ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Integrative Experiences: Evidence of Student Perceptions of Learning Gains from Cross-Course Interactions
Author: Wingert, Jason R.
Date: 2011-08-00
Type: Journal Articles
Subjects: College Instruction,Interdisciplinary Approach,Social Sciences,Health Education,Natural Sciences,Humanities,Food,Student Projects,Learning Activities,Undergraduate Students,Learning,Student Attitudes,Student Surveys,Cost Effectiveness

This article offers food for thought on a strategy used by seven faculty to enhance students' integrative learning by offering cross-course, cross-disciplinary projects and shared activities focused on food. The faculty teach a cluster of ten courses in natural sciences, health sciences, social sciences and humanities that address food themes. Assessment data illustrate the learning gains by students enrolled in the clustered courses and points to limitations of the strategy as well. The evaluation of the strategy includes a discussion of the costs and benefits of the effort from the perspective of the teaching faculty. (Contains 9 tables and 1 figure.)
Online Reflective Group Discussion--Connecting First Year Undergraduate Students with Their Third Year Peers
Author: Tsang, Annetta K. L.
Date: 2011-08-00
Type: Journal Articles
Subjects: Nursing Education,Undergraduate Students,Group Discussion,Student Attitudes,Learning Experience,Reflective Teaching,Critical Thinking,Computer Mediated Communication,Questionnaires,Mentors,Peer Relationship,Cooperation

University professional programs seek to develop students as reflective practitioners. The ability to critically reflect is often assumed to occur along the way. The explicit development of critical reflective skills among students is challenging. This study describes the utilization of online group discussion for critical reflection and provides insights into students' perception of the learning experience obtained via an experience evaluation questionnaire. Results suggest that online reflective group discussion may be relevant for the development of critical reflective skills through peer mentoring and collaborative meaning making. (Contains 2 tables and 2 footnotes.)
Incorporating Case Studies into an Undergraduate Genetics Course
Author: Murray-Nseula, Marlene
Date: 2011-08-00
Type: Journal Articles
Subjects: Student Attitudes,Genetics,Program Effectiveness,Case Studies,Curriculum Enrichment,Case Method (Teaching Technique),Course Descriptions,Pretests Posttests,Participant Satisfaction,Course Content,Course Evaluation,Science Course Improvement Projects,Change Strategies,Educational Strategies,Educational Change,Teaching Methods

Genetics is considered one of the most challenging courses in the biology curricula at both the secondary and post secondary levels. Case based teaching has been shown to improve student perception and performance outcomes in both non-science and science courses. Thus in an effort to improve outcomes, case studies were integrated into an undergraduate genetics course as a supplement to lecture and replacement to recitation. Student perception and performance when case studies were used was compared to two previous years before the incorporation of case studies. Student course evaluations, pre and post surveys of student knowledge, and exam scores indicated that when case studies were used student perception improved while student performance showed mixed results. (Contains 1 table and 3 figures.)
Competence Assessment Integrating Reflective Practice in a Professional Psychology Program
Author: Lewis, Deborah
Date: 2011-08-00
Type: Journal Articles
Subjects: Reflection,Competence,Clinical Psychology,Graduate Students,Student Evaluation,Construct Validity,Learning,Portfolios (Background Materials),Performance Based Assessment

