ethanporcaro/eric-fulltext-meta huggingface dataset:
Archival Quest: Research Writing Pedagogies to Recover Historical Rhetorics That Centralize Latinx Voice &amp; Inquiry
Author: Ramirez, Loretta
Date: 2023-00-00
Type: Journal Articles
Subjects: Archives,Hispanic American Students,Hispanic American Culture,Writing Instruction,First Generation College Students,Self Concept,Student Centered Learning,Rhetorical Invention,History

This article considers a pedagogical approach that centralizes student-led archival retrieval of rhetorics. The precise context of the author's inquiry is situated in a Californian classroom wherein the author teaches writing in a Latinx Studies department, serving predominately Chicanx first-generation demographics. In that context, the article responds to students who struggle to locate meaningful rhetorical models to bolster articulation of self and identity formation within academia. To tend to student needs, the author details the development of an upper-division writing course, &quot;Archival Quest: Reclaiming Latinx Rhetorics.&quot; The course's chief learning outcome is for students to practice research methodologies that advance epistemological freedoms in support of rhetorical sovereignty in their writings. The article provides writing samples by students exercising authority on largely untapped archives that potentially impact knowledge and mobilization of a voice to achieve varied academic and social endeavors while meeting students' sense of cultural rhetorical inheritances. Although featuring a course developed to serve specific demographics, the author models a framework that suits broader student populations seeking pedagogies of inclusion and equity in research and representation. The article's primary goal is to formulate pedagogy that delivers students opportunities to assume responsibility for presenting an academic voice reinforced by rhetorical belonging.
Designing Digital Repositories: User Centered Design Thinking and Sustainable Professional Development
Author: Banat, Hadi Riad
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Libraries,Design,Users (Information),Professional Development,Educational Resources,Writing Instruction,Instructional Materials,Freshman Composition,Sustainability

Learning to teach writing remains challenging for both student instructors and the experienced faculty, staff, and other professionals who mentor them. Many institutions have created local repositories of teaching-related materials such as syllabi and assignments, and some national efforts have also attempted to facilitate sharing resources to support instructor professional development. However, the labor-intensive nature of building digital resources has reduced the long-term effectiveness of these archives. Interdisciplinary approaches to building professional development resources can address these difficulties, creating more sustainable repositories and similar professional development resources. In this article, we describe the construction of the repository associated with the Corpus &amp; Repository of Writing, a web-based archive of pedagogical materials from first year-writing courses at multiple institutions. We discuss the decisions we made regarding material and metadata collection, data processing, classification of materials, and interface design, and share insights from testing with administrators, teachers, and mentors keen on developing sustainable, equitable approaches to mentoring. By drawing from the methods of corpus linguistics and technical communication, and guiding our development processes with user-centered design, we offer a model for repository building that can shape mentoring, teaching, and research within and across diverse writing programs.
Health Sciences Student Perceptions and Attitudes Regarding Proctorio E-Proctoring versus Testing Center
Author: Burr, Justin Vernon
Date: 2023-00-00
Type: Journal Articles
Subjects: Health Sciences,College Students,Student Attitudes,Supervision,Computer Assisted Testing,COVID-19,Pandemics,Distance Education,Test Anxiety,Scores,Barriers,Enrollment

During the COVID-19 pandemic, academic institutions were forced to pivot toward online education. With the switch to online learning, e-proctoring became a popular choice to continue proctored exam assessments. Many concerns arose from this technology, including privacy, psychological, and performance concerns. With the resumption of in-person learning, faculty are faced with the question of continuing with e-proctoring alone, switching back to campus testing centers, or utilizing a combination of both modes. This study aims to understand health sciences students' perceptions and attitudes regarding e-proctoring versus testing center use. An 18-question survey was distributed to health sciences students. The survey had 244 respondents. Descriptive statistics and a one-sample t-test and Cohen's d were utilized to analyze the results. The results indicate that students feel less stress and anxiety using e-proctoring compared to testing centers. Participants also reported a perception of improved exam performance and good exam security. This research helps faculty and decision-makers understand student attitudes and perceptions regarding e-proctoring versus testing center use.
Improved Understanding of Clinical Correlates with In-Situ Prosections
Author: Loomis, Mario G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Anatomy,Laboratory Procedures,Medical Students,Medical Education,Correlation,Video Technology,Instructional Materials,Instructional Effectiveness

