ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences
Author: Thompson, Seth K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Training,Undergraduate Students,Teaching Assistants,Biological Sciences,Science Instruction,Professional Development,Program Design,Student Needs,Active Learning,Inclusion,Mentors,Student Evaluation,Reflection,Program Implementation

Research over the last decade has indicated that active learning and student-centered instruction lead to better learning outcomes in undergraduate biology courses than traditional methods such as lecturing. This shift in pedagogical approach has been applied to both high-enrollment lecture-based courses as well as smaller laboratory courses. In these laboratory courses, the primary instructor is often a graduate or undergraduate student teaching assistant. Such novice instructors often lack the pedagogical knowledge and experience to implement student-centered instructional practices such as inquiry effectively. Therefore, to fully realize the benefits of inquiry-based laboratories for undergraduate students, the instructors of these courses require support. In this paper, we present a design case for a theoretically and contextually grounded professional development program that provides pedagogical support for undergraduate teaching assistants of a college biology laboratory course. Four undergraduate teaching assistants participated in our 12-week program. These participants were assigned weekly readings, turned in periodic reflective writings, and met with an experienced teaching mentor (Thompson) on a monthly basis. As designers, we grounded our design in the current literature but also built-in flexibility to be responsive to participants' needs throughout the experience. Participants found it challenging to reflect on pedagogical strategies early in their experience, but found the additional support provided by the program very useful as they developed. Finally, we discuss the participant feedback that is being incorporated into future designs of professional development programming.
Keeping the Learner at the Focal Point: the Use of Needs Assessment and Persona Construction to Develop an Instructional Resource Center for Instructional Designers
Author: Stefaniak, Jill
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Needs Assessment,Resource Centers,Graduate Students,Career Development,Decision Making,Web Based Instruction,Audience Awareness,Student Needs,Accessibility (for Disabled),Web Sites,Usability

This design case shares how personas were utilized to create an online career resource center intended to help instructional design students in making informed career decisions. The outcome of this project has helped identify instructional opportunities to improve services currently provided to instructional design students and graduate student members of the Association for Education Communications and Technology (AECT). By evaluating the mechanisms and supports already in place and contrasting those with the needs of the students who are seeking career guidance, the intent of the project was to bridge the gap between graduate student members' career needs and the resources available to them within a professional association. We discuss how we gathered information through a needs assessment for the creation of a Career Resource Center to further educate and inform instructional design students of resources for career decision-making.
Open Badges for Employee Skill Tracking
Author: Clements, Kyle
Date: 2020-00-00
Type: Journal Articles
Subjects: Recognition (Achievement),Information Storage,Evaluation Methods,Student Evaluation,Student Employment,Competency Based Education,Credentials,Evaluation Criteria,Media Selection,Instructional Design

This case explores the creation of an open badge student-employee training program. Utilizing competency-based learning, we created nearly 40 digital credentials for technical skills related to various software products. We specifically share the decisions we made related to the process of defining competencies, formatting badge criteria, and building a flexible learning system. We also discuss various challenges, including how we motivated employees to participate in the program and unforeseen challenges related to selecting a badge issuing tool.
Iterations on a Transmedia Game Design Experience for Youth&apos;s Autonomous, Collaborative Learning
Author: Matuk, Camillia
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Cooperative Learning,Middle School Students,Grade 7,Multimedia Materials,Multimedia Instruction,Workshops,Design,Cartoons,STEM Education,Student Educational Objectives,Educational Games,Role Playing

Transmedia design, which involves extending a narrative from one medium to another, offers a context for potentially rich, interdisciplinary learning. We explored these opportunities by creating a week-long workshop to guide 7th-grade student teams in designing games based on comic books about viruses. This design case describes the framework and rationale behind our design choices. It illustrates our experiences by drawing on field note observations and audio recordings, student-generated design artifacts, student and facilitator interviews, and planning documentation from across two iterations of the workshop. We reflect on our experiences in attempting to balance (1) the dual focus of the workshop on science learning and game design through our choices of comic and game genres; and (2) the ability for students to be both autonomous and to receive necessary guidance through our enforcement of design constraints and interdependent team roles. We also reflect on the contextual factors that mediated our work, including students' existing interests and peer relations, their teachers' involvement, and our own team's shifting expertise as membership changed from one iteration to the next. Among other things, our experiences highlight the importance of designing to allow for change, particularly as learning through collaborative transmedia game design can occur in unanticipated ways. Finally, we reflect on plans for future iterations of this workshop.
Fight the Power! Games, Thermostats, and the Energy Patriarchy
Author: Horn, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Game Based Learning,Energy Conservation,Climate Control,Educational Games,Family Life,Learning Activities,Parent Child Relationship