The Midwestern University Clinical Psychology Program--Glendale Campus (MWU) created a Comprehensive Assessment Method in Psychology (CAMP) comprised of 35 different &quot;tasks&quot; of authentic work products representing a variety of assessment techniques based on pedagogical theory. Each task assesses one or more components of one of the program's five identified competence areas. Tasks are submitted at multiple points, increasing in complexity, during the student's tenure in graduate school. CAMP includes an innovative qualifying exam (QE) which formally evaluates a student's ability to self-reflect and to accurately self-assess. In the QE, students engage in a process of reflection and substantive dialogue with a panel of two faculty members about their CAMP work products and describe their development, understanding of the context, and purpose of their education. The goal of the CAMP was not only to achieve and measure student competence, but to create an environment where students and faculty participate in ongoing reflection and even, aspire to artistry. MWU sought expert feedback to establish construct validity of the CAMP and QE processes in the form of a survey. The authors believe the method has relevance for graduate training in many disciplines, particularly those leading to professional practice degrees. (Contains 1 table.)
Assessment in History: The Case for &quot;Decoding&quot; the Discipline
Author: Pace, David
Date: 2011-08-00
Type: Journal Articles
Subjects: History Instruction,Learning Processes,Physics,Measures (Individuals),Evidence,Knowledge Level,Instructional Effectiveness,Teaching Methods,Scholarship,College Instruction,Mastery Learning,Intellectual Disciplines,Concept Teaching,Fundamental Concepts,Perspective Taking

In this article, the author suggests some principles to be considered when attempting to assess learning in history courses. He has found it most effective to pursue these goals within the framework of the Decoding the Disciplines process. This approach, developed in the Indiana University Freshman Learning Project, suggests that faculty seeking to understand the learning processes in their courses can productively begin by defining &quot;bottlenecks,&quot; i.e. places where large numbers of students have difficulty mastering some concept or action that is essential to success. Then the investigator can begin the intellectually demanding process of defining the steps or operations students would need to overcome the bottleneck. Generally, this requires a painstaking deconstruction of the processes professionals in the field employ automatically, and, like the exploration of other largely unconscious phenomena, it may require the assistance of others who are less involved with the material. Once the task at hand has been broken down into its component parts, each of these can be modeled for students, they can be given opportunities for practice and feedback, and the mastery of each operation can be assessed individually. The author traces the application of this process to two interrelated bottlenecks frequently encountered in history courses: (1) students' inability to find appropriate evidence to support an interpretation; and (2) their difficulty in making the connections between the evidence and the interpretation clear to their readers. These skills are absolutely essential to any history course that goes beyond simple memorization of facts, and yet they are not part of the skill set of many current college students. (Contains 2 footnotes.)
Using Clickers in Large College Psychology Classes: Academic Achievement and Perceptions
Author: Powell, Selma
Date: 2011-12-00
Type: Journal Articles
Subjects: Formative Evaluation,Academic Achievement,Psychology,Handheld Devices,Surveys,Student Attitudes,Concept Formation,Large Group Instruction,Teaching Methods,Tests,Comparative Analysis,College Students

This research study explored the effects of the use of clicker technology as a means of formative assessment in large, college introductory psychology courses. Academic achievement, as measured by performance on tests of knowledge, was compared between students who used clickers and students that did not use clickers. There was a significant difference between the two groups, although a small effect was noted. Students using the clickers responded to survey items created to solicit information regarding student perceptions of increased understanding, ability to self-identify content deficits, fun, and financial value of clickers. Data from the survey indicated that the majority of students perceived the usage of clickers increased their understanding of and ability to self-identify concept areas. All of the students reported that using clickers was fun, although approximately only one third of those same students reported that purchasing a clicker was worthwhile. Implications for administrators are discussed and alternative technologies are explored.
Creating a Supportive Environment to Enhance Computer Based Learning for Underrepresented Minorities in College Algebra Classrooms
Author: Kendricks, Kimberly D.
Date: 2011-12-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Algebra,Minority Group Students,Mathematics Instruction,Computer Assisted Instruction,Teaching Methods,Disproportionate Representation,Academic Achievement,Case Studies,Mathematical Concepts,Mathematics Achievement,Grades (Scholastic)

