a starting point for POGIL. We describe how an online third  year Information Technology subject adopted these technologies for a  condensed implementation of POGIL.
Teaching Games Level Design Using the StarCraft II Editor
Author: Sweetser, Penelope
Date: 2013-00-00
Type: Journal Articles
Subjects: Design,Educational Games,Action Research,Educational Technology,Higher Education,Foreign Countries,Video Games,Teaching Methods,Lecture Method,Evaluation Methods,Student Evaluation,Student Projects,Feedback (Response),Student Attitudes,Peer Evaluation,College Faculty,College Students,Technology Uses in Education

Level design is often characterised as &quot;where the rubber hits the road&quot; in  game development. It is a core area of games design, alongside design of  game rules and narrative. However, there is a lack of literature dedicated to  documenting teaching games design, let alone the more specialised topic of  level design. Furthermore, there is a lack of formal frameworks for best  practice in level design, as professional game developers often rely on  intuition and previous experience. As a result, there is little for games design  teachers to draw on when presented with the opportunity to teach a level  design unit. In this paper, we discuss the design and implementation of a  games level design unit in which students use the StarCraft II Galaxy Editor.  We report on two cycles of an action research project, reflecting upon our  experiences with respect to student feedback and peer review, and outlining  our plans for improving the unit in years to come.
Assessment of Student Professional Outcomes for Continuous Improvement
Author: Keshavarz, Mohsen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Engineering,Engineering Education,Outcomes of Education,Course Evaluation,Student Research,Library Skills,Critical Thinking,Thinking Skills,Communication Skills,Problem Solving,Class Activities,Public Speaking

This article describes a method for the assessment of professional student outcomes (performance-type outcomes or soft skills). The method is based  upon group activities, research on modern electrical engineering topics by individual students, classroom presentations on chosen research topics, final  presentations, and technical report writing. Assessment activities include  application of a checklist that measures professional student outcomes of teamwork, life-long learning, and communication skills including oral and written communication and presentation skills. The results are discussed with the students and faculty for feedback purposes to establish a stronger relationship between quality assurance and continuous improvement of professional student outcomes crucial for engineers to be successful in their profession.
Big Bang Technology: What's Next in Design Education, Radical Innovation or Incremental Change?
Author: Fleischmann, Katja
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Design,Technological Advancement,Information Technology,Telecommunications,Handheld Devices,Social Networks,Higher Education,Technology Uses in Education,Computer Software,Web 2.0 Technologies,Internet,Foreign Countries,Art Education

Since the introduction of digital media, design education has been challenged by the ongoing advancement of technology. Technological change has created unprecedented possibilities for designers to engage in the broadening realm of interactive digital media. The increasing sophistication of interactivity has brought a complexity which needs to be managed; most notably, information technology. The mobile device revolution has changed people's lives and created distinct challenges for design educators to master. Social media provide new possibilities as/for teaching technologies to engage students. On the downside, designers compete with amateurs through crowd-sourcing platforms. Responses to manage the rapid technological advance in design education have emerged as pockets of innovation from some institutions. This paper takes a closer look at how technology has affected and continues to affect design education in the context of design educators and practitioners arguing that design education is stuck in the past. Does every technological &quot;revolution&quot; require a radical change in design education? To answer this question the broadening and squeezing of design education is examined in the context of the increasing complexity of technology. Potential and &quot;must have&quot; responses to technological challenges are illustrated through examples from an undergraduate digital media design major.
Understanding the Signature Pedagogy of the Design Studio and the Opportunities for Its Technological Enhancement
Author: Crowther, Phillip
Date: 2013-00-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Architectural Education,Architecture,Facilities,Teacher Student Relationship,Group Activities,Learning Activities,Educational Technology,Online Courses,Technology Uses in Education,Student Projects