Confronting issues of global climate change will require creative approaches to energy consumption across a range of human activities. This design case looks at the evolution of a physical/digital hybrid board game that we created to encourage families to reflect on household energy consumption and environmental sustainability. Design in this context was particularly challenging due to the nature of household heating and cooling systems, which tend to be opaque and difficult to understand. Our challenge was to employ game mechanics to help build up interest, awareness, and understanding of heating and cooling systems, while at the same time providing an enjoyable and engaging activity. Through many rounds of playtesting and interviews, we converged on the design presented here. We start with a conceptual framework describing modern energy practices, after which we describe the game design and reflect on its strengths and weaknesses.
Safety Scene
Author: Paterson, Jim
Date: 2020-00-00
Type: Journal Articles
Subjects: School Safety,College Admission,Political Attitudes,Check Lists,Admissions Officers,Violence,Counselor Attitudes,Parent Attitudes,Student Attitudes,Crime,Race,Religion,Sexual Orientation,School Policy,College Students,Antisocial Behavior,College Choice,Campuses

The pattern is familiar and frequent. The day following one of the chilling reports about a school shooting, Kristina Dooley's conversations with clients about college usually change at Estrela Consulting in Hudson, Ohio. The worries of the students and their parents bubble up. Rick Funk says his staff see a similar phenomenon among prospective students who are considering the University of Alabama, where he is the director of undergraduate admissions. And Ashley Hanson, associate vice president of admissions at Carthage College in Kenosha, Wisconsin, said, for her, the heightened concern was clear during a campus visit the day after a shooting last year. All three say that following publicity about threats to student safety, prospective students--and parents in particular--express concern, whether it stems from a dramatic attack, statistics about campus crime, or an incident where a student is harassed or treated unfairly because of their race, religion, sexual preference, or political views. And experts say that because changes in society have made safety so prominent, people working with students considering college should have a clear understanding of those worries and what's being done about them on campus. Leaders in the field recommend admission counselors be well-versed in safety data as well as school policies and procedures. Professionals working with students should be honest and avoid either downplaying safety concerns or alarming students by focusing on them too much. College representatives should describe basic campus safety features to prospects but respond in detail when asked and then thoroughly inform enrolled students during orientation. Traditional crime data may also be of interest, several experts say, and admission staff should have an understanding of it and how to talk about it without making it either alarming or insignificant. A campus safety checklist for prospective college students to consider is also included.
Rural Teachers Learning Bioanalytical Engineering: Design and Development of Learning, Transfer, and Communication Supports for Rural Secondary Math and Science Teachers
Author: Hardrè, Patricia L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Science Teachers,Professional Development,Summer Programs,Teacher Researchers,College School Cooperation,Instructional Design,Graduate Students,Communities of Practice,Geographic Isolation,Rural Schools,Integrated Learning Systems,Mentors,Engineering Education,Transfer of Training

Professional development opportunities provide teachers with enhanced learning experiences, deeper subject knowledge, and improvement of their teaching practices, all for the goal of increasing student achievement (Nelson, 2009). Unfortunately, most rural teachers have much less access to professional development opportunities compared to their urban and suburban peers (Hardré, P.L., et al., 2014). A Research Experience for Teachers (RET), which is a National Science Foundation (NSF) funded program, was created for rural high school math and science teachers in collaboration with the University of Oklahoma and the Center for Bioanalysis. As participants, teachers applied and were accepted to participate in a seven-week summer research experience to connect bioanalytical engineering and their research experiences into their classrooms and to stimulate their students' critical thinking skills. The following narrative and analysis chronicle the teams' design, development and learning experience in redesigning the seven-week professional development for rural science and math teachers.
Bridging Knowledge and Action in the Workplace: An Evaluation on Internship Learning Outcomes of Child Development Associate Degree Program Students
Author: Acar-Ciftci, Yasemin
Date: 2020-00-00
Type: Journal Articles
Subjects: Internship Programs,Child Development,Associate Degrees,Two Year College Students,Outcomes of Education,Summer Programs,Workplace Learning,Foreign Countries,Vocational Education,Preschool Education,Teacher Education,Student Experience

