ethanporcaro/eric-fulltext-meta huggingface dataset:
An Open Education Journey: Connecting Student Affordability with Pedagogical Enhancement
Author: Smith, Clayton
Date: 2023-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Higher Education,Paying for College,Undergraduate Students,Textbooks,Costs

Providing educational resources without burdening students financially is considered higher education's moral and sensible mission (Farrow, 2016). The financial burden of one or multiple textbooks can produce a great deal of stress on students, especially if the textbooks do not fulfill students' needs in satisfying learning objectives. We attempt to bridge this digital divide by connecting student affordability with pedagogical enhancement to increase teaching impact on students' learning. This article will discuss the experiential understanding of student affordability, how teaching and learning can be improved by using Open Educational Resources (OER), and the team dynamic that developed while creating an OER for an undergraduate education course.
The Condensed STEM Survey as a Tool for Extension Educators
Author: Sanchez, Jafeth E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Extension Education,Extension Agents,STEM Education,Robotics,Middle School Students,Surveys,Test Construction,Student Attitudes,Aspiration,Test Reliability

One Extension Specialist implemented a STEM pilot robotics program across three middle school settings. A program evaluation to provide guidance and recommendations for future development, implementation, and continued evaluation was conducted as part of a larger study. This process led to the development of a condensed STEM survey that can be used by Extension professionals on STEM dispositions among middle school youth.
Cooking the Course from Scratch: An Implementation Guide for In-Person and Online Faculty Development Workshops
Author: Petrovic-Dzerdz, Maristela
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Development,Program Implementation,In Person Learning,Electronic Learning,Faculty Development,Workshops,Instructional Design,Learning Activities

Designing effective learning experiences that prioritize student-centered outcomes requires a solid foundation in course design fundamentals rooted in pedagogical principles. In this workshop, participants collaborate to create a learning activity that incorporates recognition of prerequisite skills and learning outcomes aligned with both instructional strategies and assessment processes. Upon completion, each group presents its design to the entire cohort, and feedback is provided by both peers and facilitators. Based on feedback from seven sessions (four in-person and three online), participants who completed the workshop reported high levels of satisfaction and increased confidence in their ability to apply these essential principles when creating learning activities for their courses.
Toward Diversity, Equity, and Inclusion Outreach and Engagement in Extension Education: Expert Consensus on Barriers and Strategies
Author: Diaz, John
Date: 2023-00-00
Type: Journal Articles
Subjects: Extension Education,Student Diversity,Equal Education,Inclusion,Higher Education,Barriers,Extension Agents,Access to Education,School Policy,Diversity (Faculty),Teacher Competencies,Financial Support,Student Needs,Intervention

Barriers to the successful implementation of diversity, equity, and inclusion (DEI) education and outreach initiatives are being documented across higher education institutions as DEI policies and protocols are gaining attention. Despite growing attention to promote DEI in higher education institutions, there remains a need to examine barriers preventing DEI efforts in a systematic way, particularly in Extension education contexts to formulate strategies to promote DEI. We present an expert, consensus-based framework to identify the most salient barriers to successful DEI implementation in Extension. We also discuss opportunities for Extension practitioners to overcome salient barriers with tailored mitigation strategies.
Nexus of Knowledge Management between Industry and Academia via Third Space Hybridity and Career Attitudes
Author: Usmani, Sania
Date: 2023-06-00
Type: Journal Articles
Subjects: Knowledge Management,Adjunct Faculty,College Faculty,Foreign Countries,Employee Attitudes,Creativity,Motivation,Higher Education,Industry,Cultural Influences,Career Change,Job Skills,Responsibility

This paper aims to explore the relationship between Protean Career Attitude, Boundaryless Career Attitude and Task and Contextual Performance mediated by Knowledge Management (KM). In this paper, KM is taken as a boundary process view, namely, Knowledge Sharing, Knowledge Integration and Knowledge Transformation. KM is taken as a mediator and the perspective of Third Space Hybridity and Knowledge Brokers have been tested. The role of boundary spanners has been investigated by empirically examining 104 employees teaching as adjunct faculty along with working in their respective fields in Karachi, Pakistan. These visiting faculties are performing the role of Boundary Spanners or Artists-Academic (Lam, 2017) and work using the knowledge from academia and organizations. A measurement model and Structural Equation Model using Partial Least Squares (PLS) technique have been applied using SMART-PLS software to test the hypotheses. While the bootstrapping method has been applied to test the mediation. The results showed that Protean Career Attitudes play a significant role in effecting both Task Performance and Contextual Performance through KM. Specifically, self-driven values (sub-dimension of Protean Career Attitudes) effect the relationship. Task Performance has a stronger effect than Contextual performance. This study discusses how the model works across different boundaries and how sharing, integration and transformation of knowledge occurs. This study will help top management in different organizations to understand the role of these boundary spanners and utilize them in the development of new products and services. The management needs to identify such individuals as they are better suited to take up the role of entrepreneurs in their organizations.
Toward the Adoption of New Farming Systems among Farmers: A Case Study of Short Rotation Woody Crops in North Carolina
Author: Ile, Omoyemeh J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Agricultural Production,Social Networks,Financial Support,Knowledge Level,Extension Education,Sustainability,Equipment,Conservation (Environment),Agricultural Education,Behavior,Influences,Intervention,Demography,Behavior Standards,Social Behavior