This paper presents an analysis of the studio as the signature pedagogy of  design education. A number of theoretical models of learning, pedagogy, and education are used to interrogate the studio for its advantages and  shortcomings, and to identify opportunities for the integration of new  technologies and to explore the affordances that they might offer. In  particular the theoretical ideas of signature pedagogies, conversational  frameworks, and pedagogical patterns are used to justify the &quot;unique&quot; status of the studio as a dominant learning environment and mode of delivery within  design education. Such analysis identifies the opportunities for technological  intervention and enhancement of the design studio through a re-examining of its fundamental pedagogical signature. This paper maps the dimensions and qualities that define the signature pedagogy against a range of delivery  modes and technological media forms. Through such investigation it seeks to  identify appropriate opportunities for technology; in essence offering a  structure or framework for the analysis of future enquiry and experimentation.
Supporting More Inclusive Learning with Social Networking: A Case Study of Blended Socialised Design Education
Author: Rodrigo, Russell
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Networks,Case Studies,Inclusion,Blended Learning,Qualitative Research,Web 2.0 Technologies,Student Surveys,Design,Architecture,Privacy,Interaction,Preferences,Likert Scales,Student Behavior,Multiple Literacies,Intermode Differences,Technology Uses in Education,Student Attitudes,Teacher Attitudes

This paper presents a qualitative case study of socialised blended learning, using a social network platform to investigate the level of literacies and interactions of students in a blended learning environment of traditional  face-to-face design studio and online participatory teaching. Using student and staff feedback, the paper examines the use of a web-assisted model of assessment, participation and publication as a mechanism for measuring the effectiveness of inclusive learning when supported by the constructs of social  interaction. This paper describes the analysis of qualitative data to develop a  preliminary theoretical framework of the social affordances of web-assisted  teaching environments to support the changing demands of student literacies, cultural competencies and learning needs. The framework aims to support future models of online learning and facilitate further research into mediated design education.
Redesigning the Urban Design Studio: Two Learning Experiments
Author: Pak, Burak
Date: 2013-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Social Networks,Geographic Information Systems,Educational Technology,Urban Schools,Design,Technology Uses in Education,Instructional Effectiveness,Teaching Methods,Student Attitudes,Blended Learning,Architectural Education,Foreign Countries,Online Surveys,Likert Scales

The main aim of this paper is to discuss how the combination of Web 2.0, social media and geographic technologies can provide opportunities for learning and new forms of participation in an urban design studio. This discussion is mainly based on our recent findings from two experimental urban design studio setups as well as former research and literature studies. In brief, the web platform enabled us to extend the learning that took place in  the design studio beyond the studio hours, to represent the design  information in novel ways and allocate multiple communication forms. We found that the students' activity in the introduced web platform was related to  their progress up to a certain extent. Moreover, the students perceived the  platform as a convenient medium and addressed it as a valuable resource for learning. This study should be conceived as a continuation of a series of our &quot;Design Studio 2.0&quot; experiments which involve the exploitation of opportunities provided by novel socio-geographic information and communication technologies for the improvement of the design learning  processes.
Developing Cultural Responsiveness in Environmental Design Students through Digital Storytelling and Photovoice
Author: Cushing, Debra Flanders
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Undergraduate Students,Environmental Education,Design,Cultural Awareness,Culturally Relevant Education,Service Learning,Mentors,Multimedia Materials,Focus Groups,Personal Narratives,Photography,Information Technology,Architecture,Stereotypes,Racial Bias

As the Latino population in the United States grows, it will become  increasingly important for undergraduate students in environmental design  and related disciplines to become more culturally responsive and learn how to understand and address challenges faced by population groups, such as  Latino youth. To this end, we involved environmental design undergraduate  students at the University of Colorado in a service-learning class to mentor Latino youth in the creation of multimedia narratives using photovoice and digital storytelling techniques. The introduction of technology was used as a bridge between the two groups and to provide a platform for the Latino youth  to reveal their community experiences. Based on focus group results, we describe the impact on the undergraduate students and provide  recommendations for similar programs that can promote cultural responsiveness through the use of digital technology and prepare environmental design students to work successfully in increasingly diverse communities.
iThesis: Polly's project
Author: Conti, Alvaro
Date: 2013-00-00
Type: Journal Articles
Subjects: Theses,Foreign Countries,Educational Innovation,Educational Change,Change Strategies,Technology Uses in Education,Instructional Development,Learning Strategies,Delivery Systems,Educational Practices,Student Projects,Learning Processes,Educational Methods,Educational Technology

