ethanporcaro/eric-fulltext-meta huggingface dataset:
Maintaining Pedagogical Integrity of a Computer Mediated Course Delivery in Social Foundations
Author: Stewart, Shelley
Date: 2013-07-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Delivery Systems,Interdisciplinary Approach,Instructional Design,Instructional Development,Partnerships in Education,Interaction,Case Studies,Computer System Design,Program Development,Educational Change,Online Courses,Program Evaluation,College Students

Transforming a face to face course to a computer mediated format in social foundations (interdisciplinary field in education), while maintaining pedagogical integrity, involves strategic collaboration between instructional technologists and content area experts. This type of planned partnership requires open dialogue and a mutual respect for prior knowledge, expertise and experiences within a multi-disciplinarity context. A.D.D.I.E. [Analysis, Design, Development, Implementation, Evaluation] (Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., &amp; Hannum, W. H., 1975; Clark, 1995) proved a critical means to document the opportunities and challenges that exist among individuals of various disciplinary perspectives, pursuing the same goal of transforming a traditionally delivered classroom course into one that is entirely online. Examining the negotiation of pedagogical techniques and technology choices to maintain integrity may enlighten other collaborative efforts. For this purpose, the course transformation process through which experienced social foundations instructors partnered with an instructional designer to conceptualize, develop, produce, implement and evaluate the conversion of a face-to-face graduate course in Historical Foundations of American Education, to a computer-mediated format is described.
Presenting Global Warming and Evolution as Public Health Issues to Encourage Acceptance of Scientific Evidence
Author: Stover, Shawn K.
Date: 2013-12-00
Type: Journal Articles
Subjects: Climate,Evolution,Public Health,Evidence,Autism,Immunization Programs,Nonmajors,Nursing Students,Majors (Students),Biology,Pretests Posttests,Student Surveys,College Students,Student Attitudes

Although evidence supporting anthropogenic global warming and evolution by natural selection is considerable, the public does not embrace these concepts. The current study explores the hypothesis that individuals will become more receptive to scientific viewpoints if evidence for evolution and implications of global warming are presented as issues of public health. Non-science majors, nursing students, and freshman biology majors from two similar institutions answered pre-and post-test survey questions addressing the autism-vaccine connection, public health issues related to global warming, and public health issues associated with evolution by natural selection. Pretest questions elicited simple yes/no responses, whereas post-test questions were presented with relevant public health-related information and required students to articulate specific rationales. Student responses were categorized as either &quot;evidence-based&quot; or &quot;non-evidence-based.&quot; Only the natural selection question produced  post-test responses that were significantly different from pretest responses. There were significantly more post-test &quot;evidence-based&quot; responses to the natural selection question in all three student groups. Results indicate that the presentation of controversial topics, particularly evolution, in the context of public health could be used to encourage public acceptance of scientific viewpoints.
Inquiry-based Investigation in Biology Laboratories: Does Neem Provide Bioprotection against Bean Beetles?
Author: Pearce, Amy R.
Date: 2013-12-00
Type: Journal Articles
Subjects: Biology,College Science,Inquiry,Active Learning,Science Instruction,Science Laboratories,Science Experiments,Undergraduate Students,Self Esteem,Science Process Skills,Entomology,Cytology,Scientific Principles,Logical Thinking,Pretests Posttests,Instructional Effectiveness,Science Activities

We developed an inquiry-based biology laboratory exercise in which undergraduate students designed experiments addressing whether material from the neem tree (&quot;Azadirachta indica&quot;) altered bean beetle (&quot;Callosobruchus maculatus&quot;) movements and oviposition. Students were introduced to the bean beetle life cycle,  experimental design, data collection, and reporting practices. At the end of the semester students exhibited increases in specific areas such as self-confidence in science process skills related to the design and implementation of experiments, as well as scientific reasoning skills.
Engaging Biology Undergraduates in the Scientific Process through Writing a Theoretical Research Proposal
Author: Stanford, Jennifer S.
Date: 2013-12-00
Type: Journal Articles
Subjects: Biology,College Science,Science Instruction,Learner Engagement,Proposal Writing,Scientific Research,Majors (Students),Research Proposals,Mentors,College Faculty,Science Process Skills,College Seniors,Pretests Posttests,Student Surveys,Teacher Surveys,Instructional Effectiveness

