ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study on Experiential Learning in a First-Year General Education Course
Author: Weller, Nicole Maki
Date: 2019-02-00
Type: Journal Articles
Subjects: College Freshmen,Experiential Learning,First Year Seminars,General Education,Introductory Courses,Internship Programs,Service Learning,Cooperative Learning,College Programs,Interdisciplinary Approach,Outcomes of Education,College Faculty,Evidence Based Practice,Program Development

Experiential-learning provides opportunities for students that feature a variety of highimpact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.
Assessing Collaborative, Project-Based Learning Models in Introductory Science Courses
Author: Huysken, Kristin
Date: 2019-02-00
Type: Journal Articles
Subjects: Cooperative Learning,Active Learning,Student Projects,Introductory Courses,Science Instruction,Earth Science,Biology,Problem Based Learning,Academic Achievement,College Science,College Students

Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a strong local focus. Student teams worked on three project-based laboratories dealing with the local geology/geomorphology, water quality of a local stream, and local flooding issues. These replaced traditionally taught laboratories on topographic maps and rivers and streams. Student teams presented project results in lieu of taking a traditional laboratory practical. In biology, we designed a collaborative learning model that incorporated three problem-based learning modules into a first-semester introductory biology course. Students were assigned topics in evolution, cell biology and genetics to research independently during the course of the semester, with each module culminating in a brief presentation on the topic. Modules were designed to mirror concepts being covered in the lecture. Preliminary results suggest that student performance and attitudes towards course material benefitted from this learning model. The authors consider outcomes, benefits, and challenges to students and instructors.
Developing Faculty Communities of Practice to Expand the Use of Effective Pedagogical Techniques
Author: Hoyert, Mark Sudlow
Date: 2019-02-00
Type: Journal Articles
Subjects: Communities of Practice,College Faculty,Classroom Techniques,Teaching Methods,Instructional Innovation,Instructional Effectiveness

The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an intervention designed to encourage the exploration and use of a variety of pedagogical techniques by faculty in a traditional, four-year college faculty within the context of the AASCU Re-imagining the First Year Initiative. Small groups of six to eight faculty, joined and created communities of practice. The groups were known as Pedagogical Interest Groups, or PIGs for short. The faculty read about and analyzed a series of pedagogical techniques and committed to introducing at least one technique into their courses to further explore the techniques. When the techniques were successful, the faculty members redesigned entire classes to expand the impact. The communities of practice were successful in encouraging faculty to explore a wide variety of techniques. The average faculty group explored eight different pedagogical techniques. Faculty were able to use the opportunity to experiment with techniques with the support from their colleagues in their PIG. A dozen techniques were explored across the PIGs and dozens of class sections have been completely redesigned. To date, over 2000 students have experienced redesigned courses. Measures of student success, satisfaction, and interest in those sections have increased. The effort has been accompanied by a robust increase in the campus-wide retention rates.
Maintaining High-Impact Bridge Programming at Scale
Author: Windrow, Vincent
Date: 2019-02-00
Type: Journal Articles
Subjects: College Freshmen,At Risk Students,Case Studies,Program Effectiveness,Decision Making,First Year Seminars,Academic Achievement,Academic Persistence,School Holding Power,Public Colleges,Student Adjustment,Social Influences,Graduation Rate,Summer Programs

This paper uses Middle Tennessee State University's MT Scholars Academy, an extended early arrival program targeting first-year students who are classified as at-risk by a variety of measures, as a case study for demonstrating the effectiveness of AASCU's Re-Imagining the First-Year (RFY) initiative. In particular, this case study demonstrates the implications of RFY's foundational assumption that successful practices are known well in student success literature and need to be enacted. The case study demonstrates the scholarship which undergirds the program and describes a series of decision points that have been encountered as these research proven strategies have been put into practice. The current iteration of the program is also described thoroughly, and its results for student success are articulated.
Increasing Student Success through a Cocktail of Cognitive Interventions
Author: Hoyert, Mark Sudlow
Date: 2019-02-00
Type: Journal Articles
Subjects: Academic Achievement,Intervention,At Risk Students,College Students,Academic Persistence,Academic Failure,Seminars,Goal Orientation,Cognitive Psychology

