ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Effectiveness of a Peer Coach Model in Research-Intensive Undergraduate Courses
Author: Rovito, Michael J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Peer Teaching,Program Effectiveness,Student Research,Undergraduate Students,Research Skills,Mentors,Graduate Students,Intellectual Disciplines,Self Efficacy,Prior Learning,Curriculum Development

The impact of peer coaches embedded in classrooms are outlined in the literature. There is, however, a lack of evidence on &quot;when&quot; their services should be introduced into the curriculum to have the most impact possible. The goals of this exploratory research project, therefore, were to aim to provide baseline evidence on the most effective and efficient application of 'Research Coaches'. A total of 129 undergraduate students took part in a cross-sectional design by completing a series of original surveys on the research process and qualities about their research identity. Our research suggests that peer coaches can most benefit those with the least previous research experiences as related to perceived increases in understanding of fields, research skills, previous knowledge of the subject of study and confidence in research abilities. Such quantitative findings are reinforced through our qualitative findings, suggesting that overall, peer coaches and faculty can be perceived as complimentary support systems for effective research-focused course implementation. Future implications of the use of 'Research Coaches' in the classroom are discussed.
Comparison of Two Online Courseware Instructional Methods Using Propensity Score Matching
Author: Babcock, Renée L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Software Evaluation,Courseware,Probability,Scores,College Students,Introductory Courses,Psychology,Time on Task,Instructional Design,Educational Technology

This study used propensity score matching to compare two online courseware systems intended for use as supplements to either face-to-face or online courses. One courseware system focused on adaptive features available to students while completing assignments; whereas the other system was an interactive courseware that provided embedded media supplements and assessments. Participants were students enrolled in a psychology course taught by an instructor who used the adaptive courseware in Fall 2013, switching to the interactive courseware in Fall 2015 and 2016. Propensity score matching was used to match students in 2015 with students in 2013. A separate matching process was done for the 2016 versus 2013 students. The use of propensity score matching was successful in allowing comparison across groups. However, the only consistent finding across the two matched samples was that students appeared to spend less time in the interactive courseware than the adaptive courseware. The most likely reason for the difference is a function of the requirements of the two courseware systems.
Agile and Active: Sustaining Pedagogical Change in a Large-Enrollment Calculus Course
Author: Cogswell, Cynthia A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Active Learning,College Students,College Faculty,Educational Change,Mathematics Curriculum,Introductory Courses,Grades (Scholastic),Teaching Methods,Course Descriptions,Barriers,Mathematics Teachers,Teacher Attitudes,Private Colleges,Selective Admission,Academic Persistence,Withdrawal (Education),Case Studies,Student Attitudes,Doctoral Programs,Teacher Characteristics,Socialization,Institutional Characteristics

It is well documented that the use of active learning strategies increases student learning (Freeman et al., 2014; Prince, 2004; Springer, Stanne, &amp; Donovan, 1999). A key difficulty in innovating college mathematics is identifying and sustaining what works for both students and the faculty. This study discusses efforts to innovate and sustain curricular change in introductory calculus at a private, elite institution. To examine if incorporating active learning strategies made a difference in student performance, student grades in the redesigned course and performance in subsequent courses were analyzed. Using Austin's 2011 framework to understand the context in which the course redesign took place, individual faculty and contextual barriers and &quot;levers&quot; to sustain change are discussed. Findings are applicable to other STEM disciplines and to colleges and universities in general. Next steps in this research include identifying how to scale change, including, perhaps, networks of faculty to implement and spread the reform on campus.
Examining Language in Higher Education Courses: Creating Opportunities for Critical Reflection
Author: Kenney, Christine K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Language Usage,Labeling (of Persons),College Students,College Faculty,Teaching Methods,Reflective Teaching,Disabilities,At Risk Persons,Metacognition,Learning Experience,Self Concept,Case Studies,Service Learning,Field Experience Programs,Journal Writing,Discourse Analysis

Words and labels used about a person inevitably have an impact, whether intended or unintended. This article discusses the need for intentional and overt, critical reflection and discussion in higher education regarding the language faculty and students use. The authors provide language examples commonly used in courses that could have varied meanings. Instructional strategies which support reflective conversations surrounding language in higher education courses are provided.
Nudging Students to Succeed in a Flipped Format Gateway Biology Course
Author: Sherr, Goldie
Date: 2019-00-00
Type: Journal Articles
Subjects: Nursing Students,Nursing Education,Biology,Homework,Video Technology,Technology Uses in Education,Program Effectiveness,Self Management,Student Responsibility,Attendance,Readiness,Grades (Scholastic),Prompting

