ethanporcaro/eric-fulltext-meta huggingface dataset:
Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States
Author: Peters-Burton, Erin E.
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,High Schools,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Science Achievement,Mathematics Tests,Science Tests,Case Studies,Educational Opportunities,Engineering Education,Theory of Mind,Teaching Methods

In an attempt to broaden participation in STEM, a new type of high school is emerging, high schools which include a focus on engineering, have few or no academic admission criteria, and actively involve students of all levels of ability, known as Inclusive STEM High Schools (ISHSs). One aspect of successful ISHSs includes the intentional and explicit integration of engineering learning opportunities into coursework. The purpose of this paper is to report results of a systematic cross-case analysis exploring the extent of engineering learning opportunities in five exemplar ISHSs. The results are framed by the &quot;Engineering in K-12 Education&quot; report from which seven different topics were derived to appropriately represent the field of engineering in schools: design, identifying constraints, modeling and analysis, engineering habits of mind, systems thinking, modeling, identifying constraints, communication, and optimization. The cross-case analysis was conducted by aggregating the information gathered through surveys, interviews, focus groups, classroom observations, and document analysis, noting similarities and differences across schools and mechanisms for the course foci. It was found in the participating ISHSs that engineering is not merely an elective; all students must take at least one engineering course to graduate, although the states in which the schools are located did not require engineering for a diploma. The most prominent topics from the recommended list found at the schools were design, engineering habits of mind, and communication, while the least prominent were modeling, analysis, and identifying constraints. Based on the results of this study, the engineering education community is encouraged to continue making engineering concepts and skills accessible to K-12 educators, who may not have prior formal training in the field of engineering or engineering education.
Cyber Security Curriculum Development: Protecting Students and Institutions While Providing Hands-On Experience
Author: Marquardson, Jim
Date: 2018-10-00
Type: Journal Articles
Subjects: Computer Security,Curriculum Development,Computer Science Education,Experiential Learning,Learning Activities,Risk Assessment,College Curriculum

Demand for graduates with cybersecurity skills continues to increase. Many universities have developed or are in the process of developing new courses or degree programs to meet student demand and fill the skill gap in industry. Instructors face unique challenges when developing cybersecurity courses: While it is widely recognized that hands-on exercises are critical for helping students reach course learning objectives, legal, operational, and pedagogical challenges make it difficult to create safe, secure, and reusable exercises. The purpose of this article is to provide course designers principles for developing cybersecurity exercises in a way that maximizes student success while minimizing organizational risk. A matrix to help educators and administrators evaluate controls is provided, allowing for a clearer description of the risks eliminated, mitigated, and accepted. The principles provided in this article are based on the experience of developing a new cybersecurity degree program at a Midwestern university.
Pre-Service Elementary Mathematics Teachers&apos; Specialized Content Knowledge: The Case of Integer Addition and Subtraction
Author: Ipek, Ali Sabri
Date: 2018-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Addition,Subtraction,Mathematical Logic,Knowledge Level,Numbers,Foreign Countries

Pre-service mathematics teachers' content knowledge is an important issue. Therefore, detailed studies are needed to be conducted on mathematical topics. The study examines preservice elementary mathematics teachers' (PEMTs) special content knowledge (SCK) of integer addition and subtraction in the context of using multiple representations, explaining mathematical reasons lying behind the concepts and justifying them. The findings obtained from the written responses of 42 PEMTs reveal that preservice teachers do not have sufficient and balanced special content knowledge. This is especially more so in the case of addition and subtraction of numbers with opposite signs. The preservice teachers were observed to have more difficulty in using the number line model compared to the use of other representations. The findings offer some indicators about how PEMTs understand integer addition and subtraction through multiple representations and why more emphasis on the SCK components
The Relationship between Attitudes towards Research and Academic Dishonesty Tendencies of Pre-Service Teachers
Author: Tasgin, Adnan
Date: 2018-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Gender Differences,Teacher Attitudes,Cheating,Attitude Measures,Educational Research,Ethics,Correlation

The aim of this study is to examine the relationship between the research attitudes of the pre-service teachers and their academic dishonesty tendencies. This study employs a quantitative method with a correlational design consisting of 659 volunteer pre-service teachers from the faculty of education of a state university in East of Turkey. The data of the study were gathered through &quot;Attitudes toward Research Scale&quot; and &quot;Academic Dishonesty Tendency Scale&quot;. The analysis of the obtained data showed that there is a significant difference between the two genders in favor of the female pre-service teachers on both the attitudes towards research and the tendency of academic dishonesty. It was found that the academic dishonesty tendencies of the senior year pre-service teachers are higher than that of the sophomore year pre-service teachers. There is a negative meaningful relationship between the academic dishonesty tendencies of the pre-service teachers and their attitudes towards the research.
Do the Knowledge and Skills Required by Employers of Recent Graduates of Undergraduate Information Systems Programs Match the Current ACM/AIS Information Systems Curriculum Guidelines?
Author: Burns, Timothy
Date: 2018-10-00
Type: Journal Articles
Subjects: Job Skills,Information Systems,Computer Science Education,College Curriculum,Undergraduate Study,Entry Workers,Employers,Guidelines

