ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing the Science Knowledge of University Students: Perils, Pitfalls and Possibilities
Author: Jones, Susan M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Knowledge Level,Undergraduate Students,College Science,College Outcomes Assessment,Summative Evaluation,Multiple Choice Tests,Science Tests,Quality Assurance,Academic Standards,Foreign Countries

Science content knowledge is internationally regarded as a fundamentally important learning outcome for graduates of bachelor level science degrees: the Science Threshold Learning Outcomes (TLOs) recently adopted in Australia as a nationally agreed framework include &quot;Science Knowledge&quot; as TLO 2. Science knowledge is commonly assessed using traditional examinations, tests and/or quizzes, but such forms of assessment can be problematic. A key contributing issue is the emphasis on &quot;content&quot; in many science curricula. Frequently, a focus on transmission of knowledge is mirrored in an over-reliance on traditional ways of teaching and an over-dependence upon summative assessment: students respond by relying on rote learning at the expense of developing a deep understanding of science concepts. The challenge is, therefore, to design teaching approaches that foster active learning, and, critically, to match these with rigorously designed and meaningful assessment tasks that support higher level learning of science knowledge.
Academic, Industry and Student Perspectives on the Inclusion of &quot;Vocational Knowledge&quot; in a &quot;Learning and Teaching Academic Standards Statement&quot; for Agriculture
Author: Acuña, Tina Botwright
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Standards,Agricultural Education,Vocational Aptitude,Benchmarking,Educational Objectives,Foreign Countries,Vocational Education,Undergraduate Study,Stakeholders,Skill Development,Knowledge Level,Classification,Criteria,Online Surveys,Qualitative Research,Statistical Analysis,Taxonomy

This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture discipline and a set of Threshold Learning Outcome (TLO) statements specific to Agriculture. Agricultural research and teaching relies on strong links with industry due to the applied nature of the discipline. Without these links, sustainable and profitable practice change in agricultural systems cannot be achieved. A pilot project, in 2011-2012, with academic staff from three Australian universities identified vocational knowledge as a potential focus for a TLO. The AgLTAS project provides the opportunity to validate or refute this TLO by seeking input from a wider group of stakeholders, including industry. National consensus is being sought by a process of iterative consultation with academics, students and industry stakeholders and tested across four Australian universities. We have collected qualitative and quantitative data from industry participants who attended a series of workshops across most Australian States and Territories and through an online survey. Surprisingly, and contrary to the findings of the pilot project, industry representatives considered vocational knowledge of lesser importance to the need for students to attain highly developed problem solving and communication skills that can generate new opportunities and innovation in agriculture. Industry-specific (vocational) knowledge was generally regarded as attainable during on-the-job training after graduation. This finding prompts the question whether the AgLTAS Statement should be linked to professional accreditation that may be attained after graduation.
Teaching and Assessing Ethics and Social Responsibility in Undergraduate Science: A Position Paper
Author: Schultz, Madeleine
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethical Instruction,Social Responsibility,College Science,Undergraduate Students,Student Evaluation,Chemistry,Workshops,Social Justice,Science Education

Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and assessment of these concepts are not straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and assessment in these areas, and this paper reports on the outcomes of the workshop. Controversial issues include: How broad is the mandate of the teacher, how should the boundaries between personal values and ethics be drawn, and who determines what constitutes social responsibility? In this position paper I argue for a deep engagement with ethics and social justice, achieved through case studies and assessed against criteria that require discussion and debate. Strategies to effectively assess science students' understanding of ethics and social responsibility are detailed.
Predicting Student Success via Online Homework Usage
Author: Bowman, Charles R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Homework,Predictor Variables,Academic Achievement,Success,Chemistry,College Freshmen,Private Colleges,Correlation,Grades (Scholastic),Study Habits,Time on Task,Statistical Analysis,Multiple Regression Analysis

