ethanporcaro/eric-fulltext-meta huggingface dataset:
An Inter-Organizational Knowledge Sharing Model for Sustainable Workplace Safety
Author: Lindell, Heather
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Work Environment,Safety,Organizational Culture,Sustainability,Health Services,Hazardous Materials,Knowledge Management

Workplace safety recommendations and regulations are constantly evolving. This paper reviews workplace safety literature on safety culture and inter-organizational knowledge sharing among healthcare organizations. The research question asks, &quot;how does sustainable workplace safety occur in a healthcare&quot; setting? The findings of the literature review assisted in the creation of a model to promote a culture of safety within healthcare fields and moved beyond individual organizations to support sustainable workplace safety practices. The context of hazardous drug handling is used as an example for model application throughout the paper. The C[superscript 2]oST3 model promotes collaboration among and within organizations to promote a &quot;culture of safety&quot; (C[superscript 2]oS) through &quot;transfer&quot; (T), &quot;translation&quot; (T), and &quot;transmission&quot; (T) of knowledge. [For the full proceedings, see ED631897.]
Arts-Based Reflection in Co-Curricular Spaces for Students with Disabilities
Author: Barefield, Trisha
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Art Activities,Reflection,Self Concept,Students with Disabilities,Advocacy,College Students

This paper introduces a newly implemented arts-based space for reflection and identity development for students with disabilities (SWDs) in a disability services office in the American Southeast. This project aimed to help students make sense of their disability through creating a three-panel art project and an accompanying written description. While the primary aim was to create a space for reflection for SWDs, the secondary benefit is the use of their work for advocacy on campus. The project also brings art-based makerspaces into a cocurricular space for reflection, community building, and advocacy. After introducing the project, the paper will discuss the research findings and lessons for future research. [For the full proceedings, see ED631897.]
First Listen Closely: Establishing a University Center for Educator Professional Development
Author: Neal, Makena
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,Faculty Development,Educational Facilities,Design,Listening,Learning Activities

The literature on teaching centers and faculty development increasingly recognizes teaching centers are well-positioned to support institutional effectiveness activities. There is critical importance in collaborating with educators to establish topics of engagement, positioning, and partnership including the importance of stakeholder buy-in, which can be enhanced or promoted by the inclusion of stakeholders' voices in center planning and decision-making. Many teaching and learning centers historically focused on &quot;faculty&quot; as primary stakeholders, but welcoming, seeking out, and embracing a diversity of thoughts, perspectives, and ideas in voices represented by adopting a widely inclusive definition of &quot;educator&quot; is vital to a successful teaching center establishment. This case study shares the intentional design of educator listening activities for center development. [For the full proceedings, see ED631897.]
Continuous Improvement: A Best Practice for Online Teaching and Learning
Author: Williams, Janet M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Best Practices,Teaching Methods,Online Courses,Outcomes of Education,Barriers,Academic Achievement,Alignment (Education),Learning Analytics,Achievement Gap,Identification,Curriculum Development,Educational Improvement,Inclusion,Equal Education,Student Diversity,Adult Education,Noncredit Courses,Models

During the COVID-19 pandemic, an adult noncredit program in the California Community College system partnered with Ease Learning to help convert face-to-face courses to an online modality. Subsequent data revealed a misalignment in the courses' Student Learning Outcomes and Instructional Objectives which became a barrier to student success. Wile's External Tangibility (E-T) Model of Human Performance provided the framework for analyzing the quantitative data presented to the program in the Skillways Continuous Improvement Analytics reports and helped identify potential internal and external causes of performance gaps. This process allowed the program to develop best practices and prioritize the remaining gaps in the curriculum development and approval processes as part of continuous improvement efforts to create a studentcentered culture. [For the full proceedings, see ED631897.]
Trying to &quot;Do the Work&quot;: Teacher Transparency and Journeying toward Antiracist Education
Author: Pickard, Amy
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Educators,Adult Education,Racism,Teacher Attitudes,Teacher Responsibility,Class Activities,Discussion (Teaching Technique)

Professors of adult education often encourage learners to engage in antiracist practice yet fail to make clear that this is easier said than done. &quot;Teacher transparency&quot; is one way to model adult educators' responsibility to be reflective, problematize practice, and deepen conversation and analysis during antiracist adult education classroom activities. In the paper, we explore the definition of antiracist education, describe the theoretical foundations for and define our vision of teacher transparency, and provide examples and steps for enacting this practice. [For the full proceedings, see ED631897.]
From Classroom to Career: Preparing Students for the Workplace in Dynamic Times
Author: Warrner, Jennifer
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Labor Market,Career Readiness,Employment Potential,Job Skills,Career Counseling,Internship Programs,Job Search Methods,Employment Interviews,Undergraduate Students,Construction Management