The efficiency of the education systems fundamentally depends on the quality of teaching and learning in classrooms, workshops, laboratories, and other educational spaces. Perfect teachers, well-designed courses, and proper facilities, provision of necessary resources are required for an excellent education, but not enough. This study aims to evaluate child development associate degree program students in their learning during their summer internships the scope of Raelin's Work-Based Learning Model. The individual level of this model takes place two types of learning (theory and practice) and four types of individual learning (conceptualization, experimentation, experience, and reflection) that arise from a matrix of two forms of knowledge (explicit and implicit). This research was designed as a case study, one of the qualitative research methods. Depending on the tradition of qualitative research, observation, semi-structured interview, and document review strategies were used to increase the reliability of this study. In the analysis of the qualitative data, the descriptive analysis technique was used to define and interpret the data in line with the predetermined themes. The findings obtained in this study revealed that although the students made various observations and practices during their internships, it has been identified that these studies did not include the learning types in the context of the model.
Cognitive Apprenticeship Learning Approach in K-8 Writing Instruction: A Case Study
Author: Akhavan, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: Apprenticeships,Writing Instruction,Teaching Methods,Elementary Secondary Education,Cognitive Processes,Writing Teachers,Faculty Development,Instructional Effectiveness,Curriculum Implementation,Teacher Attitudes,Lesson Plans

This article explains a mixed methods study utilizing multiple cases in which answers to the question of how cognitive learning theory can influence instruction that maintains the central role that teachers have in the classroom, responding to students' learning needs as they work on authentic tasks. The researcher investigated the responses of teachers to training around a model of instruction incorporating cognitive learning theory. What emerged from the inquiry was a model of instruction based on cognitive apprenticeship titled Cognitive Apprenticeship Learning Approach (CALA). This paper outlines the analysis of CALA based on the fidelity of teachers implementing carefully constructed instruction to apprentice students in writing based on teacher observations and data on student writing after attending targeted professional development. The data were collected from a group of 132 classroom teachers spanning the grades of transitional kindergarten through eighth grade. One consistent finding is that instruction based on a lesson design that focuses on cognitive apprenticeship increases students' ability to write in the early grades. The cross-case analysis revealed that teachers wanted to collaborate with peers or a coach so that it would be easier to write the lessons, and they would know which lessons were stronger than others. The analysis also revealed that teachers felt the CALA training increased their ability to teach writing and that their students' writing had improved overall.
Are Prospective EFL Teachers Culturalist or Interculturalist?
Author: Koksal, Dincay
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Preservice Teachers,Student Attitudes,Cultural Awareness,English Teachers,Second Language Instruction,English (Second Language),Gender Differences,Age Differences,Metacognition,Multicultural Education

The research aimed to investigate the current cultural stance and the attitudes of prospective EFL teachers towards culture teaching. For this purpose, 200 teacher candidates (73 males 127 females) studying at a teacher training program of a state university were involved in the study. A demographic information form and two questionnaires were used to collect the data. The participants' cultural intelligence profile was assessed under four sub-dimensions. Statistical analyses such as descriptive statistics, independent samples T-tests, Pearson Correlations, and ANOVA were used in analyzing the quantitative data. According to the results of the study, EFL student teachers had positive attitudes towards teaching culture in foreign language classes. They were also seen to have varying degrees of cultural intelligence. As for the effect of gender, age, and the year of the study at the faculty, the analyses revealed that gender and age were not related significantly to the attitudes towards culture teaching and cultural intelligence. The year of the study at the faculty seemed to have a significant relationship with the attitudes towards culture teaching and cultural intelligence. The last two years of undergraduate study at the ELT departments were seen to be significant on prospective EFL teachers' culturalist or interculturalist stances. Finally, the researchers discovered a positive relationship between prospective teachers' attitudes towards culture teaching and their meta-cognitive, motivational, and behavioral dimensions of cultural intelligence. Some recommendations were presented for future researchers and practitioners relying on the research findings.
Classroom Research in Large Cohorts: An Innovative Approach Based on Questionnaires and Scholarship of Teaching and Learning on Multiple-Intelligences
Author: Muppala, Siva P. R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Questionnaires,Multiple Intelligences,Prior Learning,Student Evaluation,Feedback (Response),Formative Evaluation,Foreign Countries,Class Size,Academic Achievement,Undergraduate Students,Graduate Students,Educational Innovation