Significant research in K-12 education has shown that computer based learning in mathematics positively impacts students' attitudes toward mathematics and greatly increases academic performance. Little research has shown, however, how this success can be replicated in a postsecondary classroom for minority students. This paper is a case study that examines the development and implementation of a complementary learning environment for a computer based College Algebra class. Preliminary results show a 15% increase in student success (earning grade C or higher) compared to national gains of 10% for computer based mathematics classrooms. Furthermore, an evaluation of student performance showed a better understanding of fundamental mathematics concepts and continued success in subsequent mathematics courses, demonstrating the need for further research in the enrichment of computer based learning environments for underrepresented minority students. (Contains 3 tables.)
Academic Performance and Learning Style Self-Predictions by Second Language Students in an Introductory Biology Course
Author: Breckler, Jennifer
Date: 2011-12-00
Type: Journal Articles
Subjects: Cognitive Style,College Science,English (Second Language),Program Effectiveness,Biology,Academic Achievement,Introductory Courses,Second Language Learning,Career Choice,College Students,Profiles,Prediction,Student Surveys

Academic success in first-year college science coursework can strongly influence future career paths and usually includes a solid performance in introductory biology. We wanted to know whether factors affecting biology student performance might include learning style preferences and one's ability and confidence in self-assessing those learning preferences in order to engage in appropriate study strategies. We also wondered whether second language students who do not speak English at home differ from their classmates in either learning styles or self-assessment, in order to better understand our diverse student population. We examined these questions in a large introductory biology course at an undergraduate public university in California. In our study, students self-predicted their learning preferences using our simple survey tool and then completed the online VARK learning style tool. Results showed a good match between the survey tool's self-predictions and the VARK tool, with auditory learners showing the least accurate match. Speaking a second language other than English at home did not appear to influence learning preference profiles nor one's ability to self-predict those learning preferences. When asked to self-predict biology course grades, older students were slightly better predictors than younger students, with almost no difference between students who did and did not speak English at home. We suggest that success in introductory college science courses by second language speakers may involve factors other than learning style, or the ability to self-assess learning style and biology course performance. (Contains 6 tables and 5 figures.)
Perceived Utility and Knowledge of Graduate Teaching Assistants
Author: Tulane, Sarah
Date: 2011-12-00
Type: Journal Articles
Subjects: Teaching Assistants,College Faculty,Teacher Education,Mentors,Instructional Effectiveness,Training Methods,Student Attitudes,Teacher Attitudes,Occupational Information

The current study examined the graduate teaching assistantship experience from the perspective of course instructors, graduate teaching assistants, and students. Specifically, the purpose of the study was to determine the degree to which these groups perceived teaching assistants as utilized and knowledgeable in their assigned tasks. Students had a high propensity to answer, "I don't know" as to whether a teaching assistant was utilized in multiple duties. One-way ANOVAs with post-hoc analysis indicated most statistical differences in perceptions were between instructors and students. Overall, instructors perceived teaching assistants as more effective than did students. (Contains 4 tables.)
Applying the Job Characteristics Model to the College Education Experience
Author: Kass, Steven J.
Date: 2011-12-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Psychological Patterns,Interests,Negative Attitudes,Low Achievement,Grades (Scholastic),Dropouts,Behavior Problems,Attendance,Classroom Environment,Teaching Styles,Teacher Student Relationship,Student Motivation,Industrial Psychology,Models,Job Skills,Opportunities,Productivity,Context Effect,Personal Autonomy,Feedback (Response)

Boredom is one of the most common complaints among university students, with studies suggesting its link to poor grades, drop out, and behavioral problems. Principles borrowed from industrial-organizational psychology may help prevent boredom and enrich the classroom experience. In the current study, we applied the core dimensions of the job characteristics model to the university classroom. In a survey of 293 students, significant relationships emerged between the five core dimensions (i.e., skill variety, task identity, task significance, autonomy, and feedback) and various affective (e.g., satisfaction) and behavioral (e.g., absenteeism) outcomes. Boredom proneness was found to be significantly and negatively related to course grade and measures of satisfaction. We conclude with suggestions for enriching the classroom experience. (Contains 3 tables.)
Evaluating the Intervention of an Ethics Class in Students' Ethical Decision-Making
Author: Walker, Marquita
Date: 2011-12-00
Type: Journal Articles
Subjects: Constructivism (Learning),Intervention,Ethics,Student Attitudes,Work Environment,Values,Decision Making,Teaching Methods,Comparative Analysis,Surveys,Thinking Skills,Affective Behavior,Course Evaluation,Instructional Effectiveness