We extended a series of interventions developed in modern cognitive psychology to a group of students who had been academically dismissed and were at high risk to not complete college. Students learned how to respond adaptively to academic failure, how to embrace challenge, how to set realistic goals, and how to persist until their goals are achieved. The interventions were delivered within a sophomore seminar course. Within the class, students learned about, considered and practiced aspects of growth mindset, goal orientation, grit, stereotype threat, and belongingness. Before beginning the class, the 68 students had a mean cumulative GPA of 1.45, a course completion rate of 60%, and it was expected that over half would drop out of college within the next year. Following the intervention, students earned a mean semester GPA of 2.39, a course completion rate of 73%, 72% were retained for the next semester, and 58% were still enrolled one year later. These findings provide support for the benefits of these techniques used together to afford student success in a population of students that have previously struggled academically.
Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change
Author: Crank, Virginia
Date: 2019-02-00
Type: Journal Articles
Subjects: College Freshmen,Writing Instruction,Enrollment Influences,School Holding Power,Writing Ability,Writing (Composition),College Entrance Examinations,Student Placement,Basic Writing,Freshman Composition

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.
Students&apos; Sense of Belonging: The Development of a Predictive Retention Model
Author: Davis, Glenn M.
Date: 2019-02-00
Type: Journal Articles
Subjects: School Holding Power,Predictive Measurement,Instructional Effectiveness,Academic Persistence,At Risk Students,Sense of Community,College Freshmen,Student Surveys,Models

Educational institutions increasingly recognize the role that student belonging plays in retention. Many studies in this area focus on helping students improve a sense of belonging before they matriculate or identifying belonging as a reason for their departure. This study measures students' sense of belonging at key transition points during the first year and finds that social belonging and academic performance are both strong predictors of retention that are not necessarily correlated. These results suggest that a comprehensive, focused outreach protocol that encompasses both social and academic factors could have a positive impact on student persistence.
Designing for Students: Creating a Robust Interdisciplinary First Year Course
Author: Bordelon, Deborah E.
Date: 2019-02-00
Type: Journal Articles
Subjects: Teacher Role,College Faculty,First Year Seminars,Interdisciplinary Approach,Educational Practices,Humanities,College Freshmen,College Seniors,National Surveys,Student Surveys,Learner Engagement,Communities of Practice,First Generation College Students

Building a general education program from scratch for a population of first generation and underserved students provided both a challenge and opportunity. Faculty who had limited previous experience teaching and assessing first year students engaged in study of the best practices and research. Faculty designed a four-year general education curriculum that began with a robust First Year Seminar (FYS) course, the focus of this study. This required three-credit hour interdisciplinary humanities course (FYS) was designed to embrace the understanding of what it means to be human, including understanding oneself in relation to the natural world and to others. Full time faculty from all disciplines were selected through a competitive process to teach the FYS course with embedded High Impact Practices (HIPs). Four years of teaching FYS has provided qualitative and quantitative data on the effectiveness of the design, the role of faculty, and application of HIPs. Through the course assessment process and data analysis, faculty have expanded their repertoire of pedagogical strategies to engage the first year student, and as a result, positively influenced teaching in their other courses. This report offers insights on strategies for course design, the role of faculty, and the power of selected HIPs that may be replicated at other institutions.
Curricular Learning Communities and Retention
Author: Kern, Beth B.
Date: 2019-02-00
Type: Journal Articles
Subjects: Communities of Practice,College Freshmen,Business Administration Education,Academic Persistence,Courses,College Entrance Examinations,Student Participation,Learner Engagement,Student Attitudes,Program Effectiveness