In this work we focussed on assessment and quantification of students' prior knowledge at the start of their classes and the learning and teaching feedback given by them after their classes. Using questionnaires, we collected data on prior-knowledge/Student Learning Abilities -- SLAs and, students' performance/Learning Outcomes -- LOs. Our analysis shows that typically, in any classroom the SLAs follow a non-linear trend. This pattern, identified in group learning, requires proportionally distributed intervention by staff, with more support to those in need of help with learning. We show that the above approach, underpinned by an application of Multiple Intelligences and e-learning facilities, supports weaker students and helps them to achieve higher pass percentages and better LOs. This innovation in terms of evidence-based identification of need for support and selective intervention helps in optimal use of staff time and effort as compared to a one-method-fits all approach to learner development and academic achievement.
Secondary School Students&apos; Perceptions about Space Camp: Space Camp Turkey
Author: Kulegel, Selin
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Camps,Foreign Countries,Outdoor Education,Astronomy,Career Choice,21st Century Skills,Skill Development,Elementary School Students,Grade 5,Educational Environment,Instructional Effectiveness,Learning Activities

The aim of this research is to investigate the effects of outdoor learning environments such as space camp on the perceptions of secondary school students about astronomy, career choices, and development of 21st century skills. Izmir space camp trip was organized in 2019. Qualitative study was conducted with secondary school 5th grade students attending the space camp (N = 24). Semi-structured interview form, focus group interview, space camp evaluation form and researcher observation notes were used as data collection tools. Data analysis was evaluated with content analysis and open coding. Students participated in the program of stars and planets adventure. In this program, the participants had the opportunity to use astronaut training simulators that give the feeling of living and working in space, to perform simulated shuttle missions, to learn new information from experts in the field and to get more detailed information about the professions. At the end of the study, it was revealed that out of school learning environments such as space camps had a positive effect on students. As a result of the study, it has been observed that the students perform their duties in a team collaboration in shuttle mission and develop their critical, questioning and thinking skills by experiencing the discussions about the subject with the experts. In addition, the misconception about Pluto was also determined.
Standing out in a Crowded Applicant Pool: How Special Talents Help
Author: Abdul-Alim, Jamaal
Date: 2020-00-00
Type: Journal Articles
Subjects: College Admission,Talent Identification,College Applicants,Volunteers,Student Employment,Talent Development

While grades and course load are the top factors in the college admission decision, highlighting special talents or skills can help students stand out in a crowded applicant pool. Counselors and students must put considerable thought into how an applicant will highlight their talents in a college application. Students should start by identifying the personal qualities that they want admission offices to see in them, such as leadership, concern for others, talent, etc.
Tuition Resets: Changing the National Conversation
Author: Brock, Melissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Tuition,Enrollment Trends,Colleges,Higher Education,Paying for College,Value Added Models,Costs,Fees,Access to Information,Information Dissemination,Sustainability

Small private colleges depend on tuition dollars to survive. To attract students, they lower the initial price tags, instead of offering discount rates, which, according to the National Association of College and University Business Officers, have cruised past 52 percent nationally. More than 40 colleges in the past 20 years have reduced tuition by $1,000 or more. Some have chopped their prices by more than 50 percent. In the past, most colleges and universities that announced resets enrolled fewer than 5,000 students. But with the public sector also seeing enrollment decreases, several larger universities have also jumped on the tuition reduction bandwagon.