This paper outlines an attempt to loosen the existing role and structure of the traditional &quot;thesis&quot; as the key undergraduate learning instrument within universities in Thailand. It does so by describing an exemplary project -- Polly's project - that uses technology to facilitate an exit from the &quot;regulatory space&quot; in which thesis operates. The project succeeds in exiting this regulatory space by forming - outside of its jurisdiction - an &quot;aggregate&quot; body from which a cumulative intelligence is established. Operating out of such a space, a working process is liberated allowing a wider visionary scope and access to a set of productive forces ordinarily not considered permissible. The inclusivity afforded by the process achieves an extreme productivity that exposes the existing limitation of thesis, calling for its redefinition and transition to a wholly more pertinent educational instrument with new ambitions.
Student Teacher and Cooperating Teacher Tensions in a High School Mathematics Teacher Internship: The Case of Luis and Sheri
Author: Rhoads, Kathryn
Date: 2013-00-00
Type: Reports - Research
Subjects: Internship Programs,Student Teachers,Cooperating Teachers,Conflict,Secondary School Mathematics,Supervisor Supervisee Relationship,Mentors,Student Teacher Attitudes,Teacher Attitudes,Case Studies,Teaching Methods,Feedback (Response),Semi Structured Interviews,Time Management,Mathematical Aptitude,Difficulty Level,Academic Freedom,Interpersonal Relationship

We investigate interpersonal difficulties that student teachers and cooperating teachers may experience during the teaching internship by exploring the tension between one high school mathematics student teacher and his cooperating teacher. We identified seven causes of this tension, which included different ideas about what mathematics should be taught, how it should be taught, and a strained personal relationship. We compare these findings with results from interviews with six other student teachers and eight of their mentors to explore the uniqueness of this case. We also offer suggestions for better preparing student teachers and cooperating teachers for the teacher internship.
Research by Design: Design-Based Research and the Higher Degree Research student
Author: Kennedy-Clark, Shannon
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Research,Design,Doctoral Dissertations,Research Methodology,Mixed Methods Research,Data Collection,Expertise,Participant Characteristics

Design-based research lends itself to educational research as the aim of this approach is to develop and refine the design of artefacts, tools and curriculum and to advance existing theory or develop new theories that can support and lead to a deepened understanding of learning. This paper provides an overview of the potential benefits of using a design-based research approach in Higher Degree Research (HDR) in Education. Design based research is most often associated with conducting research in technology-enhanced learning contexts; however, it has also been used in the broader field of research in education. A review of six theses was undertaken in order to identify how characteristics of a design-based research approach were used in Doctoral dissertations. The results of the review indicate that the use of expert groups, micro-phases, diverse participant groups, and a flexibly adaptive design enabled the researchers to refine and improve their research design and their understanding of the problem.
The Iterative Design of a Mobile Learning Application to Support Scientific Inquiry
Author: Marty, Paul F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Teaching Methods,Inquiry,Scientific Research,Data Collection,Educational Technology,Technology Uses in Education,Computer Software,Science Instruction,Field Trips,Museums,Elementary School Science,Instructional Design,Ecology

The ubiquity of mobile devices makes them well suited for field-based  learning experiences that require students to gather data as part of the  process of developing scientific inquiry practices. The usefulness of these  devices, however, is strongly influenced by the nature of the applications  students use to collect data in the field. To increase student success and  satisfaction with these experiences, mobile learning applications must be intuitive and functional for students, and support a systematic approach to  the complex process of collecting data during a scientific inquiry. This article examines how developers can take an iterative, user-centred design approach to developing mobile learning applications that scaffold the process of data collection by documenting the evolution of an iPad application called Habitat Tracker. This application was created as part of an integrated curriculum that includes online and mobile computing technologies and was designed to help students learn about the nature of science and scientific inquiry on field trips to a natural science museum. The results of this research include principles that developers can use to guide the design of future applications used to support scientific inquiry during field-based  learning experiences.
Community-Based Research, Race, and the Public Work of Democracy: Lessons from Whitman College
Author: Apostolidis, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,Personal Narratives,Immigrants,Unions,Liberal Arts,Hispanic Americans,Industry,Racial Discrimination,Trust (Psychology),Program Development,Democracy,Outreach Programs,School Community Programs,Community Involvement,State Policy,Research,Agribusiness,Employees