This study explores the human dimensions of the broad-based adoption of Short Rotation Woody Crops (SRWCs) among farmers in North Carolina. We used an actor diagramming and tracing approach to explore factors influencing farmers' adoption of SRWCs. Results suggest four factors strongly influence the adoption process: (1) market availability; (2) education awareness; (3) funding; and (4) social networking. Based on these results, we recommend that Extension professionals use the following education modules to prompt the adoption of SRWCs practices and potentially adopt other new farming practices: (1) ecological sustainability; (2) financial considerations; (3) harvesting; and (4) community building.
Student Perceptions of Knowledge Management and Institutional Readiness for Online Classes Amid COVID-19 Pandemic
Author: Nair, Bipithalal Balakrishnan
Date: 2023-06-00
Type: Journal Articles
Subjects: College Students,Knowledge Management,Readiness,Online Courses,Distance Education,Electronic Learning,COVID-19,Pandemics,Student Attitudes,Instructional Innovation,Skills,Student Experience,Educational Resources,Integrated Activities,Technological Literacy,Self Concept

Higher education has undergone substantial digital change due to the impacts of the COVID-19 pandemic, which altered the status quo in education. Universities across the globe have initiated and adapted various course delivery modes to mitigate this unprecedented situation. Among these responses, online classes continue to be the most common. Therefore, this study examines institutional knowledge management and readiness to sustain online course delivery. Adopting a qualitative research design, this study used two methods, semi-structured interviews (n15) and online open questionnaires (n42), to gather data. Reflexive thematic analysis was then used to analyse the data. The study findings underline that the adaptability, flexibility, and approachability of the virtual learning experience are critical to determining an institution's readiness for online classes. Based on student perceptions, the faculties of digital skills, integration of innovative pedagogies, student readiness, skills and experience, and integration of learning resources are the main aspects that determine the readiness of universities for online learning.
A Protocol for Co-Authored Academic Writing: The &quot;Draft-in-a-Day&quot;
Author: Locke, Sean R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Writing Processes,Authors,Revision (Written Composition),Writing Skills,Writing Instruction,Group Dynamics,Social Cognition,Learning Theories,College Faculty,Physical Education Teachers

The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop their writing skills. The purpose of this paper is to explore the usefulness and acceptability of draft-in-a-day by examining individual's experiences using the draft-in-a-day protocol. Twelve participants (four professors, eight trainees) who had used the draft-in-a-day protocol completed an online questionnaire about their experiences. Participant responses were analyzed using Braun and Clark's (2006) thematic analysis. There were four broad themes: group/social aspects, writing process, effectiveness/efficiency, and other. Overall, participants found a benefit to using the draft-in-a-day protocol for team-based writing. Participants were receptive to the draft-in-a-day method of writing, reported being very likely to use it in the future (M = 4.9, SD = 0.28; scale 1-5), and provided suggestions for improvement. This early-stage research provides a framework for efficient group-based writing in sport and exercise psychology.
Digital Detox: One Strategy for Establishing a More Ethical Relationship to Educational Technologies on Campus
Author: Gray, Brenna Clarke
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Ethics,Partnerships in Education,Universities,School Community Relationship,Foreign Countries,Assignments,Computer Use,Addictive Behavior