New hires must prepare to make an immediate impact in a fluctuating and dynamic job market. Teaching career readiness and employability skills helps prepare college students for a job search and, ultimately, success in their careers. This paper discusses how an academic program at a university adapted to prepare students for the workplace during a global pandemic and fluctuating job market. Highlighted virtual initiatives include a career fair, career counseling, internship and job search programming, and interview preparation. [For the full proceedings, see ED631897.]
Trauma-Informed Practice: Designed for Children, Necessary for Adults
Author: Maib, Heather Ebba
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Trauma,Higher Education,Caring,Intervention,Student Needs,Pilot Projects,Student Personnel Workers,Counselor Attitudes,Professional Development,Outcomes of Education

Trauma-informed practices were initially designed for children; however, we argue that higher education is well-positioned to address the needs of adults as well. This paper discusses adopting trauma-informed practices in organizations and relational spaces. We also share preliminary findings from a qualitative pilot study that explored the attitudes of student affairs professionals toward the concepts and strategies of providing trauma-informed care in an institution of higher education. Study participants engaged in a post-training survey and semi-structured interviews after completing a trauma-informed services training intervention developed and delivered by research team members. [For the full proceedings, see ED631897.]
Using Learning Science Strategies to Enhance Teaching Practices and Empower Adult Learners
Author: Rehak, Kimberly M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Learning Strategies,Self Efficacy,Outcomes of Education,Evidence Based Practice,Retention (Psychology),Self Esteem,Teaching Methods,Adult Education,Student Empowerment,Adult Students

By leveraging research-backed strategies from the learning sciences, adult educators can help learners develop effective study habits that lead to deeper learning. This paper will discuss the harm in perpetuating neuromyths and how doing so can lead to negative outcomes for learners. Then, six strategies will be shared to help adult educators build and implement evidence-backed research practices in their classrooms. The strategies should lead to better study habits, more knowledge retention, and quicker retrieval speeds. Additionally, employing these techniques can lead to adult learners' building self-efficacy and confidence, which are essential to learner success. [For the full proceedings, see ED631897.]
Journey of Reshaping the Meaning of Work as an Underemployed Woman: Cases of Korean Millennial Women
Author: Park, Jiyea
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Employment Level,Females,Feminism,Negative Attitudes,Work Experience,Motivation,Career Development,Gender Differences,Gender Bias,Age Groups,Korean Culture,Foreign Countries

This paper reports the results of a qualitative study based on the feminist perspective and qualitative feminist interviews. Before their interviews, the 10 participants wanted to share their negative experiences of underemployment; however, deep conversations revealed that while their stories were negative, they were also positive. Through the interviews, participants disclosed what motivated them to continue their careers despite the onus of gender-specific job segregation in the Korean job market that is biased against Korean Millennial women. As they were sharing their experiences, the participants had an A-Ha! moment that reshaped their definitions of the meaning of work. These findings have important implications for policy decisions regarding women's career development education and adult education programs for overqualified women in the workplace. [For the full proceedings, see ED631897.]
Virtual Reality as a Transformative Learning Experience to Reduce Implicit Racial Bias
Author: Logston, Cory
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Computer Simulation,Program Effectiveness,Transformative Learning,Empathy,Racism,Adult Education

Virtual reality promotes prosocial behavior on various issues, including homelessness, ageism, and the environment. Recently researchers have explored the potential for a virtual reality experience to promote an empathic perspective transformation with promising results. The purpose of my proposed research is to investigate and explain the effectiveness of virtual reality as a strategy to bring about a transformative learning experience through historical empathy and reduce implicit racial bias. The expected outcomes of my research will show virtual reality as an intervention to reduce implicit racial bias through historical empathy. Consequently, indicating engagement in virtual reality is more effective than traditional methods, a 2D desktop or written transcript. Results of this proposed study are hypothesized to demonstrate that virtual reality is a beneficial strategy for prosocial behavior. [For the full proceedings, see ED631897.]
Cognitive-Psychological Resistance in Adult Learners Learning English as a Second Language
Author: Zhang, Yuan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Adult Students,Learning Experience,Adult Learning,Teaching Methods,Instructional Effectiveness