This research investigates the knowledge and skills required by potential employers of students graduating from undergraduate Information Systems programs. For this study, job listings were collected and analyzed from several Internet web sites specializing in technology related employment. The job listings, collected over a four month period, were for entry level jobs that specifically required an undergraduate degree in Information Systems or a related program. The results show that potential employers are most interested in &quot;soft skills&quot; such as written and oral communication, teamwork, and problem solving skills as well as general technical skills. The article then compares the knowledge and skills required by potential employers to the suggested curriculum of the 2010 ACM/AIS Information Systems Curriculum Guidelines.
Preservice Mathematics Teachers&apos; Perceptions about Visually Impaired Persons
Author: Horzum, Tugba
Date: 2018-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Mathematics Education,Student Attitudes,Visual Impairments,Attitude Measures,Academic Accommodations (Disabilities)

The aim of this study is to determine what perceptions preservice mathematics teachers have about visually impaired persons and their environments. Seventy volunteer preservice mathematics teachers participated in the study. In this qualitative research, data were obtained through semi-structured interviews and &quot;Draw a Visually Impaired Person and his/her Environment-DAVIPE&quot; test. The results showed that perceptions of preservice mathematics teachers on visually impaired persons are in five different categories as outdoor environment, indoor environment, abstract environment, dark environment and aid-available environment. Besides, it was also determined that perceptions of preservice mathematics teachers on visually impaired persons have six different sources such as physical, emotional, sensorial, environmental, educational and mental. According to this, visually impaired persons are generally the people who can move freely with white canes, wear glasses, are happy, have improved auditory and tactual senses, and have easy lives with proper environmental arrangements, however, suffer from difficulties from insensitivities of other people, for whom accessible educational environments should be provided, and who have a rich dream world.
Data Analytics Workshop Series for Non-Computing Major First-Generation-College-Bound Students
Author: Chung, Sam
Date: 2018-10-00
Type: Journal Articles
Subjects: Data Analysis,Workshops,Computer Science Education,Nonmajors,College Bound Students,First Generation College Students,Learner Engagement,Student Motivation,Summer Programs,Evidence Based Practice,Student Centered Learning,Active Learning,Student Projects,Student Research

The purpose of this research is to propose how we can encourage non-computing major first-generation-college-bound students to be actively involved in learning data analytics. Non-computing major students have limited opportunities to take a data analytics related course. The computing major programs have the resource limit for offering none-major electives. The first-generation-college-bound students need more mentoring for their future directions. For this purpose, we challenge the following three goals: 1) What practices can we use with underpinning scientific evidences? 2) How can we enhance engagement of students with very limited interventions from an instructor? and, 3) how can we motivate the participation of the non-computing major students? To accomplish these goals, we start with developing a series of summer workshops that is Evidence-Based Practices (EBP)-guided, student-driven, and applied. Based upon the EBPs, we develop a series of student-driven summer workshops, not a regular elective course, with an emphasis on application of data analytics to the main areas in which the students are interested. We conclude that the EBP first helped us to develop these workshop series for applied data analytics with underpinning scientific evidences. Second, these workshops using active learning methods allowed the students to have their strong engagement with very limited interventions from an instructor. Third, these workshops motivated the participation of the non-computing major students by influencing the students to seek how data analytics can be applied to their domain. Last, the outcome of their team project allowed them to experience undergraduate research.
Practical, Epistemological, and Ethical Challenges of Participatory Action Research: A Cross-Disciplinary Review of the Literature
Author: Lake, Danielle
Date: 2018-00-00
Type: Journal Articles
Subjects: Participatory Research,Action Research,Ethics,Epistemology,Power Structure,Researchers,Research Administration,Risk Management,Interdisciplinary Approach,Scholarship,Evaluators,Research Committees

