ethanporcaro/eric-fulltext-meta huggingface dataset:
Cross-Cultural Mentoring: A Pathway to Building Professional Relationships and Professional Learning beyond Boundaries
Author: DeWaard, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Higher Education,Open Educational Resources,Open Source Technology,Online Courses,Program Descriptions,International Organizations,Objectives,Technological Literacy,Faculty Development,Teaching Methods,Learning Processes,Instructional Design,Sustainable Development,International Cooperation,Educational Cooperation,Teacher Educators,College Faculty,Teacher Attitudes,Foreign Countries

This paper offers insight from an informal cross-cultural mentoring experience of course development in higher education framed by the UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning project. The Open Education for a Better World is a tuition-free international online mentoring program established to unlock the potential of open education in achieving the United Nation Sustainable Development Goals. Drawing from mentor/protégé conversations and reflections and examining the experiences of mentoring in the development of an online course for Indian teacher education faculty development, the authors illuminate a pathway toward building professional relationships and professional learning beyond borders and boundaries. This paper describes how mentorship can develop digital competencies foundational for transferring tacit knowledge about planning, designing, recording, implementing, and evaluating teaching and learning in education. Explicit knowledge-building for professional learning within a supportive mentoring relationship is explored.
Lab Reports and Horror Stories: Exploring Chemistry Majors&apos; Evaluations of Scientific and Creative Writing
Author: Nicholes, Justin
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Majors (Students),Writing Evaluation,Technical Writing,Creative Writing,Undergraduate Students,Writing Across the Curriculum,Student Attitudes

The present study adopted a case-study qualitative design to discover how science undergraduates at one public university in the eastern U.S. understood writing and how they evaluated creative or personal writing in relation to their science identities. Findings suggest that science majors in this volunteer sample defined science writing as distinct from other kinds of writing, but they also saw creative writing as personally enjoyable and valuable. The discussion explores an observation that science educators may be able to leverage creative, imaginative writing to give students chances to demonstrate how creative narratives do not lie beyond the boundaries of scientific discourse, as well as for reflective and writing-to-learn purposes for students.
Mapping out Dramatic Forms
Author: Teruel, Tomás Motos
Date: 2020-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Theater Arts,Learning Activities,Social Action,Verbal Communication,Nonverbal Communication,Visual Aids,Change,Classification,Educational Strategies

This paper examines the understanding of the use of dramatic activities and conventions in the field of education and social action, differentiating between the constructs of theatre and drama in education. In order to help reflect on the practices of teachers and educators who use these didactic strategies in their profession, three diagrams are used as models to illustrate mapping techniques. The first is sketched from the process/product, play/performance and participation/non-participation variable; the second is based on the variables of verbal/non-verbal, open/closed and small scale/large scale; and the third diagram represents drama/theatre, collective/individual and change-centered/not change-centered practices. All theatrical forms in the three diagrams are concisely, but not wholly, characterized.
Authentic Engagement through Workplace Pedagogy
Author: Nealy, Chynette
Date: 2020-00-00
Type: Journal Articles
Subjects: Business Administration Education,Authentic Learning,Undergraduate Students,Majors (Students),Job Skills,Employment Potential,Career Readiness,Business Communication,Simulation,Active Learning,Student Projects,Theory Practice Relationship

Readiness: Are business majors equipped with industry-expected skills? This question remains the central theme of discussions between employers and business academicians in terms of bridging the gap between theory and practice. These discussions are useful in identifying reasons that might impede &quot;readiness.&quot; This article provides an overview of pedagogical and practical considerations by offering a process and evaluation framework to help business communication faculty integrate workable pedagogy to ever-evolving business practices. Suggestions are provided for authentically engaging business majors in developing industry-expected skills, such as teamwork, social collaboration, and technology. Although these suggestions will not pertain equally to all business communication settings (i.e. regional or local practices), they do allow for the examination, reflection, and application of best practices to bridge the gaps between theory and practice in terms of providing meaning and value for undergraduate business majors to develop applicable workplace and employability skills. These uncertain times underscore the importance of reflecting on and applying best practices from academic and workplace settings that can authentically engage and develop students.
When Culture and Change Collide in Higher Education: A Case Study at One University
Author: Petersen, Steven A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Universities,Organizational Culture,Higher Education,College Administration,State Universities,Rural Areas,Models,Organizational Communication,Teaching Methods,COVID-19,Pandemics,Online Courses,Case Studies,College Faculty,Instructional Leadership,Program Development,Teacher Attitudes