With the amount of data available through an online homework system about students' study habits, it stands to reason that such systems can be used to identify likely student outcomes. A study was conducted to see how student usage of an online chemistry homework system (OWL) correlated with student success in a general chemistry course. Online chemistry homework activity was examined for first-year students taking general chemistry at a midsize, private university. The six different chemistry question sets examined were: bond properties; standard molar enthalpy; electronegativity; Lewis dot structures; calorimetry; and stoichiometry. Students' OWL activity was then correlated with their exam grades and their final course grades. Results showed that higher average time spent per question correlated positively with student success as measured by final grades. However, multiple attempts per question correlated negatively with student success. A multiple linear regression model and other guidelines are presented for instructors' use to identify chemistry topics where students may need additional instruction to improve their understanding.
Peer Feedback Enhances a &quot;Journal Club&quot; for Undergraduate Science Students That Develops Oral Communication and Critical Evaluation Skills
Author: Colthorpe, Kay
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Benchmarking,Educational Objectives,Peer Evaluation,Feedback (Response),Undergraduate Students,Biomedicine,Journal Writing,Workshops,Public Speaking,Oral Language,Speech Skills,Critical Thinking,Criticism,Course Evaluation,Clubs,Science Activities

Effective science communication is one of the key skills undergraduates must achieve and is one of the threshold learning outcomes for Science (TLO 4.1). In addition, presenting published research to their peers allows students to critically evaluate scientific research (TLO 3.1) and develop a deeper appreciation for the link between experimental methodologies and the contestable nature of scientific knowledge. Although it is recognised that feedback given to students has positive impacts on student learning, increasing workload pressures may restrict academics' capacity to provide effective feedback. An alternate approach is to facilitate the exchange of feedback between peers, where gaining experience in providing feedback can further develop students' skills in critique, which enhances their learning outcomes. In this study, 3rd year undergraduate biomedical science students were asked to provide anonymous, written feedback on the quality of an oral &quot;journal club&quot; presentation of a primary research article by a group of their peers. Students gave extensive, rich and detailed feedback to their peers. The quality of the feedback given was high, with most students receiving a grade of distinction or higher for the feedback they provided. In addition, the improvement in student learning outcomes was significantly greater with peer feedback than with academic feedback alone, suggesting that performing peer review provides students with additional benefits.
Exploring Australian Undergraduate Pre-Registration Nursing Curricula: Where Do Science Subjects Fit?
Author: Logan, Patricia A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Nursing Education,Science Curriculum,Nursing Students,Integrated Curriculum,Educational Trends,Biological Sciences,Educational Strategies,Theory Practice Relationship,Case Method (Teaching Technique),Inquiry,Simulation,Credits,Content Analysis,Longitudinal Studies

Despite several attempts to define what foundational science is required by and for the nursing profession, uncertainty has long existed in this area. Several attempts have been undertaken to elicit the appropriate level and depth of foundational science with the only clear result being that science has been recognised as key to good practice. The aim of this research was to review the amount of science content in pre-registration curricula and explore how science was incorporated into educational programs. Two sets of data were obtained: approved curriculum documents supplied by universities, and public university website course subject information. Heads of Schools at Australian universities teaching pre-registration Nursing were invited to provide approved curriculum documents in 2007 and again in 2014. The 2007 documents demonstrated diverse approaches with no convergence towards one theory, philosophy or teaching strategy. In 2014, a clear move to flexible, online, case-based or inquiry learning and simulations strategies was observed. The volume of science was calculated by determining the proportion of science content based on credit point allocations to subjects for all publicly available course descriptions in 2006 and 2012. This calculation was also undertaken for the nine matched 2007 and 2014 volunteered curriculum documents. Results indicate a decrease in overt science content between 2006 and 2012. However, there is evidence of an increase in science content integration into nursing subjects in the 2012 and 2014 documentation.
Monitoring for Accessibility and University Websites: Meeting the Needs of People with Disabilities
Author: Solovieva, Tatiana I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Postsecondary Education,Universities,Web Sites,Accessibility (for Disabled),Access to Information,Compliance (Legal),Court Litigation,Error Patterns,Content Analysis,Measures (Individuals),Visual Impairments,Learning Disabilities,Psychomotor Skills,Barriers