This paper reviews the Digital Detox project at TRU. At TRU, the Digital Detox is not necessarily about abstaining from technology altogether, but rather establishing a more ethical, healthier approach to the tools we are required to use every day. Conceived this way, a Digital Detox offers an approachable opportunity to discuss difficult and controversial topics in educational technologies. The objective of this paper is to offer description and analysis of one strategy to improve university community engagement on issues of ethics and educational technologies. In addition to understanding our own process for creating this resource at TRU, this paper provides a &quot;toolkit&quot; for starting a Digital Detox event at any campus.
The Effects of Cognitive- and Affective-Based Trust on Students&apos; Knowledge Sharing and Learning Performance during the COVID-19 Pandemic
Author: Shamad, Muhammad Ishaq
Date: 2023-06-00
Type: Journal Articles
Subjects: Trust (Psychology),COVID-19,Pandemics,Information Dissemination,Social Media,Interaction,Interpersonal Relationship,Computer Mediated Communication,Affective Behavior,Student Behavior,Foreign Countries,College Students,Educational Technology,Online Courses

This study examined the effects of cognitive and affective-based trust on knowledge sharing among students, which influences learning performance during the COVID-19 pandemic. A survey was conducted with 730 participants, and analysis was carried out using structural equation modeling (SEM) based on the uses and gratifications (U&amp;G) theory. The results showed that cognitive and affective trust significantly affects students' knowledge sharing behavior on Facebook, which further influences learning performance. This study also showed that social media had become a tool for social interaction and learning, which is crucial to students during the COVID-19 pandemic.
Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program
Author: Mugon, Jhotisha
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Strategies,Questionnaires,Test Construction,Writing (Composition),Communication (Thought Transfer),College Students,Foreign Countries,Factor Analysis,Test Reliability,Test Validity,Factor Structure,Critical Thinking,Self Efficacy,Student Motivation,Planning,Cooperative Learning,Anxiety

Integrating educational assessment tools, such as the Motivated Strategies for Learning Questionnaire (MSLQ), into university classrooms can help students and faculty gain insight into areas of strength and challenge for students. The present study adapted and integrated the MSLQ into a set of first-year communication courses for Faculty of Arts students at the University of Waterloo. This adaptation allowed us to better situate the scale within the writing and communication course context. Through exploratory and confirmatory analysis, a shortened questionnaire (MSLQ-AF) with six subscales (motivation, academic self-confidence, performance anxiety, critical thinking, planning for optimal learning, and peer learning) was created. MSLQ-AF proved to have stable factor structure, adequate and stable internal consistency, and construct validity (correlation with grades) when assessed across four samples spanning four university terms. We discuss the role of this new scale in helping students transition into university.
Failing to Learn: Design Thinking and the Development of a Failure-Positive Mindset in the University Classroom
Author: Dorland, AnneMarie
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Marketing,Design,Failure,Creative Thinking,Problem Solving,Skill Development,Learning Processes,Learning Activities,Experiential Learning,Student Attitudes,Attribution Theory

Meaningful and impactful learning experiences are rife with failure. And yet, students struggle with framing, tolerating and attributing failure in a positive manner within the post-secondary learning context. This paper explores whether using design thinking as a pedagogical approach might help students learn to tolerate, reframe and attribute failure in a more productive way. Findings from this comparative study of 600 undergraduate business students enrolled in a common first year marketing class reveal the ways in which design thinking-based learning approaches might be used to reorient student's conceptions of failure as a part of their creative problem-solving skill development process. Students were surveyed to learn more about how they perceived the concept of failure within their learning, to whom they attributed failures within their learning, and how well they tolerated failure as a part of their learning experience. Results from nearly 400 responses to the online survey suggest that integrating design thinking focused approaches to learning into the post-secondary classroom has a positive impact on the development of a student's self-reported failure tolerance and may change the way that failure is attributed and framed in students' descriptions of their individual learning. I find that design thinking-based learning might be used as an effective pedagogical approach in classes where the development of a failure-positive mindset is considered an essential competency or learning objective, and I offer practical recommendations for educators seeking to develop a failure-positive mindset within their learning communities.
Competency Needs Assessment of 4-H Youth Development Professionals
Author: Benge, Matt
Date: 2023-00-00
Type: Journal Articles
Subjects: Youth Programs,Extension Agents,Competence,Professional Development,Needs Assessment,Job Skills,Cultural Awareness,Volunteers,Community Development,Capacity Building,Program Development