Leaders in higher education regularly find themselves at the intersection of change, torn between their institution's history and culture, the intrinsic value of education, market needs, and the desires of alumni, current, and prospective students. Higher education is often labeled reluctant to change, and many believe any change initiative not aligned with the institution's culture is almost certain to fail. This study provides evidence that leaders in higher education can implement change that is incongruent with organizational culture while maintaining harmony among the institution's ideals and constituents. University X, a medium-sized, highly regarded public institution located in a rural area, implemented its first fully online degree program, which was widely perceived as being incongruent with the organization's culture. A detailed analysis of eight environmental factors and an adaptation of Kotter's (1996) eight-step change model contributed to the overall success of this change. The keys to implementation were developing an in-depth understanding of the culture while ensuring there was both a need for change and adequate support among stakeholders. Developing a group to champion and sustain the initiative was also critical. The common thread throughout the entire change process was the frequent and effective communication maintained by the organizational leaders. The culture shift initiated by the change also allowed the institution to move quickly to transition to alternative teaching methods during the COVID-19 pandemic of 2020.
Where Do We Go Now? Adult and Workforce Education Policy Post-2020
Author: Roumell, Elizabeth A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Education,Labor Force Development,Educational Policy,Federal Legislation,Labor Legislation,Policy Formation,Advocacy

In this essay, I argue that our recent pivot toward digital learning, in addition to the social discontent and economic turbulence exacerbated by the pandemic, requires a re-imagining of how we &quot;do&quot; adult and workforce education (AWE) policy. First, I briefly describe the 2014 Workforce Innovation and Opportunities Act (WIOA) policy. Next, I present findings from recent research on AWE policy development and identify substantial policy gaps. I emphasize a pressing need to return to the proverbial policy drawing board in AWE policy and invite our field to imagine a future for AWE that promotes a socially conscientious, inclusive, and democratic society and responds to the very real demand for workforce development reform, and the urgency of reducing earnings inequality.
The Out-of-Classroom Engagement Experiences of First-Generation College Students That Impact Persistence
Author: Hopkins, Sherolyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,First Generation College Students,Undergraduate Students,Student Participation,Student Characteristics,Academic Persistence,School Holding Power,Student College Relationship,Teacher Student Relationship,Sense of Community,Student Experience

This article is the result of research conducted with first-generation upper-class college students enrolled at a comprehensive university in Georgia. The researcher sought to answer the following research question: How do first-generation college students perceive the impact of out-of-classroom engagement experiences on persistence? The study focused on out-of-classroom engagement experiences that included work, residence, athletics, clubs and organizations, and volunteer work. The researcher utilized a qualitative interpretive approach and collected data via individual interviews and a focus group. Participants were selected based on a purposeful sampling technique. The researcher was able to organize the rich data into themes. Findings of this study indicate that the participants perceive that out-of-classroom experiences impacted their persistence by connecting them with the university and faculty, by becoming or being a part of a community, and because of the relationships that they had established by being engaged in an out-of-classroom experience. The article concludes with implications for student affairs professionals and future research on first-generation college students.
The Rise in Use of Emotional Support Animals by College Students: The Impact of Parenting Styles
Author: Smith, Misty G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Animals,Mental Health,Emotional Response,College Students,Parenting Styles,Parent Child Relationship,Family Environment,Generational Differences,Student Characteristics,Affective Behavior,Personal Autonomy,Discipline,Punishment,Trauma

As the generational context of higher education shifts, a rise in Emotional Support Animal (ESA) use and mental health concerns are present for students on college campuses. While previous studies have aimed to address the relevancy and controversy of ESAs in higher education as well as their effectiveness in supporting individuals, less research has explored underlying factors that contribute to the use of an ESA. The purpose of this study was to explore the parenting behaviors of parents/caregivers of students with ESAs in comparison to parents/caregivers of students without ESAs. An embedded mixed methods design was used. Participants completed the Parenting Behaviors Questionnaire (PBQ) assessment scale and an embedded qualitative question. Findings revealed significant differences in the PBQ subscales of responsiveness, explaining, and discipline indicating that the parenting behaviors among parents/caregivers of students with ESAs differ in these areas. Students with ESAs also disclosed higher incidents of unexpected life events and caregiver instability than their non-ESA counterparts. The data provides essential assessment and intervention information for college counseling centers.
Usg&apos;s Well-Being Policy Regarding Tobacco Product Use: A Proposal for Changing from Opt-Out to Opt-In
Author: Ariail, Donald L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Well Being,Health Promotion,Incentives,Smoking,Higher Education,Employees,Health Behavior,Health Insurance,Incidence,School Policy,Program Effectiveness,Fees,Gender Differences,Age Differences,Geographic Regions,Educational Attainment,Individual Characteristics,College Faculty,Institutional Characteristics,Teacher Salaries