This article extends recent discussions on the practical, epistemological, and ethical challenges of participatory action research (PAR) for community-engaged scholars through a cross-disciplinary literature review. It focuses on how practitioners across fields define power, engage with conventional research approval processes, and manage risk. The review demonstrates that PAR can be a valuable research approach for community-engaged scholars, but problematic practices and disparities must be addressed. For instance, although PAR practitioners consistently articulate a commitment to empowering the community and shifting structures of oppression, contradictions around how to define and respond to power, engage with standard IRB practices, and cope with high levels of risk are prevalent. We conclude by offering a set of recommendations, highlighting the need for more transparent and self-reflexive methods; transdisciplinary practices; metrics designed to assess risk, inclusion, and power-sharing; ongoing dialogues across disciplinary and institutional divides; and inclusive authorship and open-access publishing practices.
Long-Term Follow-Up of STEM Scholarship Students to Degree Attainment
Author: Sorkin, Sylvia
Date: 2018-10-00
Type: Journal Articles
Subjects: STEM Education,Scholarships,Two Year College Students,Community Colleges,Educational Attainment,Associate Degrees,Bachelors Degrees,Followup Studies,Student Placement,Gender Differences,Racial Differences,Time to Degree,Transfer Rates (College)

This paper describes the results of long-term follow-up of need-based scholarship awardees at a community college as they made progress toward their goal of associate's degrees and/or bachelor's degrees in Science, Technology, Engineering, and Mathematics (STEM) fields. From 2004 through 2012, through National Science Foundation funding, need-based scholarships were offered for full-time STEM students with a minimum grade point average, and U.S. citizenship, or status as permanent resident alien or refugee alien. Faculty mentoring, a seminar luncheon series, and career information were used to increase degree attainment or transfer in STEM fields. Outcomes of these efforts are described, including time elapsed from initial enrollment in the community college to subsequent bachelor's degree attainment. Outcomes by gender, race/ethnicity, and initial mathematics placement of awardees are also provided.
Opinions of Turkish Language Teacher Candidates on a Primary-Level Reading and Writing Teaching Course: A Qualitative Study
Author: Yasar, Funda Orge
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Second Language Instruction,Second Language Learning,Language Teachers,Literacy Education,Teacher Education Programs,Student Attitudes,Professional Development,Phonemes,Material Development

The purpose of this study was to reveal prospective Turkish Language teachers' views on the primary level Reading and Writing course they take at university. Employing the qualitative research method, data were collected from participants by administering a semi-structured interview form with six openended questions that was prepared and administered to the participants by the researcher. Findings obtained were then interpreted under six individual themes. Based on the results of this research, it can be argued that the prospective teachers selected the course mostly to benefit their personal and professional development. They believed in the need to make the lesson compulsory, deemed the course effective, and they regarded using audio-visual and technology-supported materials as important. However, they faced certain problems on the course due to a number of factors stemming from the insufficiency of the physical setting and equipment, inadequacy of total course hours, special features of consonants, change of format in writing activities, characteristics of students to whom they showed their presentations, and challenges experienced in material design.
Information and Communication Technology in the Classroom: BYOD and the University&apos;s Role
Author: Davis, Gary Alan
Date: 2018-10-00
Type: Journal Articles
Subjects: Computer Uses in Education,College Role,Laptop Computers,Undergraduate Students,Graduate Students,Laboratories,Homework,Assignments

Personally-owned laptops and other &quot;Bring-Your-Own-Device&quot; (BYOD) scenarios have become increasingly prevalent in today's work environments and classrooms. However, few studies have examined the viability and practicality of such devices in the higher-education classroom. This study used a survey instrument to explore the concept of BYOD in the classroom. Specifically, undergraduate and graduate students were asked to report their use (both inside and outside of the classroom) of personally-owned devices, and their use of university-managed computer labs. The findings of this research will be of interest to higher-education faculty, administrators, and Information Technology departments.
The Community Counseling, Education, and Research Center (CCERC) Model: Addressing Community Mental Health Needs through Engagement Scholarship
Author: Grimmett, Marc A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Health Services,Access to Health Care,Community Health Services,Mental Health,Health Needs,Counseling,Research,Counselor Training,Social Justice,Cultural Relevance,Minority Groups,State Colleges,Public Schools,School Health Services,School Counselors

Providing access to high-quality health services for all people is a national problem further compounded when the focus is mental health. Long-term primary prevention strategies and solutions, foundational to best practices in public health, are often considered at odds with short-term profit-driven private sector approaches within the capitalistic economy of the United States. Engagement scholarship, then, provides a uniquely viable, adaptable, responsive, customizable, and sustainable set of structures, mechanisms, and processes to address pressing societal needs. The CCERC model of engaged scholarship offers an example of community engagement, transformative and exceptional in addressing these societal and structural health care problems, with potential for customizable and contextual scalability. Specifically, world-class health care as a human right and an organizational value can be operationalized with engagement scholarship, which has the creativity and capacity to transform institutional values into purposeful and practical vehicles of community change.
A Qualitative Study to Determine Expectations of Students Studying at a Faculty of Tourism from Vocational English Course
Author: Özer, Selda
Date: 2018-08-00
Type: Journal Articles
Subjects: Vocational English (Second Language),Tourism,Second Language Instruction,Second Language Learning,Teaching Methods,Learning Processes,Content Analysis,Foreign Countries,Management Development,Hospitality Occupations,Cooking Instruction,College Faculty,Student Attitudes,Phenomenology,Expectation