It has been suggested that research experiences are an important element that should be included in all undergraduate Biology curricula. This is a difficult suggestion to accommodate due to issues with cost, space and time. We addressed this challenge through development of a capstone project in which Biology majors work in groups to develop novel theoretical research proposals with guidance from a faculty mentor. Though students are not directly working at the bench, they are being mentored in aspects of the scientific process such as synthesizing information from the literature, asking novel research questions, constructing logical aims, designing experiments and writing scientifically. Since this project began, we have mentored 417 students in proposal writing and have  assessed their experiences through pre-and post-surveys. Students have made gains in several areas, but most notably in their ability to pose novel questions and develop an experimental plan, and in the number of professional relationships they have with faculty members. Most faculty feel positively about mentoring these projects. In our view, this approach allows programs to engage a large number of students in the scientific process, and could be adapted for use in a variety of different university or college environments.
Using Castration Surgery in Male Rats to Demonstrate the Physiological Effects of Testosterone on Seminal Vesicle Anatomy in an Undergraduate Laboratory Setting
Author: Belanger, Rachelle M.
Date: 2013-12-00
Type: Journal Articles
Subjects: Animals,Medical Research,Physiology,Metabolism,Anatomy,Undergraduate Study,College Science,Science Laboratories,Hypothesis Testing,Surgery,Biology,Medical Education

Rats can be used as a model organism to teach physiological concepts in a laboratory setting. This article describes a two-part laboratory that introduces students to hypothesis testing, experimental design, the appropriate use of controls and surgical techniques. Students perform both a castration and sham-control surgery on male rats and test the effects of reduced testosterone due to castration on the weight and histology of seminal vesicles. After performing the surgeries and collecting the data, students learn histological techniques, as well as empirical data collection, analysis and interpretation. Demonstrating the effects of testosterone through castration surgery bridges concepts learned in a traditional physiology class setting with data gleaned from research in a laboratory. Overall,  the male castration surgery provides students with hands-on skills and an understanding of the work done by scientific researchers and health care professionals.
Connecting Students to Content: Student-Generated Questions
Author: Davis, Thomas A.
Date: 2013-12-00
Type: Journal Articles
Subjects: Questioning Techniques,Active Learning,Learner Engagement,Biology,College Science,Science Instruction,Teaching Methods,Discussion (Teaching Technique),College Students

Students learn best by being actively engaged in the learning process. This essay describes a teaching technique where students generate their own questions about a course topic. This occurs at the beginning of each new section of a course. The instructor works with the class to answer the students&apos; own questions throughout that section of the course and, via discussion and research, students become better connected and more motivated to learn the content as the course continues. This technique has been used successfully in several different biology  courses including anatomy, physiology, environmental biology and introductory biology. Try it. You might like it!
Plant Collections Online: Using Digital Herbaria in Biology Teaching
Author: Flannery, Maura C.
Date: 2013-05-00
Type: Journal Articles
Subjects: Plants (Botany),Science Instruction,Educational Technology,Web Sites,Databases,Biology,Teaching Methods,Access to Information

Herbaria are collections of preserved plants specimens, some of which date back to the 16th century. They are essential to botanical research, especially in systematics. They can also be important historical documents. The collections of Lewis and Clark, Carolus Linnaeus, and Charles Darwin, to name a few, are primary sources for the study of these individuals&apos; work. Now many of these herbarium specimens are being scanned and the images are freely available on the Web. This article deals with how these online collections may be used in teaching about  biology and its history. It will highlight the JSTOR Plant Science project which is making available electronically about two million plant specimens, many historically significant, as well as the entire runs of important plant journals. In addition, it will discuss other valuable online resources including how links to social media can bring the history of botany to 21st-century students.
Focusing on the Hard parts: A Biomechanics Laboratory Exercise
Author: Fingerut, Jonathan
Date: 2013-05-00
Type: Journal Articles
Subjects: College Science,Biomechanics,Science Instruction,Science Laboratories,Scientific Concepts,Biology,Physics,Competition,Laboratory Experiments,Engineering

As part of a biomechanics course aimed at both upper-division Biology and Physics majors, this laboratory exercise introduces students to the ingenious ways in which organisms vary the composition and form of support and defensive structures such as bone and shell to maximize their strength while minimizing the energetic cost needed to produce them. Students design and build physical analogues that take advantage of strategies found in nature such as the use of composites and variations in form and internal structure. These are then tested in a competition to determine whose design can withstand the greatest force with the lowest mass per unit length (a proxy for the energetics of production). From this exercise students gain a better understanding of how these structures can be optimized, as well as providing an opportunity to discuss basic biological concepts such as fitness, variation and evolution.
Using RNAi in C. &quot;elegans&quot; to Demonstrate Gene Knockdown Phenotypes in the Undergraduate Biology Lab Setting
Author: Roy, Nicole M.
Date: 2013-05-00
Type: Journal Articles
Subjects: Biology,College Science,Science Instruction,Science Laboratories,Genetics,Undergraduate Students,Molecular Biology,Science Activities,Hands on Science,Microbiology,Assignments,Biotechnology