Whether an adult is motivated or unmotivated to learn depends on the actual learning experience. To further our understanding of English as a second language (ESL) learners and their language learning experience, this paper delves into the intricate realm of learning resistance. Ultimately, we seek to provide a comprehensive perspective on motivation and resistance within the complex landscape of adult ESL learning. By shedding light on the multifaceted nature of learning resistance and its impact on learners' motivation, the paper aims to contribute to the development of effective pedagogical strategies and enhance the ongoing dialogue between researchers and practitioners in the field of adult ESL education. [For the full proceedings, see ED631897.]
Examining Community-Based Approaches to Decolonizing Environmental Science Education
Author: Hougham, R. Justin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Decolonization,Community Involvement,School Community Relationship,Professional Development,Justice,Equal Education,Inclusion,Environmental Education,Adult Education,Community Role

Decolonizing science education takes many forms. One important facet of this work is connecting school-based projects to meaningful community engagement. A subset of science education that occurs in community context is environmental education. Engagement and diversity in environmental education are important initiatives. However, this field has low levels of diversity in its staffing now and historically. This paper examines strategies to develop justice, equity, and inclusion work in this area through professional development. Emerging literature offers practical and applicable strategies for improving inclusion and diversity work in environmental education. Periodic evaluation of the field indicates where challenges remain in employee professional development and adult education. Lastly, a specific example of this type of work provides a case study of how the community plays an important role in environmental education. [For the full proceedings, see ED631897.]
Leading Your Way to Success: Turning Your Leads into Participants in Your Adult Degree Completion Program
Author: Root, Tina M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Adult Students,Adult Programs,Educational Attainment,Program Development,Bachelors Degrees,School Holding Power,College Credits

In the United States, there is a significant need for higher education institutions to provide adult degree completion programs (ADCP) to help students complete their degrees. According to the National Student Clearing House Research Center, as of July 2021, there are 41 million students with some college, no credentials (SCNC), in the United States (Causey, et al., 2022). The purpose of this article is to discuss a Northwest Arkansas regional university's adult degree completion program, which successfully guides students from initial lead generation to facilitating students' progression to graduation. The following research provides a guide to best practices, including program development, program requirements, lead generation, marketing, nontraditional credit, onboarding, retention, and program success, for higher education institutions. [For the full proceedings, see ED631897.]
Infusing Training with Meaningfulness: An Essential Pairing for Learning?
Author: Holyoke, Laura
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Development,Electronic Learning,Trauma Informed Approach,Student Personnel Services,Student Personnel Workers,Community Colleges

Professional development in higher education is increasingly shifting to online formats. However, online professional development often does not lend itself well to fostering meaningful human interconnection. Taking a constructivist approach, we share findings from a qualitative research study that explored what participants found meaningful in a professional development training based on creating biocratic organizations designed for a student services department. We explain how research findings can be applied to designing and delivering professional development to workgroups. [For the full proceedings, see ED631897.]
&quot;You Can&apos;t Be a Hippie Forever!&quot; -- A Septuagenarian Makes Meaning from His PhD Pathway
Author: McNamara, Billie R.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Older Adults,Males,Doctoral Students,Educational Experience,Lifelong Learning,Student Attitudes

This single-participant phenomenological study derived from an advanced graduate-level qualitative research course assignment in 2022. I investigated the graduate school experiences of a purposefully selected septuagenarian male PhD student at a large, Southeastern U.S. university. The well-established University of Tennessee Transdisciplinary Phenomenology Research Group (TPRG) method framed the study. TPRG acknowledges multiple philosophies but is situated in Merleau-Ponty's approach, which recognizes four existential grounds: Body, Time, Others, and World. Structured analysis of the interview transcript elicited numerous themes; I chose six for focus in this paper. The self-described &quot;unusual ... lifelong learner&quot; provided incredibly rich data that could be analyzed for numerous topical papers and explored through follow-up interviews. [For the full proceedings, see ED631897.]
Critical Digital Andragogy
Author: McGinty, Jacqueline M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Andragogy,Adult Education,Influence of Technology,Adult Educators,Teaching Methods,Technology Integration,Digital Literacy,Educational Practices,Best Practices,Access to Education,Equal Education,Ethics,Privacy,Safety,Personal Autonomy,Instructional Design