In this pilot study, the author evaluated the impact of an ethics class in terms of students' ethical decision-making. The research compares aggregate responses from scenario-based pre- and post-survey open-ended survey questions designed to elicit changes in ethical decision-making by comparing students' cognitive and affective perceptions about ethical workplace behavior. Grounded in constructivist theory, which explains how individuals "know" and "come to know something" (Reeves, 2003), this intervention encourages students to make better and more informed ethical decisions in the workplace based on their understanding of their value and belief system. The findings suggest increased positive cognitive and affective changes in student perceptions that inform one's value and belief system, the student's ability to remain open-minded and reconsider previous beliefs and actions from a 360 degree perspective, and the student's ability to apply new information to ethical dilemmas in the workplace. (Contains 9 tables and 5 footnotes.)
Perceived Ideological Bias in the College Classroom and the Role of Student Reflective Thinking: A Proposed Model
Author: Linvill, Darren L.
Date: 2011-12-00
Type: Journal Articles
Subjects: Ideology,Bias,Reflection,College Faculty,Undergraduate Students,Student Attitudes,Student Reaction,Structural Equation Models,Cognitive Development

This study tests a model of students' reflective thinking, perceived ideological bias among university faculty, and reactions to ideological bias in the college classroom. Participants were 187 undergraduates who completed the Reasoning About Current Issues Questionnaire and the Political Bias in the Classroom Survey. Structural equation modeling revealed that participants in lower ranges of reflective thinking had increased perceptions of ideological bias among university faculty. The model suggests that these perceptions then lead students to adversely react to the presence of such ideological bias in the classroom. Theoretical, pedagogical, and methodological implications are discussed. (Contains 3 figures and 1 table.)
Benefits of Service-Learning for Freshmen College Students and Elementary School Children
Author: Eppler, Marion A.
Date: 2011-12-00
Type: Journal Articles
Subjects: Elementary School Students,College Freshmen,Student Attitudes,Social Attitudes,Service Learning,Correlation,Low Income Groups,English (Second Language),Tutoring,Kindergarten,Grade 1,Grade 2,Reading Instruction,Attitude Measures,Student Motivation,Attitude Change,Achievement Gains,Goal Orientation,Comparative Analysis,Volunteers

Freshman honors students in a service-learning course tutored low-income English Language Learning kindergartners, first-, and second-graders in reading. We conducted two separate data collections, one assessing college students' attitudes and motives (Study 1) and one exploring the benefits for elementary school children (Study 2). We measured changes in college students' motivations for volunteering and social attitudes, and we measured changes in children's reading performance and achievement goals. Comparisons with non-service-learning college students revealed that the service-learning students volunteered more hours, showed larger gains in esteem and protective motives (volunteering made them feel better about themselves and helped them cope with personal problems), and showed a marginally significant increase in motivation to volunteer in order to promote professional growth. We found a positive correlation between hours tutored and increases in children's reading scores, and the children showed increases in adaptive achievement goals. Although service-learning benefits for children were non-significant due to small sample size, findings suggest that benefits of the service-learning project were reciprocal. (Contains 1 table.)
All Kidding Aside: Humor Increases Learning at Knowledge and Comprehension Levels
Author: Hackathorn, Jana
Date: 2011-12-00
Type: Journal Articles
Subjects: Humor,Learner Engagement,Attachment Behavior,Classroom Environment,Teacher Student Relationship,College Environment,Instructional Effectiveness,Context Effect,Learning Theories,Classification,Academic Achievement,Tests,Knowledge Level,Comprehension