Learning communities have been a part of the higher educational landscape since the 1980s. Despite their widespread use, research regarding their effectiveness with enhancing retention is sparse. This study describes a freshmen curricular learning community linking courses required for all business majors. Retention for students taking courses in a curricular learning community is compared to retention for students taking the same courses independent from a learning community. Analysis of the data indicates that students who participated in the learning community were twice as likely to persist to the following semester than the students in the baseline comparison group. The results provide evidence that purposeful structuring of courses in a curricular learning community with support imbedded to help students succeed is associated with improved retention.
Empowering Faculty to Support Academic Persistence through a Blended, Scholarship-Based Faculty Professional Development Program: The Persistence Scholars Program
Author: Miller, Michelle D.
Date: 2019-02-00
Type: Journal Articles
Subjects: College Faculty,College Students,Teacher Student Relationship,Academic Persistence,Faculty Development,School Holding Power,Teacher Empowerment,College Programs,Teacher Workshops,Program Evaluation,Outcomes of Education,Educational Objectives

While it is well-known that faculty-student interaction is key to student success, few institutions have directly leveraged faculty in supporting academic persistence. Many myths about persistence proliferate, and faculty can unwittingly hinder persistence by implementing the wrong kinds of practices. Faculty are most empowered to support student persistence when they understand and care about this issue. They are also better equipped to help when they have a good, current command of the body of knowledge relating to persistence. To address this, we created a blended faculty development program to engage faculty in the scholarship of academic persistence, addressing myths and misconceptions about persistence, and expanding understanding of what it is like to be a first-year student at our university. The Persistence Scholars Program engaged a total of 32 faculty over two semesters, beginning with pre-readings and an in-person daylong workshop followed by an eight or ten-week course. The curriculum was built around a central text, Completing College by Vincent Tinto, and selected empirical and germane articles. Participants engaged in online discussions and two experiential projects, including one that asked them to complete an activity that would enhance their understanding of first-year students' experiences. Assessments of this program focused on participant ratings of target competencies (e.g., the ability to identify and dispel myths about why students persist), perception of usefulness of different specific assignments and materials, and suggestions for how the program can be refined for future cohorts.
The Studies Conducted Regarding Virtual Museum Area: A Content Analysis Research
Author: Islek, Didem
Date: 2019-00-00
Type: Journal Articles
Subjects: Museums,Content Analysis,Computer Simulation,Research Methodology

Content analysis is a research method that has been widely used in the education area. This method is used to determine the presence of certain words or concepts within texts or sets of texts. In this study, it is aimed to analyse the research trends based on the studies conducted on the subject of virtual museums between 2014 and 2017. The study was carried out with content analysis research method and the sample was limited to 60 articles, which were analysed after searching the Taylor and Francis and Scopus databases for relevant articles. The articles, which was selected, were elicited according to six criteria, containing year of research, research type, research method, data collection methods, sample and subject of the research. As a result of the the study, it was established that the year in which the most amount of research studies was conducted was 2016.
The Results of Needs Analysis for a Mobile Application Which Will Be Developed with the Purpose of Supporting the Intra-Faculty Communication and Professional Development of Academics
Author: Kanbul, Sezer
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Barriers,Communication Strategies,Computer Oriented Programs,Foreign Countries,College Faculty,Teacher Attitudes,Computer Mediated Communication

The purpose of this study is to determine the needs for a mobile application which will be developed so that the problems faced by academics in intra-faculty communication can be solved and their professional development can be supported. A questionnaire form consisting of two sections was used by researchers as a data collection tool of the study. Frequency analysis was conducted on the data obtained from the academics who were included in the study. At the end of the study, it was concluded that academics experienced problems as regards the communication means they used in the faculty, that phone costs increased, lines were mostly occupied, meetings took too much time and e-mails occasionally were not delivered. It was found out that academics requested that intra-faculty communication should be performed through a mobile device and should be given educative information as regards their professional development.
The Usage of Social Network Services in School Management and Their Effects
Author: Cetinkaya, Levent
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Principals,Educational Technology,Computer Mediated Communication,Administrator Attitudes,Shared Resources and Services,Foreign Countries,Governance,High Schools,Secondary Schools