RNA interference (RNAi) is a powerful technology used to knock down genes in basic research and medicine. In 2006 RNAi technology using &quot;Caenorhabditis elegans&quot; (&quot;C. elegans&quot;) was awarded the Nobel Prize in medicine and thus students graduating in the biological sciences should have experience with this technology. However, students struggle conceptually with the molecular biology behind the RNAi technology and find the  technology difficult to grasp. To this end, we have provided a simple, streamlined and inexpensive RNAi procedure using &quot;C. elegans&quot; that can be adopted in upper level biology classes. By using an unknown RNAi-producing bacteria, students perform novel techniques, observe and determine which mystery gene was knocked down based on phenotype and experience a new research organism. By bringing this technology to the undergraduate lab bench, the gap between blackboard concept and proof of concept can be bridged.
Promoting Science Literacy through an Interdisciplinary Approach
Author: Ross, Karen
Date: 2013-05-00
Type: Journal Articles
Subjects: Scientific Literacy,Interdisciplinary Approach,College Science,Scientific Principles,Scientific Concepts,Nonmajors,Inquiry,Biology,Science Instruction,Humanities Instruction,Courses,Hands on Science,Student Research,Lecture Method,Discussion (Teaching Technique),Class Activities,Field Trips,Instructional Effectiveness,Student Surveys,Student Attitudes,College Students

Recognition of the value of a scientifically literate citizenry has driven American science education reform since the 1950s. We have seen some improvement in the comprehension of science facts in the past 10-20 years, but far less improvement in Americans' understanding of the nature of science. College science courses are ideal venues for promoting science literacy. However, in an effort to condense a complicated subject into a single semester, the nature of science is often lost amidst the facts presented in a freshman survey course, often the entirety  of a non-science major's experience in science. We argue that an interdisciplinary approach that integrates the sciences and the humanities can attract non-science majors, increasing these students' exposure to scientific concepts by relating them to students' existing interests and knowledge. This fosters science literacy by teaching students that science is a process of human inquiry with a distinct methodology, instead of simply a litany of facts. We recommend that a successful interdisciplinary course should present an engaging topic with which students can  identify, incorporate opportunities for student research, and offer site visits to working laboratories.
Challenges and Opportunities for Learning Biology in Distance-Based Settings
Author: Hallyburton, Chad L.
Date: 2013-05-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Distance Education,Educational History,Electronic Learning,Web Based Instruction,Vocabulary,Best Practices,Delivery Systems,Learning Activities,Science Laboratories,Science Activities,Computer Simulation,Demonstrations (Educational),Blended Learning,Libraries,Inquiry,Active Learning,Laboratory Safety,College Science

The history of learning biology through distance education is documented. A review of terminology and unique problems associated with biology instruction is presented. Using published research and their own teaching experience, the authors present recommendations and best practices for managing biology in distance-based formats. They offer ideas on resources for content, laboratory activities, safety and interaction among class participants. The need for research on the efficacy of virtual labs and simulations in adult biology education is noted.
Educational Reevaluation, Political Transformation: Québec and Higher Education
Author: Unger, Zoe
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Role of Education,Educational History,Federal Legislation,Educational Legislation,Universities,Social Change,Politics of Education,Educational Objectives,Educational Finance,Financial Support,Grants,Tuition,Strikes,College Students,Educational Policy,Governance,Public Colleges

This paper considers the history of Québec's higher education system and the reforms that have contributed to the role of education in the  province. Québec's education system has repeatedly been a site for social and political transformation; most recently, reevaluation of education's role in the province has revealed a tension between ideologically opposed  conceptions of higher education as a private good or as a public service. The continuing debate about education has been especially fierce in Québec and raises questions of access, funding, quality, and educational philosophies applicable to contemporary education systems throughout Canada and across the globe.
Are You Ready to be a Mentor? Preparing Teachers for Mentoring Pre-Service Teachers
Author: Ambrosetti, Angelina
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Faculty Development,Pilot Projects,Program Effectiveness,Secondary School Teachers,Teacher Surveys,Teacher Role,Interprofessional Relationship,Role Perception,Qualitative Research

The use of mentoring has nowadays become a predominant practice for the professional placement component of pre-service teacher education programs. Research however has identified that being an effective teacher does not make you an effective mentor. The present research investigated the role of professional development in the preparation of mentor teachers for their mentoring roles. Specifically, this paper presents the findings of a pilot mentoring preparation course that engaged mentor teachers in developing their knowledge about the nature and process of mentoring and the roles of mentors and mentees. Data about changed understandings of mentoring and changed mentoring practices of the mentor teachers who participated were gathered. The findings presented here are intended to inform the development of future professional development courses for mentor teachers who intend to mentor pre-service teachers.
Literacy and Learning
Author: McKenna, Greg
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Literacy,Socioeconomic Influences,Reading Skills,Magnet Schools,Outcomes of Education,Foreign Countries,Reading Difficulties,College Preparation,Remedial Reading,Postsecondary Education,Gender Differences,Age Differences,Educational Attainment,Employment Level,Health,Technology Uses in Education,Educational Technology,Academic Achievement,Regression (Statistics)