Critical educational approaches challenge practices and structures that perpetuate inequalities. The goal is to surpass knowledge acquisition, emphasizing the interconnections of community and context. Twenty-first-century adult education environments must attend to digital literacy and aim to help close the digital divide. One way to address this issue is to promote critical digital andragogy as part of adult education practice. This article explores the concept of critical digital andragogy and the effects of technology on adult education. Adult educators must empower learners when engaging in digital spaces. The authors suggest strategies that adult educators should implement when using digital tools in their teaching practice. [For the full proceedings, see ED631897.]
Exploring the Advising and Communication Experience among International Doctoral Students in Online Learning Environment
Author: He, Yankun
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Doctoral Programs,Doctoral Students,Distance Education,Student Attitudes,Academic Advising,COVID-19,Pandemics,Guidance,Foreign Students,Educational Experience,Barriers,Computer Mediated Communication,Teacher Student Relationship,College Faculty,Teaching Assistants,English (Second Language),Second Language Learning

This study examined the international doctoral students' perceptions of graduate advising and communication with their advisors in online learning environments during the COVID-19 pandemic. This study used semi-structured interviews to investigate how international doctoral students at Auburn University perceive their advising relationships with academic advisors. The finding of this study indicates that lack of guidance and support are the main concerns in the advising relationship for international doctoral students. Moreover, the communication delivery way is not the key point for them to connect with their advisors and influence communication satisfaction with their advisors. [For the full proceedings, see ED631897.]
Interprofessional Education (IPE) for Healthcare Students: How Does Teamwork Develop?
Author: Washburn, Dana H.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teamwork,Interprofessional Relationship,Standards,Accreditation (Institutions),Health Personnel,Allied Health Occupations Education,Experiential Learning,Clinical Experience,Learning Theories,Physical Therapy,Occupational Therapy,Simulation,College Faculty

A recent interest in the improvement of teamwork in the healthcare industry has occurred as well as a realization that medical errors are often related to poorly functioning interprofessional teams. This interest is triggering changes in pre-professional accreditation standards for allied health programs which require the use of interprofessional education (IPE). A mixed-methods study using an experiential learning framework is underway to assess the effects of IPE clinical simulations on the development of teamwork skills and the extent to which this improves the understanding of teamwork among allied health students. [For the full proceedings, see ED631897.]
Motivation to Study Abroad and Intercultural Adaptation of Chinese Doctoral Students in Italy
Author: Qiu, Ruoyi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Study Abroad,Foreign Students,Student Adjustment,Student Motivation,College Students,Influences,Cultural Differences,Acculturation,Decision Making

The transitional and adaptive process of studying abroad for international students is challenging. This study explores the motivation to study abroad (MSA) and the intercultural adaptation (IA) of international Chinese doctoral students (ICDS) at an Italian university by conducting a narrative inquiry approach through semi-structured interviews. Findings included: firstly, MSA has seven selecting principles, including the cooperation policies; social support; personal goals, beliefs, and values; the attraction of Italy; the attraction of Italian university; the doctoral program; Chinese sociocultural and educational system. Secondly, ICDS spans two cultures and experiences cultural disequilibrium. IA's attitudes toward ICDS comprise ideal, involute, Buddhist, and lying flat. Last, this study summarizes a dynamic virtuous and vicious cycle model to explain the role of MSA on IA. [For the full proceedings, see ED631897.]
Online Civic Engagement, Political Agency, and Sustaining Communities with Informal Education: Negotiating Misogynoir
Author: Brown, Lisa R.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Citizen Participation,Computer Mediated Communication,Gender Bias,Racial Discrimination,Adult Education,Social Media,Online Surveys,Psychometrics,Gender Differences,Slavery,Participant Characteristics,Racial Differences,African Americans,Whites,World Views,Informal Education,Racial Attitudes,Social Attitudes

Misogynoir--expressed gender bias and racial discrimination against Black women--studies have been limited in contemporary adult education empiricism. This mixed methods pilot used social media posts, interviews, and an online survey to examine the phenomenon. The research volunteers centered on American Descendants of Slavery (ADOS), aged 19 to 58. A validated psychometric survey was administered to 110 subjects aged 19 to 82. Results did not support the propositions of a gender war between ADOS men and women. Perception of Black women being undesirable partners was significant at the p &lt; 0.01 alpha level. Black women perceived Black men as the key influencers of misogynoir themes compared to white men. However, the collectivist higher-order thinking to support a national reparations project was notable in Black men. [For the full proceedings, see ED631897.]