The intensive nature of gateway biology courses often results in poor student performance. This issue can be resolved with the usage of the flipped classroom method. Our application of this model to a human anatomy and physiology course increased the retention and passing rates. However, the beneficial effects of flipping a classroom can be substantially weakened due to student disposition. To target this, we used the flipped classroom model in conjunction with a series of nudges in the form of self-monitoring logs and reminder notifications. Students were responsible for tracking their attendance, punctuality, preparedness, and grades via a self-monitoring log that they had to complete each week. Reminder notifications were sent to students via text or email messages. While the flipped classroom method accompanied by both self-monitoring logs and reminder techniques can be a powerful learning model leading to higher student success rates, we found that consistent nudging via text messages appears to be pivotal in ensuring student success.
Sense of Community in an Online Graduate Program
Author: Cornell, Heidi R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Sense of Community,Synchronous Communication,Outcomes of Education,Online Courses,Graduate Students,Correlation,Higher Education,Educational Opportunities,Computer Mediated Communication,Measures (Individuals),Methods Courses,Advanced Courses,Special Education,Student Attitudes

A sense of community among learners is recognized as contributing to positive student outcomes. Synchronous learning opportunities may serve as one way to create a sense of community among online learners. Findings are shared from a mixed-method study that examined the impact of synchronous discussion sessions on students' sense of community, as well as additional factors to consider when creating a sense of community. Cultivating trusting relationships by providing students with multiple opportunities for authentic, spontaneous, supportive discussion with people they know well emerged as central to fostering a sense of community. Implications for online learning in higher education and future research needs are discussed.
Experiential Learning and Peer Teaching to Develop Powerpoint Slide Formatting Skills
Author: Hammond, Kay M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Peer Teaching,Visual Aids,Public Speaking,Design,College Freshmen,Class Activities,Outcomes of Education,Student Attitudes,Task Analysis

Construction of visual material to enhance audience understanding of an oral presentation is an important skill in educational and professional settings. Many first-year undergraduates may not be familiar with the basic principles of effective slide design to increase audience understanding. However, faculty face time pressures to train students on effective use of information technology for educational activities. This paper reports on the development and use of a time-efficient, engaging, in-class activity involving specific learning criteria for slide design in an academic literacy course. The activity is based on experiential learning and peer teaching to increase student ability and confidence with creating PowerPoint slides for first year undergraduates. Students evaluated the activity positively and were able to achieve most of the learning criteria. Recommendations for further development of the activity are provided.
Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students
Author: Virtue, Emily E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Fiction,Identification (Psychology),Student Adjustment,At Risk Students,Reading Assignments,Writing Assignments,College Freshmen,Transitional Programs,College Readiness,Summer Programs

The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.
Talking to Teachers about Reading and Teaching with Comics: Pedagogical Manifestations of Curiosity and Humility
Author: Lewkowich, David
Date: 2019-11-00
Type: Journal Articles
Subjects: Cartoons,English Instruction,Teaching Methods,High School Teachers,English Teachers,Teacher Attitudes,Reading Materials,Teacher Characteristics,Classroom Techniques,Literature,Language Arts,Critical Reading

This paper explores how English teachers are currently using comics in their classrooms, and how they describe the problems and benefits of working with this curious textual form. As an educational researcher, I am interested in how the experimental ethos of comics can influence classroom practice in a similarly experimental fashion, and it was with this open question that I decided to ask fifteen high school English teachers how they teach with comics, and whether and how they feel their teaching practice and classroom environment has been affected and enlivened by the inclusion of these texts. In organizing this paper, I proceed as follows: I describe my own preoccupations; I provide a short description of the technical elements of comics reading; I describe how teachers open their studies, and consider the teaching strategies that they employ; and lastly, I discuss their rationales for using this particular art form.
Evaluation of the Use of Assessment Centre Methodology to Enhance Development Planning, Work Placement Outcomes and Work Readiness for Postgraduate Students -- A Pilot
Author: Keele, Sophie M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Career Readiness,Graduate Students,Employment Potential,Evaluation Methods,Student Development,Industrial Psychology,Student Attitudes,Job Placement,Student Employment,Assessment Centers (Personnel),Foreign Countries,Competence,Supervisors