This study evaluates the influence of literacy on outcomes in college programs with defined course requirements. This overcomes the limitations of previous research by contextualizing literacy according to program requirements. Results suggest (a) learner literacy varies considerably among programs, (b) there are socio-demographic variables predictive of low literacy, (c) &quot;magnet&quot; programs exist where there are more learners with  low literacy skill, and (d) the influence of literacy, though significant, is not the only factor in successful outcomes. Practical implications are discussed, including the need to consider balanced approaches to assessing learner outcomes, embedding accommodative supports within some programs and the need for institutions to identify &quot;magnet&quot; programs.
Exploring Faculty Perceptions toward Working with Academically Vulnerable College Students
Author: Quick, Robin L.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Teacher Surveys,Online Surveys,Teacher Attitudes,Teaching Methods,Faculty Development,Predictor Variables,Reliability,Teaching Experience,Academic Rank (Professional),Teacher Student Relationship,Reading Difficulties,Mathematics Skills,Learning Problems,Mixed Methods Research

This study is an exploratory study of faculty members' knowledge and perceptions toward of with academically vulnerable college students who are specifically experiencing reading and writing difficulties. Data were gathered from 174 college faculty at six higher education institutions throughout northwestern Pennsylvania via an online electronic survey. The results suggest gaps exist between faculty perceptions of their role in working with academically vulnerable students and the implementation of assistance needed by this population. This study determined that more research is needed to determine the professional development requirements for faculty, particularly on instructional techniques to effectively work with this student population.
Think Locally, Act Globally: Comparing Urban, Suburban, and Rural Colleges' Internationalization: The Case of the CÉGEPS
Author: Bègin-Caouette, Olivier
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Colleges,Rural Schools,Urban Schools,Suburban Schools,Institutional Characteristics,Differences,College Curriculum,Partnerships in Education,Foreign Students,School Community Relationship,School Surveys,Comparative Analysis

Community colleges were created to respond to the specific needs of their local community, yet the growing transnational connections established between institutions seem to give the &quot;local&quot;, a global outlook. Based on a survey to which 39 of Québec general and vocational colleges (CEGEPs)--81% of the population--responded, this article uses frequency analyses to describe how internationalization inputs and outputs differ in rural, suburban and urban institutions. Findings suggest a rural distinctive character but do not show any important difference between urban and suburban institutions. Urban and suburban CEGEPs tend to use an ad-hoc central approach, and focus on student mobility and internationalized curricula, while rural CEGEPs seem to prefer a systematic marginal approach (Burnett &amp; Huisman, 2010) to establish sustainable partnerships and recruit international students. In summary, the study suggests that local communities drive the internationalization process, thus suggesting that CEGEPs and community colleges think locally and act globally.
Exploding the Cube: Revisioning &quot;Context&quot; in the Field of Comparative Education
Author: Sobe, Noah W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Comparative Education,Educational Research,Criticism,Context Effect,Power Structure,Educational History,Foreign Policy,Research Methodology

This article problematizes some of the ways that the issue of &quot;context&quot; has been treated in comparative education scholarship. We critique the cube approach recommended by Bray and Thomas (1995) as well as the common recirculations of Sadler&apos;s (1900) garden metaphor. Borrowing a set of analytic concepts from Bruno Latour (2004), we suggest that too often in the field of comparative education the issue of context is treated as a &quot;matter of fact&quot; when instead context should be revisioned as a &quot;matter of concern&quot; and one of the central research concerns in our field. We propose the concept of &quot;big C&quot; Context to link &quot;little c&quot; contexts to power/knowledge concerns and the historical discourses that govern what it is possible to think and do.
Observing Teaching Practice: Assessing Competence in the Classroom
Author: Mansell, Ray
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Preservice Teachers,Teacher Evaluation,Adult Education,Colleges,College Faculty,Teacher Education,Lesson Plans,Educational Objectives,Teaching Methods,Communication Skills,Learner Engagement,Observation

In this article, I draw on my experiences as a Teaching Practice  Observer for various Colleges of Further Education and Adult Education establishments across South West England from 1994-2002. I discuss the essential lesson components that observers need to attend to when evaluating candidates. These include the candidate's diversity of teaching styles, communication skills, and engagement with students, combined with an adequate knowledge of the subject matter. Equally important is an evaluation of the written material given to the observer prior to the lesson. I highlight the importance of an observation protocol and providing opportunities for feedback from both peers and a trained observer.