This practice story tells of one professor's discovery and conduct of community-based research (CBR) at a leading liberal arts college. Originating through collaborations with an immigrant meatpacking workers' union, Whitman College's program on The State of the State for Washington Latinos has earned national recognition since its founding in 2005. The program's story speaks to the vital role CBR projects in the academy can play in addressing deeply rooted forms of racial injustice and cultural exclusion, from political under-representation to gaps in bilingual education. This narrative further highlights the importance of durable community partnerships that allow mutual trust to grow and flourish; the challenges faculty members face when institutions provide sparse infrastructure for CBR program development; the transformative effects of these endeavors on students; and the unusual success of Whitman's State of the State program in matching rigorous research with an ambitious agenda of public outreach to enhance regional democracy.
Fostering Communication between Students Working Collaboratively: Results from a Practitioner Action Research Study
Author: Quebec Fuentes, Sarah
Date: 2013-00-00
Type: Journal Articles
Subjects: Action Research,Cooperative Learning,Secondary School Mathematics,Group Activities,Communication Problems,Communication Strategies,Group Dynamics,Intervention,Geometry,Discourse Communities,Teaching Methods,Sociocultural Patterns,Instructional Innovation

As a secondary mathematics teacher, I used practitioner action research to determine effective ways to intervene with students working in groups, with the goal of improving their communication. Utilising transcripts of group interactions and teacher interventions, field notes, and student feedback, I discovered ten different issues that prevent students from communicating effectively and developed ways in which I could intervene with the students, when these issues occurred, through questions or comments. Readers may identify with the issues presented in this article and be able to use the interventions to help improve discourse between their students working in groups.
Campus Corps Therapeutic Mentoring: Making a Difference for Mentors
Author: Haddock, Shelly
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,Service Learning,College Students,Focus Groups,Student Experience,Program Descriptions,School Community Programs,Youth Programs,Outreach Programs,Trust (Psychology),Peer Counseling,Counseling Services,Social Cognition,Stress Management,Leadership Training,Interpersonal Competence,Youth Problems,Professional Development,Qualitative Research,Volunteers

College student mentors are increasingly mentoring at-risk youth, yet little is known about the benefits that college students derive from their experience mentoring within the context of a service-learning course. This qualitative study used focus groups to examine college students' experiences as participants in a unique program, Campus Corps: Therapeutic Mentoring of At-Risk Youth. This course-based, service-learning program utilizes college student mentors to mentor at-risk youth within a family systems framework. In 19 focus groups conducted with 141 college student participants, the student mentors indicated that they experienced significant personal growth and professional development through their participation in the program and that the program positively influenced their civic attitudes and their orientation toward civic engagement. This article provides a review of related research, describes the program, explores the findings of the focus groups, and discusses implications for college service-learning programs.
A College's Role in Developing and Supporting an Entrepreneurial Ecosystem
Author: McKeon, Thomas K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Entrepreneurship,Community Colleges,School Business Relationship,Business,Business Administration Education,College Role

From the earliest oil pioneers to today's business startups, entrepreneurs have paved the road to success for Oklahoma. Small businesses account for more than 80% of the business community in each of the state's two largest cities. Higher education must take a leadership role in developing and sustaining a thriving entrepreneurial ecosystem for small business. Community colleges are uniquely designed to nourish an entrepreneurial ecosystem in light of their ability to quickly respond to business and community needs, design curriculum to meet industry demands, and generate meaningful advances in the community's economic development. Budding entrepreneurs often look to the community college as the most flexible and accessible means to reach their goal of starting a new business. A college involved in cultivating and nurturing an entrepreneurial ecosystem must exhibit its own entrepreneurial spirit while creating an environment where discoveries are made, learning is emphasized, and lives are changed.