The correlation of anatomy with pathophysiology is not intuitive for many medical students. Despite detailed cadaver dissections and three-dimensional models, board-style clinical correlation questions can still be challenging for first-year students. To facilitate understanding in this regard, prosections were developed to illustrate the clinical correlations taught in the upper extremity, thorax, and head and neck. Brief, focused videos were introduced into lecture material leading to a 37% relative gain in performance on 30 exam items covering the related clinical correlations.
LGBTQIA+ Inclusive Teaching of Anatomy and Physiology
Author: Goldina, Anya
Date: 2023-00-00
Type: Journal Articles
Subjects: LGBTQ People,Anatomy,Physiology,Inclusion,Educational Environment,College Students,STEM Education,Teacher Role,Barriers,Minority Group Students,Student Diversity,At Risk Students,College Environment,Stereotypes,Social Bias,Teacher Student Relationship,Language Usage,Curriculum,Teacher Competencies

Anatomy and Physiology (A&amp;P) is a foundational sequence of courses required for students to complete as a prerequisite prior to admission to a range of graduate health programs and degrees, some of which include medical schools, nursing, occupational and physical therapy, exercise science, cardiovascular technologist, diagnostic medical sonography, dental hygienist, respiratory care, and radiography. While undergraduate A&amp;P course content is fairly standard, differences in curricula, as well as differences in the student populations within these classes exist. In this paper we examine ways in which a more inclusive teaching environment can be created to support an increased sense of belonging for LGBTQIA+ students within anatomy and physiology courses, potentially leading to higher retention and success rates (Fenaughty et al. 2019; Garvey et al. 2017; National Academy of Sciences 2017; Snapp et al. 2015). Inclusive teaching has largely been absent within STEM disciplines, leading to negative perceived classroom experiences within STEM courses (Snapp et al. 2015; Garvey and Rankin 2015). Faculty can help to reduce barriers to success faced by gender and sexual minority students by growing in cultural competency, using inclusive vocabulary, and infusing their courses with accurate content that allows all students to see themselves in the curriculum.
The Impact of Mindset on Learning Behaviors and Learning Outcomes among Health Professions Students
Author: Elinich, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Health Occupations,Allied Health Occupations Education,Health Personnel,World Views,Student Attitudes,Student Behavior,Learning,Academic Achievement,Graduate Students,Grades (Scholastic),Prerequisites,Required Courses

Mindset is defined as an individual's beliefs about their inherent characteristics and whether or not those characteristics can be developed. Growth mindsets have been associated with improved academic performance and resilience and may benefit students transitioning to graduate health professions education. This study examined the relationships between mindset, learning behaviors, and learning outcomes of first-semester graduate health professions students enrolled in a neuroanatomy course and examined other factors that may impact academic performance. Forty-one participants completed an electronic survey that included demographics and a mindset questionnaire. Learning outcomes, or grades, and learning behaviors, including office hour and tutoring session attendance, participation in bonus activities, and email correspondence with the course instructor, were collected. Based upon the mindset questionnaire, 10 participants were categorized as &quot;strong growth&quot;, 28 participants as &quot;growth with some fixed&quot;, and 3 participants as &quot;fixed with some growth&quot;. There were no significant differences in mindset score based upon demographic characteristics. No significant correlations were found between mindset score, learning behaviors, or learning outcomes. Using a multivariable model, the factors that best predicted overall course grade were undergraduate grade point average (GPA) and number of prerequisite courses taken. While the lack of heterogeneity in mindset impacts the ability to determine potential relationships between studied variables, this study demonstrates that graduate health professions students largely have growth mindsets, perform well on academic assessments, including undergraduate coursework, and demonstrate frequent positive learning behaviors. Developing and reinforcing these behaviors as undergraduates may positively impact future success at the graduate level.
Introducing the HAPS Physiology Learning Outcomes
Author: Silverthorn, Dee U.
Date: 2023-00-00
Type: Journal Articles
Subjects: Physiology,Introductory Courses,Curriculum Design,Behavioral Objectives,Competency Based Education,Fundamental Concepts,Undergraduate Study,College Science

The Human Anatomy &amp; Physiology Society (HAPS) has published a set of learning outcomes to be used for curriculum design of a one-semester introductory physiology course. The outcomes are competency-based and are mapped to core concepts and skills students should develop as undergraduates. This paper is an introduction to how the physiology learning outcomes are organized and how they can be used.
&quot;Worst Thief Ever&quot; -- The Use of a Storyline to Engage Students in a Traditional Hands-On Lab Experience
Author: McDaniel, Kerrie
Date: 2023-00-00
Type: Journal Articles
Subjects: Hands on Science,Anatomy,Learner Engagement,Story Telling,Instructional Effectiveness,Science Instruction,Science Laboratories,Problem Based Learning,Student Attitudes,College Students,College Science