The aim of the research is to determine the expectations of the students studying at Faculty of Tourism from a Vocational English course. Qualitative research method, phenomenological design and convenient sampling technique were used in the research. Study group included the students who study at two departments, Tourism Management and Gastronomy and Culinary Arts, at a Faculty of Tourism in Turkey and who take Vocational English course for the first time. The study group was determined purposefully in that the researcher would teach Vocational English to the students in 2017-2018 fall semester. The students who attended the course in the first week of the semester participated in the study voluntarily. Data were analyzed by content analysis. The findings of the study showed that the expectations of students from vocational English course clustered around four main themes as objectives, content, teaching-learning process and assessment.
Digital Literacy Perceptions of the Students in the Department of Computer Technologies Teaching and Turkish Language Teaching
Author: Özden, Mehtap
Date: 2018-08-00
Type: Journal Articles
Subjects: Technological Literacy,Information Technology,Computer Science Education,Turkish,Language Arts,Educational Technology,Technology Uses in Education,Preservice Teachers,Intellectual Disciplines,Student Attitudes,Instructional Program Divisions,Gender Differences,Interpersonal Competence

The rapid spread of information with the wide use of the printing press has gained momentum in the 21st century as digital texts have become widespread. Reading is among the major abilities educated individuals are expected to hold and Turkish language teachers are looked to in the acquisition of this ability. Besides, computer technologies teachers are expected to teach how to use digital devices. To fulfill this duty, they are required to have developed a high level of digital literacy. The present study aims to determine and compare the perceptions of prospective teachers of computer technologies and Turkish languages. This descriptive study follows a survey model.. The population of the study comprises the students at a university located in western Turkey and the sample consists of the first-, second-, third-, and fourth-year prospective teachers of Turkish Language and Computer Technologies. The results revealed that the students in the department of Turkish Language Teaching and of Computer Technologies Teaching considered that they were sufficient enough in the attitudinal, technical, cognitive, and social sub-dimensions and differences were observed only in the sociability sub-dimension to favor the male students. Interdepartmental differences were observed in terms of the attitude and sociability sub-domains in favor of computer technologies students and statistically significant differences were found between the scores concerning the freshman and senior undergraduates of both departments.
Engineering Major Students&apos; Perceptions of Nanotechnology
Author: Yolcua, Haci Hasan
Date: 2018-08-00
Type: Journal Articles
Subjects: Majors (Students),Student Attitudes,Engineering Education,Undergraduate Students,Foreign Countries,Molecular Structure,Technology,Correlation

Nanotechnology will be among the most needed workforce areas in the near future. It is also a creative and highly dynamic field of innovative research areas that displays numerous open fields for future graduates. The central thesis of this paper is to better understand undergraduate engineering students' awareness, exposure, and motivation towards nanotechnology, how those constructs correlate with each other, and whether there are differences by gender or year of study. This exploratory study used mixed methods to answer the research question. Results revealed that engineering students have more motivation to pursue further nanotechnology knowledge or study than they have exposure or awareness about nanotechnology. The results showed that male students have more awareness about nanotechnology than female students. Educational implications are that it is necessary to provide students with more opportunities to learn about and study nanotechnology during their undergraduate experience. While students are interested in learning more, their current levels of awareness and exposure may hold them back in pursuing nanotechnology-related careers.
Sprint, Then Fly: Teaching Agile Methodologies with Paper Airplanes
Author: Frydenberg, Mark
Date: 2018-10-00
Type: Journal Articles
Subjects: Simulation,Educational Games,Computer Science Education,Introductory Courses,Group Activities,College Students,Program Administration,Learning Activities,College Instruction

As industry embraces the agile methodology for application development, universities are shifting their curricula to teach agile principles along with traditional waterfall concepts. This paper describes a simulation game offered to students in a first-year computing concepts course to introduce both models of application development. Students work in development teams to design, build, and test paper airplanes following both waterfall and agile principles to experience the roles, processes, and challenges of each. Participants track their team's progress throughout the activity, so they can draw conclusions about the benefits and challenges of each approach. Survey results indicate that students learned the various roles and approaches of both methods through this experience.