Understanding and identifying the professional development needs of 4-H youth development professionals should be the first step in developing the Extension workforce. However, 4-H professionals find it challenging to use the Professional, Research, Knowledge and Competencies (PRKC), which consists of 348 unique competency items, to guide professional development trainings. The purpose of the study was to determine the professional development needs of National Association of Extension 4-H Youth Development Professionals (NAE4-HYDP) members. A Borich model was used to create a top 10 prioritized list of each PRKC domain to guide professional development of NAE4-HYDP members.
Lessons Learned for Engaging Latino Families in Community-Based Programs
Author: Reyes Peralta, Alejandro
Date: 2023-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Family Involvement,Health Promotion,Fathers,Barriers,Participation,Culturally Relevant Education,Extension Education,Youth Programs,Prevention,Obesity,Early Adolescents,Preadolescents,Health Behavior,Eating Habits,Physical Activity Level,Nutrition Instruction,Program Effectiveness

A family-skills program for Latino fathers and youth was implemented to prevent youth obesity. Lessons learned focused on practices to address barriers to engagement and retention among fathers and youth within the Latino community. Program development issues included selection of organizations, facilitators, language, and delivery methods. Implementation issues included timing and location. Cultural issues regarding learner needs, and teaching and implementation methods need to be considered. Using the lessons learned, Extension professionals can create impactful programs that engage and retain Latino fathers and youth.
Critical Competencies of 4-H Camp Staff for Achieving High Performance
Author: Jeuck, Laura S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Youth Programs,Camps,Job Skills,Competence,Employees,Expertise,Resident Camp Programs,Counselor Training

Camps provide a substantial opportunity for youth to develop important life skills. Identifying and training staff on critical competencies are essential to achieving the desired outcomes for camp participants. The purpose of this study was to determine the most critical competencies of the 4-H residential camp staff for achieving high staff performance. The modified Delphi technique was used to achieve study objectives. The Delphi panel of this study consisted of 23 4-H camping experts from across the United States. This three-round Delphi study led to identify 15 critical competencies that will be useful in standardizing 4-H camp staff training programs.
Long-Term Outcomes of Early Adult 4-H Alumni
Author: Marshall-Wheeler, Nicole
Date: 2023-00-00
Type: Journal Articles
Subjects: Youth Programs,Young Adults,Program Effectiveness,Socioeconomic Status,Well Being,Life Style,Career Readiness,College Readiness,Citizen Participation,Income,Health Behavior,Volunteers,Individual Characteristics,Extension Education

Very little has been published reporting on long-term outcomes experienced by young adults (aged 19 to 34 years old) who participated in 4-H youth development programs. We adopted Gambone et al.'s (2002) framework advancing three long-term outcomes for early adulthood: economic stability, health and well-being, and community involvement. With cross-sectional survey methods, we compared long-term impacts between 693 California 4-H young adult alumni and 373 young adults in a U.S. general population sample who had not participated in 4-H. The results demonstrated that 4-H alumni report more positive long-term outcomes than the U.S. general population sample. The study contributes to the dearth of research around long-term outcomes, may be useful for marketing and funding, and will help better understanding the public value of Extension.
Student Behavioural Intentions to Use eLearning System in Indonesian Higher Education during the COVID-19 Pandemic: A Structural Equation Model
Author: Sondakh, Jullie Jeanette
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Behavior,Intention,Electronic Learning,College Students,COVID-19,Pandemics,Foreign Countries,Educational Technology,Technology Uses in Education,Accounting,Student Attitudes,Usability

The rapid transformation in information and communication technology (ICT) has influenced change in other areas of human lives, including in the teaching and learning process in higher education institutions. This study explores: (1) how student perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use an eLearning system (using the Technology Acceptance Model (TAM); and (2) validity testing of the underlying causal relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. To do so, a quantitative survey was used with 255 student participants, drawn conveniently from a local population of 745 accounting students studying at Sam Ratulangi University, Indonesia. The result of descriptive statistical analysis using the SPSS showed that all the items of perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use were highly perceived by the accounting students of Sam Ratulangi University. The result of confirmatory factor analysis using structural equation modelling in IBM's AMOS software showed that all the constructs developed in this study are feasible to examine the relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. The findings have important implications for the successful implementation of online teaching and learning in higher education institutions. The findings could be critical for college and university leaders to investigate the merit of eLearning systems in terms of their utility in increasing students' intention to use eLearning systems in their learning journeys.
Program Reporting in Cooperative Extension
Author: Ghimire, Nav R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Extension Education,Program Effectiveness,Land Grant Universities,Program Development,Program Evaluation,Information Dissemination,Personnel Evaluation,Extension Agents,Models

This article explores the challenges of reporting outcomes of the Extension educational programs at land-grant universities and presents a model highlighting the focus and expectations of reporting in Cooperative Extension. This model provides a rationale for recognizing the relationship between program planning, evaluation, reporting, and employee-performance appraisal and their implications for organizational growth and learning.