A traditional anatomy lab using microscope slides to examine the structures of the integumentary system was enhanced to increase connections to the real world, student engagement, and interest in the topic by adding a forensic storyline where students examined structures of the integument in order to &quot;solve the crime&quot;. Student perceptions regarding the addition of the storyline to the lab found that 88% of students reported that the storyline increased the connections they made between the lab and the real world. Eighty-six percent of students stated that the storyline increased their interest in the lab and 83% said that it made them more engaged in the lab. Sixty-three percent of students felt that the storyline helped them to learn the material better. A five-step strategy guided the conversion of a typical hands-on anatomy lab exercise into an engaging experience based on a storyline using materials commonly found in the lab. This strategy serves as a template to transform lab exercises into experiences that use both a storyline and a hands-on activity as drivers of student learning.
A Comparative Study on the Education for Sustainability (EfS) Skills and In-Role Performance Effectiveness in the Context of the Malaysian and the Japanese Academic Ecosystems
Author: Ghasemy, Majid
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Skill Development,College Faculty,Leadership,Expertise,Self Management,Teacher Attitudes,Public Colleges,Private Colleges,Cross Cultural Studies

This international comparative study focuses on examining the impacts of Education for Sustainability (EfS) expertise and self-organization, as two aspects of EfS skills and knowledge, on personal and interpersonal outcomes, which is one of the EfS effective in-role performance dimensions. We collected data from 664 academics in Malaysia and Japan, screened the data, and utilized partial least square structural equation modeling (PLS-SEM) to test our model. Our findings indicated that both predictors were statistically significant and practically relevant in predicting the outcome variable. In addition, our permutation-based multigroup analysis revealed no significant differences between academics from the two countries in terms of the paths within the model. Notably, the model, based on estimation using the aggregate data, showed a medium level of out-of-sample prediction power. We also examined and interpreted country-specific results and suggested avenues for future research in EfS leadership.
COVID-19 and Loneliness in Higher Education: A UK-Based Cohort Comparison Study
Author: Ouzia, Julia
Date: 2023-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Psychological Patterns,College Students,Foreign Countries,Cohort Analysis,Predictor Variables,Sense of Community,Social Support Groups,Identification (Psychology),Social Behavior

COVID-19 changed university life worldwide as campuses closed or offered restricted inperson teaching. Whilst early evidence suggests that educational experiences were satisfactory, concerns were raised about the impact of COVID-19 on social and psychological elements of university including student loneliness. We conducted a UK-wide cross-sectional cohort comparison study using an anonymous online survey measuring loneliness and the factors which may predict it: belonging (need to belong and achieved belonging), social support, and social identity. We found that students who began their studies at the height of the pandemic (2020/21) or after restrictions largely lifted (2021/22) had a reduced sense of belonging compared to those who started earlier (2019/20), suggesting some longlasting effects on students. Whilst there were no significant cohort differences in loneliness, need to belong, sense of belonging, and social support were significant predictors of loneliness, suggesting these factors could be targeted to reduce loneliness in students going forward.
Economic Benefits of Higher Education in Ethiopia: A Benefit-Cost Ratio Analysis
Author: Demissie, Mesfin Molla
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cost Effectiveness,Higher Education,Secondary Education,Teacher Education,Agricultural Education,Health Sciences,Outcomes of Education,Employees,Agricultural Occupations,Teaching (Occupation),College Graduates

This study examined the economic benefits of higher education in Ethiopia. It utilized a quantitative research approach. The study revealed that the benefit-cost ratio (BCR) for secondary and higher education is 1.97 and 1.84 respectively. This implies that both levels of education provide benefits outweighing their costs. Regarding the private and social rate of return, they were 68% and 23% respectively. These figures reveal that both the private and social benefits are higher than the those found in any previous studies. Lastly, higher education has the highest rate of return for employees of three key sectors-that is, teacher education, agriculture, and health sciences-with an estimated value of 23, 15.3, 16.3 per cent increases to earnings compared to 3.8 for secondary education. In conclusion, the increasing pattern of high private rates of return to higher education shows that a shift of the education cost burden from the social to the private might be accomplished through loan schemes in higher education.
Impacts of Internationalisation for Quality Assurance: A Case Study on Institutional Best Practices for Quality Assurance in a Research University
Author: David, Solomon Arulraj
Date: 2023-03-00
Type: Journal Articles
Subjects: Quality Assurance,Research Universities,Foreign Countries,Best Practices,Global Approach,Educational Quality,Higher Education

The higher education sector in the UAE has expanded exponentially with due attention to quality assurance supported by CAA. Internationalisation dynamics has added to quality enhancement efforts in the country. This study explores the impacts of internationalisation for quality assurance in higher education and it particularly accounts institutional best practices for quality assurance in a research university. The study used literature review, case study and document analysis as research methods. The research relied on relevant literature and documents from the case studied. Standard protocols of systematic literature review, and document analysis were followed in the study. Metaanalysis and meta-synthesis helped to achieve in summarising, analysing, interpreting the findings. The findings indicate that the role of institutional quality assurance department is pivotal to enhance quality. Research universities are expected to uphold higher order quality assurance protocols. The best practices highlighted in this study may offer unique lessons for young and new research universities.
Striving to Defend the Academic Profession: The University and College Union in English Research-Intensive Universities
Author: Marini, Giulio
Date: 2023-03-00
Type: Journal Articles
Subjects: Research Universities,College Faculty,Unions,Role,Conflict,Foreign Countries,Collective Bargaining,Professional Associations