Under the Americans with Disabilities Act (ADA), people with disabilities are guaranteed access to all postsecondary programs and services. The purpose of this study, conducted by the Center for Excellence in Disabilities, was to evaluate the current status of a major university's web accessibility. The results indicated that in 2011 only 51% of 509 web pages (sample) at a large public university in the northeastern United States passed automated web accessibility tests with Cynthia Says for Section 508 compliance (WCAG 1.0). Only 35% passed using the WAVE Accessibility Tool for the Web Content Accessibility Guidelines (WCAG 2.0 Level A) Priority 1 compliance, which is a more rigorous evaluation level. The stricter the level of testing, the more university web pages failed. Stricter web accessibility requirements may be legally imposed instead of Section 508 in the future. Universities will succeed in meeting an important mandate of the ADA by making institutional websites accessible to current and future students and employees with disabilities.
A Virtual Commitment: Disability Services Information on Public Community College Websites
Author: Jackson, Dimitra Lynette
Date: 2014-00-00
Type: Journal Articles
Subjects: Community Colleges,Web Sites,Disabilities,Two Year College Students,Access to Information,Content Analysis,Student Personnel Services,Federal Legislation,Educational Legislation,Statistical Analysis,Measures (Individuals)

The research on students with disabilities has focused primarily on transition programs and the accessibility of information in the classroom environment. There is a dearth of studies that examine the accessibility of disability services information on community college websites for prospective students with disabilities. A researcher-developed content analysis instrument was used to collect data on 40 community college websites throughout the United States. The community college websites were analyzed on three dimensions including: (1) the accessibility of disability services information on community college websites, (2) the distance of information regarding disability services from the homepage, and (3) the accessibility and availability of disability services information that might be provided to students with disabilities via the website. The findings of this quantitative content-focused synthesis study suggest variations in the accessibility of disability services information on community colleges websites. The authors conclude the article by addressing implications for practice, policy and future research.
Self-Advocacy and Perceptions of College Readiness among Students with ADHD
Author: Stamp, Lucy
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Concept,Self Advocacy,College Preparation,School Readiness,Attention Deficit Hyperactivity Disorder,Student Attitudes,Semi Structured Interviews,Private Colleges,Learning Disabilities,Coping,College Students,Student Characteristics,Interviews,Interaction,Help Seeking,Social Attitudes,Self Disclosure (Individuals),Intervention

This study examined issues related to college adjustment and self-advocacy from the perspective of students diagnosed with a primarily inattentive presentation of Attention Deficit Hyperactive Disorder (ADHD) who were unable to meet minimum academic expectations in their first attempt at college. Data were gathered from 12 students with ADHD who, in spite of above average intelligence, had difficulties accessing appropriate sources of support and/or meeting the demands of the traditional colleges/universities they attended prior to enrolling in a small, private college for students with specific learning disabilities and/or ADHD. During semi-structured interviews, students were asked to share their perceptions of (1) the impact of ADHD on their experiences interacting with others and advocating for themselves in educational, work, and social settings; (2) how other people in society view ADHD and methods the students had used to cope with this disorder; and (3) interventions that had helped or hindered their efforts to adjust to the demands of college and advocate for themselves effectively. Their comments suggested several areas of difficulty including shame, avoidance to cope with distress, lack of understanding regarding the impact of ADHD, and poor awareness of available support for related difficulties. Implications for service providers and faculty are discussed.
Vocabulary Knowledge of Deaf and Hearing Postsecondary Students
Author: Sarchet, Thomastine
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Deafness,Hearing Impairments,Vocabulary,Comparative Analysis,English,Academic Achievement,Correlation,Printed Materials,Communication Strategies,Reading Skills,Verbal Ability,Assistive Technology,Scores,Sign Language,Cognitive Ability,Language Skills,Questionnaires,Scoring

Deaf children generally are found to have smaller English vocabularies than hearing peers, although studies involving children with cochlear implants have suggested that the gap may decrease or disappear with age. Less is known about the vocabularies of deaf and hard-of-hearing (DHH) postsecondary students or how their vocabulary knowledge relates to other aspects of academic achievement. This study used the &quot;Peabody Picture Vocabulary Test&quot; to examine the vocabulary knowledge of DHH and hearing postsecondary students as well as their awareness (predictions) of that knowledge. Relationships between vocabulary knowledge and print exposure, communication backgrounds, and reading and verbal abilities also were examined. Consistent with studies of children, hearing college students demonstrated significantly larger vocabularies than DHH students both with and without cochlear implants. DHH students were more likely to overestimate their vocabulary knowledge. Vocabulary scores were positively related to reading and verbal abilities but negatively related to sign language abilities. Among DHH students they also were positively related to measures of spoken language ability. Results are discussed in terms of related cognitive abilities, language fluency, and academic achievement of DHH students and implications for postsecondary education.
Effects of an Intensive Disability-Focused Training Experience on University Faculty Self-Efficacy
Author: Murray, Christopher
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Disabilities,Self Efficacy,Faculty Development,Professional Continuing Education,Attitudes toward Disabilities,College Students,Measures (Individuals),Satisfaction,Teacher Attitudes,Pretests Posttests,Effect Size,Correlation,Multivariate Analysis