The University System of Georgia (USG) has a state-wide initiative aimed at increasing the well-being of faculty and staff by incentivizing a decrease in tobacco product usage by employees covered by a USG healthcare plan. This incentive is positive in that aid in stopping tobacco product usage is offered to each member; and negative in that each member who is a tobacco product user is penalized. A healthcare surcharge is added to the monthly health insurance premium paid by each faculty/staff member for themselves and covered dependents over 18 years of age who are tobacco product users. The current policy considers covered employees and their applicable dependents to be users of tobacco products unless they annually opt-out. This paper includes summaries of the incidence of cigarette and tobacco product usage in the U.S., a summary of USG's policies related to the current tobacco initiative, a brief literature review regarding opt-in and opt-out programs, and a discussion of the possible negative impact of the current USG tobacco use policy. Support is provided for the present tobacco surcharge penalty being either eliminated or its implementation changed, and for the current opt-out default being changed to an opt-in program.
COVID-19 and the Digital Transformation of Saudi Higher Education
Author: Abdulrahim, Hiyam
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Higher Education,Online Courses,Educational Technology,Technology Uses in Education,College Faculty,College Students,Program Effectiveness,Productivity,Educational Environment,Academic Achievement,Conventional Instruction,Skill Development,Teaching Methods

This paper examines the effectiveness of the fourth industrial revolution technologies in mitigating the COVID-19 effects on higher education, through using digital learning and technological work systems as substitutes for traditional learning and work systems in Saudi Arabia. However, due to COVID-19 pandemic, all universities shut down and continued its role of providing educational services and keeping work going on using digital learning and technological work systems. Using a survey implemented in different universities for various colleges directed to faculty staff and students, the study tries to explain how the fourth industrial revolution is influencing higher education and how universities are prepared to face their challenges resulted from COVID-19 pandemic in Saudi Arabia. The study tries to explain how the fourth industrial revolution can play the role of catalyst for improving productivity, learning outcome, and wellbeing -work environment in these uncertain circumstances. Results display that digital learning is distinct compared to traditional learning, it improves the students learning outcome, enhance the faculty member's capabilities and implementation of technical systems, develops staff productivity and work environment.
Cultural Affordances of Twitter in Higher Education Professional Development: A Literature Review
Author: Singh, Lenandlar
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Higher Education,Cultural Context,Faculty Development,College Faculty,Cultural Influences,Social Networks,Scholarships,Generalization,Professional Autonomy,Cultural Awareness

Twitter has become popular among higher education academics globally as a platform to engage in personal and professional development activities. However, while researchers have studied the experiences of academics, little work has been done to understand the role of culture in these experiences, and on Twitter as a cultural artefact in the higher education space. This systematic literature review examines how Twitter is used as a space for professional development among higher education academics through the lens of cultural affordance. Using thematic analysis three cultural affordances of Twitter emerged: agency, openness, and networked scholarship. However, these affordances are not ubiquitous nor is their cross-cultural nor cross-domain generalisability determined by this study as it focuses only on research in higher education. These findings therefore point to the need for further research on cultural affordances of Twitter when it is used across different cultural contexts and professional settings. From a practice standpoint the study points to the need to carefully develop tailored policies and practices that are cognizant of cultural factors and sensitive to cultural affordances of platforms to guide professional development activities relevant to higher education academics.
Transitioning University Courses Online in Response to COVID-19
Author: Telles-Langdon, David M.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Educational Technology,Distance Education,Electronic Learning,Higher Education,College Faculty,Flipped Classroom,Adjustment (to Environment),Foreign Countries,Educational Resources,Computer Assisted Testing,Grading