This study, which aims to find out the positive and negative aspects of the usage of social networking services in the management of schools, was designed as a qualitative research. Open-ended questionnaire and semi-structured interview forms were used together with multiple data collection techniques in this study. It was found that some of the schools used the Facebook account as social network service in the past, and then they deactivated their accounts. On the other hand, it was noted that all school principals used WhatsApp application for communication with other administrators and teachers of their schools. The findings of this study revealed that the school principals' following positive views such as eliminating the time and space constraints in communication, being fast and safe, being useful in sharing school resources and materials, being easy to manage and being effective in moving the school culture out of the school.
Examination on the Effect of Learning Strategies on Physical Education and Sports Teacher Candidates and Their Motivation of Curiosity and Levels of Exploration
Author: Turan, Mehmet Behzat
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Education,Preservice Teachers,Learning Strategies,Student Motivation,Personality Traits,Foreign Countries,Questionnaires,Behavior

The puropose of this study is to examine the effect of learning strategies on physical education candidates and their motivation of curiosity and levels of exploration. In accordance with this purpose, the study group is formed by the randomly chosen senior year students of Erciyes, Ömer Halisdemir, Aksaray, Dumlupinar, Gaziantep, Firat, Selçuk, Ahi Evran, Haci Bektasi Veli universities' Physical Education and Sports Teacher department. Motivated Strategies for Learning Questionnaire, MSLQ (Büyüköztürk, Akgün, Özkahveci and Demirel, 2004), Curiosity and Exploration Inventory-II, CEI (Kashdan et al. 2009) and the 'Personal Information Form' which was prepared by the researcher are used in order to collect data in the research. In order to put forth the relation between the scores that were gathered from the scales, Pearson Product-Moment Correlation Coefficient analysis (r) and to determine whether the scores that were gathered are predictive or not Multiple Regression Analysis was applied (ß). From the curiosity and exploration sub dimensions, a positive significant relation is found between flexibility and motivation. Furthermore, a positive significant relation is determined between accepting the uncertainty sub-dimension and motivation. A great deal of positive relation is found between the total rates of curiosity and exploration and level of motivation. While there is a positive significant relation between the curiosity and exploration and learning strategies with flexibility, a positive significant relation between accepting the uncertainty sub-dimension and learning strategies is determined too. A positive significant relation is also found between total rates of curiosity and exploration and the use of learning strategies.
Developing a Haptic Glove for Basic Piano Education
Author: Pala, Ferhat Kadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Education,Instruction,Musical Instruments,Learning Processes,Student Needs,Video Technology,Teaching Methods,Recall (Psychology),Action Research,Psychomotor Skills,College Students,Foreign Countries

This study aims at developing a glove with integrated haptic interface to facilitate the learning of those who have just started playing piano and allowing them to perform without a need for a piano during daily activities. The steps of the analysis, design, development, implementation, evaluation model were used in the research. In the analysis stage, students' needs were analysed and problems were determined. At the design stage, practices oriented to resolving these problems were analysed and it was decided that haptic gloves might be appropriate for the solution to the problems revealed. At the development stage, evaluations were made directed to development of the product and formatting. The participants used the haptic glove for a while and have expressed their opinions, which are recorded by video camera. The recordings were analysed and it was found that the second version of the haptic glove increased the participants' recall level of the music.
Development and Validity of Cyberchondria Tendency Scale
Author: Tatli, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Information Seeking,Internet,Computer Use,Young Adults,Likert Scales,Foreign Countries,Anxiety,Health

Cyberchondria is the name given to individuals who research their existing or imaginary diseases online. We developed a scale for measuring individuals' cyberchondria tendencies. The 36-item test form produced was applied to 1,200 participants (694 male and 506 female) residing in different provinces, with health problems in the previous month and accessible via e-mail. The data obtained were then subjected to analysis. A structure consisting of 30 items and two dimensions, 'Reflection' and 'Information Seeking' was obtained with exploratory factor analysis. The relation between the entire scale and the subscales was investigated and the factors were determined to be positively and significantly correlated. The goodness of fit indices of the model was at acceptable levels. The validated scale can be used to determine whether or not both patients and Internet users in general regard the Internet as a basic source of information when health problems occur.