The current study evaluates the short-term effects of a disability-focused training on the disability-related self-efficacy of university faculty. Three consecutive cohorts of faculty (N = 102) participated in an intensive four-day training institute focused on understanding and supporting university students with disabilities. Self-efficacy for understanding and working with students with disabilities was measured prior to and following training and faculty satisfaction with the training experience was assessed at post-test only. Participation in training had strong positive effects on faculty self-efficacy for understanding and supporting students with disabilities and faculty reported high levels of satisfaction with the experience. Implications of the study for similar efforts in postsecondary settings are discussed and free access to our training materials is provided.
Personal Factors That Influence the Voluntary Withdrawal of Undergraduates with Disabilities
Author: Thompson-Ebanks, Valerie
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,College Students,Disabilities,Land Grant Universities,Semi Structured Interviews,Withdrawal (Education),Academic Persistence,School Holding Power,Health,Interpersonal Relationship,Student Attitudes,Educational Attitudes,Self Advocacy,Disclosure,College Environment,Financial Problems,Student Characteristics,Demography

This qualitative study explored personal factors students with invisible disabilities (SWIDs) associate with their voluntary withdrawal from a mid-western state land grant university (LGU) after completing 60 or more college credits. In-depth, semi-structured interviews were used to gather data from the five participants, all former students with invisible disabilities. The data were coded and contrastive thematic analysis was conducted across all the cases. Nine common factors were identified within participants' descriptions of their college withdrawal experience. These factors included: disability characteristics, medical reasons, feelings of inadequacy, little sense of belonging, small college desire, self-advocacy, disclosure to faculty and staff, involvement in campus social life, and finances. The complex interconnectedness of a number of the factors is central to many of the participant's experiences, emphasizing the need for a multifaceted approach to retention strategies for SWIDs.
Improving Instructional Design with Better Analysis of Assessment Data
Author: Murphy, Kristen L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Instructional Design,Alignment (Education),Scoring Rubrics,Fundamental Concepts,Chemistry,Organic Chemistry,Instructional Improvement,Science Instruction,Behavioral Objectives,Science Tests,Difficulty Level,Test Items,Data,Decision Making,College Science,Focus Groups

As more instructors articulate learning objectives for their students within one course, or academic staff collaborate to articulate learning outcomes for programs, a robust means to assess student performance within these becomes increasingly important. The Examinations Institute of the American Chemical Society (ACS), Division of Chemical Education, has recently published content maps that utilise a structure of subdiscipline-independent fundamental concepts narrowing down to content details that are specific to subdisciplines. This structure has then been utilised to align items and can be used to assess student performance throughout a program. Learning objectives that are designed for a course can then be aligned to the framework and used to gauge student learning within a course or across a program. One key to making well-informed instructional decisions is to obtain as much valid information from such assessment work as possible. This paper describes the combination of using a rubric for assigning complexity with student performance to gauge achieving learning objectives that are aligned to fundamental concepts in the content maps in general chemistry and organic chemistry. It can be argued that information in these forms can provide useful guidance for designing improved instruction.
Applying Universal Design to Disability Service Provision: Outcome Analysis of a Universal Design (UD) Audit
Author: Beck, Tanja
Date: 2014-00-00
Type: Journal Articles
Subjects: Access to Education,Audits (Verification),Disabilities,Student Personnel Services,Colleges,Qualitative Research,Barriers,Documentation,Meetings,Outreach Programs,College Faculty,Resources,Change,Foreign Countries

This article presents out an outcome analysis of a Universal Design (UD) audit to the various professional facets of a disability service (DS) provider's office on a large North American campus. The context of the audit is a broad campus-wide drive to implement Universal Design for Learning (UDL) in teaching practices. In an effort for consistency and transparency, the DS staff decided to apply the principles of UDL that were being promoted to the very core of the user interface. The authors' hypothesis is that DS providers themselves create environmental and procedural barriers and that, as promoters of barrier free access, they must carefully examine their professional framework. The data analyzed in the audit was qualitative and has been collected from unit staff and service users over a one year period.