Work placements as a form of Work Integrated Learning (WIL) are widely recognised for the positive impact they have on improving the employability and work readiness of students. Assessment Centres (ACs) are typically used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. The present project aimed to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15). A longitudinal design was utilised with numerous evaluation points from work placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, a role play, a written report and a leaderless group discussion. Comprehensive feedback was provided to the students by Organisational Psychologists who also fulfil the role of Placement Co-ordinators. With the assistance of the Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These development plans were to be addressed whilst on consecutive work placements. Initial perceptions gathered from students with regards to their participation in this initiative were very encouraging. Whilst based on a limited sample, the performance evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their organisational supervisors, illustrate the positive effect of this methodology. The ongoing application of AC methodology as a process to enhance development planning, placement outcomes and work readiness for postgraduate students is discussed.
The Work Readiness Scale (WRS): Developing a Measure to Assess Work Readiness in College Graduates
Author: Caballero, Catherine Lissette
Date: 2011-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Career Readiness,College Graduates,Employment Potential,Test Validity,Test Reliability,Item Analysis,Factor Analysis,Factor Structure

Work readiness is a relatively new concept which has emerged in the literature as a selection criterion for predicting graduate potential. Its definition and validity however, is contentious. To address this issue, the current study aimed to identify the attributes and characteristics that comprise work readiness and develop a scale to assess graduate work readiness. A qualitative study was conducted to assist in generating a representative pool of items for quantitative measurement. The resultant 167 item Work Readiness Scale (WRS) which we developed was validated in a sample of 251 graduates across a range of disciplines. Item analysis assisted in refining the scale. Exploratory factor analyses supported a four factor solution, with the final WRS consisting of 64 items. The four factors explained 44.7% of the variance, demonstrated excellent reliability and were labelled &quot;personal characteristics,&quot; &quot;organisational acumen,&quot; &quot;work competence,&quot; and &quot;social intelligence.&quot; The findings indicate that work readiness is a multidimensional construct and initial evidence is provided for the construct validity of the WRS.
Using Successful Graduates to Improve the Quality of Undergraduate Nursing Programs
Author: Scott, Geoff
Date: 2010-00-00
Type: Journal Articles
Subjects: Nursing,Educational Quality,Educational Improvement,Theory Practice Relationship,Nurses,Hospitals,Urban Areas,Supervisors,Foreign Countries,Undergraduate Students,Interpersonal Competence,Cognitive Ability,Teaching Methods,Case Method (Teaching Technique),Simulation,Clinical Experience,Education Work Relationship,Problem Based Learning

This paper outlines the context and focus of the late 2008 survey of 45 early career nursing graduates working in public hospitals in an outer-urban area of Sydney who were identified by their supervisors as performing successfully. It gives an overview of the key quantitative and qualitative results for 2008 compared with the results of earlier studies of successfully performing nurses and other professionals in the first 3-5 years of their career. Based on this analysis it makes a range of recommendations on how to optimise the quality and relevance of the learning design, support and assessment systems experienced by undergraduate nursing students. The study confirms that, in addition to possessing a high level of technical competence, it is a particular combination of personal, interpersonal and cognitive capabilities which characterises the most effective performers. The most productive approaches to developing these capabilities focus on: consistent two-way links between theory and practice; the availability of responsive, committed academic staff with current clinical experience; provision of clear direction and integration between different units of study; the systematic use of case-based learning, simulations, clinical placements and associated assessment tasks which are &quot;real-world&quot; focused, integrated and problem-based, and which concentrate on the key capabilities identified as counting most for successful early career practice in this and parallel studies.
Vietnamese Higher Education and the Issue of Enhancing Graduate Employability
Author: Tran, June
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Employment Potential,College Graduates,Educational Practices,Job Skills,Labor Market,Labor Force Development,Job Training,Institutional Mission,Educational Objectives,Educational Change