It has been argued that humor is beneficial in the classroom because it increases social bonding between instructor and student, salience of information, and ultimately recall and retention. The current study sought to add to the literature by empirically testing some assumptions about humor as a pedagogical tool. Specifically, we predicted that using humor in a classroom setting would enhance learning on the first three levels of Bloom's taxonomy (i.e. knowledge, comprehension, and application). Results indicated that using humor to teach material significantly increased students' overall performance on exams, particularly on knowledge and comprehension level quiz items, but not application level items. Moreover, learning a construct through the use of humor was most effective for comprehension level quiz items. This study provides some of the first ecologically valid evidence that humor may maximize learning outcomes in college classrooms. (Contains 1 table.)
Ethical Decision Making, Therapeutic Boundaries, and Communicating Using Online Technology and Cellular Phones
Author: Yonan, Jesay
Date: 2011-00-00
Type: Journal Articles
Subjects: Psychologists,Ethics,Therapy,Decision Making,Telecommunications,Social Networks,Counselor Client Relationship,Information Technology,Computer Mediated Communication

Cellular telephones and social networking sites pose new challenges to the maintenance of therapeutic boundaries. One such difficulty is the possible development of dual relationships between clients and counselling professionals as a result of communicating by these means. Most regulatory bodies advise professional counsellors and psychologists to avoid engaging in dual relationships, but there are instances where they can be helpful or inevitable. The authors of this article discuss ethical concerns associated with using cell phones and online social networking sites to communicate with clients. Examples of ethical dilemmas involving recent technology are provided in order to help counselling professionals work through a decision-making process to manage the challenges that current technology poses to the therapeutic relationship. Recommendations for counselling professionals, future research, and formal training are provided.
School Counsellors' Understanding of Non-Suicidal Self-Injury: Experiences and International Variability
Author: Duggan, Jamie M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Injuries,Foreign Countries,School Counseling,School Counselors,Intervention,Educational Policy,Professional Development,Adult Education,Adults,Evaluation Methods,Psychotherapy

Non-suicidal self-injury (NSSI) is a concern among professionals working with youth. The present study examined school counsellors' experiences, training and school preparedness, perceived knowledge, beliefs, and intervention approaches related to NSSI. Participants were 470 school counsellors (417 female, 53 male) from across North America (156 Canada, 314 United States). Although NSSI is largely within counsellors' scope of practice, as evidenced by the 92% who reported working with a student who engaged in NSSI at some point during their career, counsellors reported only moderate levels of NSSI knowledge, a lack of formal training, and an absence of school policies concerning NSSI management. American counsellors endorsed more media-based representations about NSSI than their Canadian counterparts. Discussion focuses on the need for training among school counsellors and the improvement of service delivery across North America for youth who engage in NSSI. (Contains 3 tables and 1 figure.)
The Experience of Witnessing Patients' Trauma and Suffering among Acute Care Nurses
Author: Walsh, Mary E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Nurses,Nursing,Coping,Patients,Anxiety,Stress Management,Burnout,Stress Variables,Phenomenology,Interviews,Psychological Patterns,Counseling Techniques,Work Environment,Altruism,Foreign Countries

A large body of research provides evidence of workplace injuries to those in the nursing profession. Research on workplace stress and burnout among medical professionals is also well known; however, the profession of acute care nursing has not been examined with regards to work-related stress. This qualitative study focused on acute care nurses' workplace stress, as 5 acute care nurses described experiences related to witnessing patients' trauma and suffering. Through the use of phenomenological analysis, five main themes emerged from the interviews, revealing a more in-depth understanding of nurses' experiences in acute care settings. These themes were (a) shock and prolonged witnessing of suffering, (b) long-term effects, (c) distancing as a coping strategy, (d) feelings of guilt and helplessness, and (e) dissonance in core beliefs about self. The results are discussed in terms of coping strategies and recommendations for counsellors working with health care professionals.