As the world reeled from the realization that a pandemic of a magnitude not seen in a century was upon us, and that physical distancing to reduce the speed of transmission was going to necessitate suspension of regular classes, university faculty members scrambled to convert their planned lectures from in-person to online formats. This article describes one faculty member's experiences using a flipped classroom approach in a virtual teaching environment. The arrival of COVID-19 fractured the school year and put some students' graduation in jeopardy. From a hasty search of literature on the process of teaching and evaluating in an online environment, to a selection of hardware and software to provide students with an optimal learning environment while ensuring the security and validity of online evaluation, this article will highlight some of the successes and pitfalls of a rapid transition to online instruction and evaluation. Although there is a body of literature on the process and efficacy of online teaching, the constantly evolving nature of technology not only continues to produce new online instruction tools, but also tools that can be used by students to circumvent most cheating prevention measures put in place.
Why Does Digital Learning Matter? Digital Competencies, Social Justice, and Critical Pedagogy in Initial Teacher Education
Author: Coker, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technological Literacy,Social Justice,Preservice Teacher Education,Student Teachers,21st Century Skills,Critical Theory,Context Effect,Social Environment,Internet

Digital tools and spaces are becoming prevalent in schools across the world requiring the development of digital skillsets for student-teachers. Digital technology, in enabling education to extend beyond the space and time boundaries of the conventional classroom (Seifert et. al., 2015), brings the digital landscape into the classroom and firmly into the frame of reference for those preparing student-teachers to enter the profession. For Initial Teacher Education (ITE) programmes which foreground social justice, the digital (i.e., technology which is linked to the internet) goes far beyond a skillset or a discrete subject. Engaging with digital learning encompasses the 21st century context--both local and global--in which student-teachers and their future pupils are situated. Developing a critical pedagogic approach involves understanding the context in which one lives and enabling learners to challenge or change it (Freire, 1996). For those working in ITE a postdigital lens provides a means to understand the context in which they are situated. Critical pedagogy enables student-teachers to understand that context, and challenge the inequities which persist, preparing them not simply to navigate the digital landscape, but to engage with it critically. Reflecting on student-teacher learning this article explores the digital dimension, highlighting the importance of digital learning when engaging with critical pedagogy and social justice in ITE.
Developing Pre-Service Teachers&apos; Skills in Post-Secondary Transition through Applied Practice
Author: Swindlehurst, Kelly Ann
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Special Education,Individualized Transition Plans,State Universities,Graduate Study,Teacher Education Curriculum,Curriculum Development,Student Attitudes,Evidence Based Practice

The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of the program revision will be outlined and accompanied by online resources for faculty to utilize when seeking to improve their special education preparation program in the area of post-secondary transition. The pre-service teachers' perceptions of the impact of the revision are included in the discussion; along with suggestions for future directions, research, and work in rural areas.
E-Learning during a Global Pandemic
Author: Lynch, Maggie
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Readiness,Distance Education,Technology Integration,Access to Computers,Disadvantaged,Technological Literacy,Emergency Programs,COVID-19,Pandemics,School Closing,Open Educational Resources,Video Technology,Internet,Elementary Secondary Education,Foreign Countries

The onset of the COVID-19 virus has tested education, social, and economic structures as the pandemic has spread around the world. UNESCOs monitoring indicates that over 181 countries have implemented nationwide school closures, impacting more than 1.5 billion students. Though many universities have some experience in online learning, they are not ready to move from under 25% of curriculum already developed to 100% of curriculum being available with teachers ready to go online. K-12 education is struggling with most districts having never invested in an e-learning infrastructure or established a technology backbone for e-learning delivery. The pandemic shines a light on the unequal access to the technologies necessary to be successful either as an online learner or as an instructor suddenly responsible for delivering content remotely. Suggestions for rapid response and iterative course design options, as well as current free access assets are offered in this article.
School&apos;s Out: The Role of Summers in Understanding Achievement Disparities
Author: Atteberry, Allison
Date: 2021-04-00
Type: Journal Articles
Subjects: Achievement Gap,Academic Achievement,Language Arts,Hierarchical Linear Modeling,School Role,Outcomes of Education,Mathematics Achievement,Elementary School Students

Summer learning loss (SLL) is a familiar and much-studied phenomenon, yet new concerns that measurement artifacts may have distorted canonical SLL findings create a need to revisit basic research on SLL. Though race/ethnicity and socioeconomic status only account for about 4% of the variance in SLL, nearly all prior work focuses on these factors. We zoom out to the full spread of differential SLL and its contribution to students' positions in the eighth-grade achievement distribution. Using a large, longitudinal NWEA data set, we document dramatic variability in SLL. While some students actually maintain their school-year learning rate, others lose nearly all their school-year progress. Moreover, decrements are not randomly distributed--52% of students lose ground in all 5 consecutive years (English language arts).