The purpose of the paper is to understand why academics' main association and trade union in England (University and College Union-UCU) is not stronger in its representation capacity, deepening knowledge regarding its role in the wider higher education sector. UCU operates in an adversarial context, claiming itself to be academics' main voice. However, UCU, as an association/union of academics, does not have a monopoly on representation, nor is the representation that it offers consistently strong. Applying a &quot;Multiple Logics&quot; perspective to this under-investigated topic within higher education, findings suggest that UCU is hampered by: 1) an increasingly heterogeneous academic workforce, resulting in contrasting interests; 2) an overriding cascade of managerialism in all ranks; 3) a widespread soloist mentality among academics; 4) an understanding of one's profession as in contrast with the idea of mobilization; 5) internal ideological conflicts among UCU activists.
Undergraduate Students&apos; Learning outside of Class Time during the COVID-19 Pandemic in Japan: The Impact of Online Education
Author: Pan, Qiujing
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Undergraduate Students,Online Courses,High School Students,Employment Level,Educational Technology,Blended Learning,Study Habits,Independent Study,Intellectual Disciplines

Self-learning outside of class is an essential part of Japanese university education. With the drastic changes to university classes due to the COVID-19 pandemic, self-learning became all the more important. In this study, we used surveys to investigate the changes in self-learning from 2019 to 2020, as reported by 5,861 third-year students at 15 universities from June to July 2020. We examined many fields of study and analyzed students' responses based on their learning habits in high school and university, employment, and class type (on-demand, live, and hybrid). The results showed that differences in self-learning habits were reinforced between 2019 and 2020. Moreover, the amount of self-learning varied greatly depending on the field of study and type of class. Self-learning was highest in the on-demand, live, and hybrid classes, respectively, among students in the humanities, social sciences, and health sciences etc. Our results suggest the need to consider effective class methods and class types for a given specialization to promote students' self-learning when remote education is required.
A Comparative Study of Abstraction and Informational Density in Higher and Lower Indonesian Graduate Students&apos; L2 English Academic Texts
Author: Subandowo, Dedy
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Second Language Learning,English (Second Language),Academic Language,Foreign Students,Writing Evaluation,Writing Improvement,Essays,Language Proficiency,Nouns,Verbs,Form Classes (Languages),Comparative Analysis,Difficulty Level

The language features of the second language (L2) English academic texts written by Indonesian graduate students enrolled in Hungarian higher education are employed in the present study. The study focuses on the level of abstraction and informational density in student assignments in particular. Seven high-stakes essays were collected from seven Indonesian graduate students registered in the faculty of Social Sciences at three different Hungarian universities. Coh-Metrix, a corpus-based computational tool, was used in this study to examine indices of content words and abstraction. As for the comparison between higher and lower proficiency level students, parametric statistics were used to conduct a quantitative analysis of the selected linguistic features, including nouns, verbs, adjectives, adverbs, pronouns, and concreteness and abstraction. The results show that C1 English proficiency level students outnumber B2 students in terms of informational density. Their texts are more abstract than those of B2 students.
Evidence-Based Governance in Education: The Differences between Privately Funded and Publicly Funded Think Tanks Are in Part Due to Their Diverging Tactics in Scheduling and Timetable
Author: Kevisas, Magnus Tomas
Date: 2023-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Governance,Educational Finance,Educational Policy,Organizations (Groups),Research,Policy Formation,Foreign Countries,Private Financial Support,Federal Aid,Private Sector,Ideology

As the role that publicly owned and private think tanks play in evidence-based governance grows, several parameters that have a bearing on the agenda, schedule and timetable of the think tanks have already been studied. Here we look at the interplay between the funding model (public vs. private) and the analysis intention (the temporal outlook; &quot;ex-ante vs. ex-post&quot; approach), choosing Lithuanian education policy, system and agents as the study domain. Among other findings, we see that the funding model correlates with the temporal outlook: the investigated representative of private think tanks tends to engage in ex-ante work more intensively, while the publicly funded equivalent is exhibitive of both &quot;ex-ante&quot; (preparatory) and &quot;ex-post&quot; (evaluative) research tactic in almost equal measure. We conclude that the private sector may afford the luxury of being more focused and efficient in its information behavior mostly due to the clear and nondebatable ideological commitment. In a deliberative democracy this is rarely possible. It would be of great interest to check whether the same generalizations hold for jurisdictions that are free from the post-Soviet administrative tradition.