The rapid change in the graduate labour market in the globalizing era calls for responsiveness from the higher education systems all over the world. Enhancing graduate employability has become a topic of both concern and debate in higher education worldwide. However, the issue is somehow different in Western developed countries and in Eastern developing countries in terms of the way higher education teaching staff perceive the issues, the way universities approach the issues and also the way university practices have been designed to enhance graduate employability. This article aims to illustrate the differences by addressing the issue of enhancing graduate employability in Vietnam compared with that in the literature from developed countries such as the United States of America (USA), the United Kingdom (UK), Australia and New Zealand. It is suggested that while not all academics in Western higher education systems support the idea of accepting enhancing graduate employability as one of the university missions, their teaching practices, in general, support the development of graduate generic attributes, which are claimed to be essential and necessary for graduates to enter the labour market, to succeed at work and in life. By contrast, in the Vietnamese higher education system, where the main mission for universities is still limited to producing an educated labour force for industry, however, the traditional teaching and learning method and the lack of connections between university, research institutions and the internal industry all hinder the effort of the whole system in preparing students with the necessary skills and knowledge required by the contemporary labour market.
The Student Voice in Using Eportfolios to Address Professional Standards in a Teacher Education Programme
Author: Lewis, Lyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Portfolios (Background Materials),Portfolio Assessment,Electronic Publishing,Graduation Requirements,Thinking Skills,Academic Achievement,Academic Standards,Authentic Learning,Student Centered Learning,Educational Benefits,Performance Based Assessment

Electronic portfolios (eportfolios) are presented in the literature as a technological tool with significant potential for professional application. In New Zealand the introduction of eportfolios is a recent innovation, and not much is known about the ways in which learners view this technology or the ways in which it might support their learning and development, particularly against professional standards. This paper reports on findings from a research project conducted in 2010 with a group of Bachelor of Education (Primary) students at a New Zealand university. The research project sought student perspectives of their learning through eportfolios and around Graduating Standards. Three main findings are discussed: firstly authentic assessment related to Graduating Standards provides reassuring evidence to pre-service student teachers of their growth and development towards beginning teacher status. Secondly, eportfolio activities can support a range of thinking skills linked to standards-achievement. Thirdly, eportfolios and Graduating Standards are perceived by preservice students to have value for employability. The argument is made that deep learning through standards-based assessment is possible when eportfolios are conceptualized as both product and process. We make recommendations regarding eportfolio use for standards-based assessment which include developing authentic learning activities; supporting student-centred eportfolio pedagogy; and the articulation of deep learning outcomes.
Tactile Picture Books in Art Education in Croatia
Author: Vivoda, Ana
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Tactual Perception,Stimuli,Picture Books,Teacher Education Programs,Preservice Teachers,Student Projects,Student Needs,Visual Impairments,Art Activities,Special Education Teachers,Librarians,Elementary Schools,Creativity

This article investigates a teacher education project that involved designing and producing a series of tactile picture books as part of the arts curriculum at the Department of Teacher Education Studies in Gospic, University of Zadar. Founded upon the ideals of inclusion and efforts to offer a holistic education for all children, the project aimed to heighten awareness amongst basic education university students to the particular requirements and needs of pupils with visual impairments and also to emphasize the important role of art as an intermedia experience of creation in the educational process. The project focused on participatory art making, involving a dynamic collaboration with special education teachers and librarians from the First Library for Children with Visual Impairments at Pecine Elementary School in Rijeka. Expanding perspectives and rethinking art practice students devised substantial collection picture books, addressing important social and educational issues through creative production. Realizing their tactile picture book projects as independent endeavors or initiating various kinds of collaborations, they were discovering art education as multilayered creative learning processes.
Employability: Aligning the Message, the Medium and Academic Values
Author: Yorke, Mantz
Date: 2010-00-00
Type: Journal Articles
Subjects: Employment Potential,Education Work Relationship,Foreign Countries,College Graduates,Self Efficacy,Individual Characteristics,Metacognition,College Curriculum,Academic Education,Values,Competence

For a long time, links have been made between higher education and economic activity. The relatively recent emphases on employability (in the UK) and graduate attributes (largely in Australia) can be construed as contemporary variations. This article describes some of the developmental work that has taken place in the UK but which has obvious relevance to other higher educational systems. Reticence to embrace employability in curricula may in part be due to the failure to present a convincing evidence-base: two initiatives in England have attempted with some success to rectify the weakness. The article concludes by outlining some of the challenges that face both institutions and the higher education sector if employability is to be taken seriously.