ethanporcaro/eric-fulltext-meta huggingface dataset:
Science, Poetics, and Immersive Field Ecology: Generating New Knowledge through Interdisciplinary Inquiry
Author: Gastreich, Karin R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Ecology,Undergraduate Study,Field Experience Programs,Creative Writing,Inquiry,Intermode Differences,Environmental Education,Writing Skills,Figurative Language,Literature,Course Evaluation,Courses,English Instruction,Science Instruction

Complex global challenges and declining scientific literacy demand novel approaches to engaging students with science and the natural world. While evidence supports integrating creative and scientific modes of inquiry, these approaches are often separated in undergraduate education. We designed Ecology Through the Writer's Lens (ETWL) to allow students to explore an ecosystem of critical importance, the tall grass prairie, through an interdisciplinary field experience. Co-taught by Biology and English professors and open to students of all majors, ETWL leverages classroom activities to prepare for and process the immersive field experience over the course of one semester. Field-based exercises include natural history observations, hypothesis building, experimental design, analysis of the literature, and creative/reflective writing. Learning was assessed through multiple assignments, including a final creative project that spanned diverse writing genres. Students met and exceeded expectations with respect to course objectives. Non-science majors learned how scientific knowledge is generated; science majors learned how creative approaches can open new pathways for exploration. Many students overcame fear of natural spaces. Several students independently engaged with tall grass prairie in post-course activities. We conclude that interdisciplinary approaches to field-based inquiry can generate transformative experiences, even when the immersive component is short-term and close to home. ETWL provides one model by which different modes of inquiry can be blended to enhance student appreciation of science, literature, and the environment.
Shifting Modalities: Providing K-5 Montessori Education Online during the Pandemic
Author: Cummings-Clay, Denise
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Schools,Pandemics,COVID-19,Electronic Learning,Elementary Education,Montessori Method,Community Colleges,Educational Quality,Instructional Design,Family Counseling,Group Activities,Educational Technology,Instructional Innovation,Sense of Community,Educational Cooperation

At the first and only public Montessori charter school in New York City, teachers create learning environments, materials, and lessons that help students guide themselves to find information needed to arrive at a necessary learning outcome. The sudden shift to online instruction in March 2020 required parents, teachers, and administration to maintain business-as-usual in an unfamiliar modality--online instruction. This case study reflection article focuses on the planning strategies identified and implemented that shifted the school to teaching and learning online during the COVID-19 pandemic while working to keep the Montessori philosophy alive, despite the expansion to the online modality. Existing research, the process of shifting to the online modality, maintenance of the Montessori approach, and the inter-institutional support provided to the charter school by a community college are reviewed. Once mandated to move to online instruction, strategies employed show that maintaining students' natural desire to learn and active discovery are central objectives in tandem with supporting the relationship-centered culture in the machine-oriented online-learning environment. This dual focus is critical because children's development is maximized when they are engaged in secure, mutually collegial relationships (Greenfield &amp; Suzuki, 1998). It was concluded that building community among children and teachers, as well as between administration, teachers, families, and a partnering community college were valued and deemed critical to sustaining the rigorous curriculum and relationship-based school culture during the pandemic crisis.
A Path Is Emerging: Steps towards an LGBT+ Inclusive Education for Mexican Students
Author: Herrera Valderrábano, Jorge
Date: 2021-11-01
Type: Journal Articles
Subjects: Inclusion,LGBTQ People,Mexicans,Educational Environment,Foreign Countries,Student Needs,Violence,Workshops,Advocacy,Laws,Social Discrimination,Civil Rights,Public Policy,Educational Change,Secondary School Students,National Organizations,Higher Education

Mexican schools are in crisis, where LGBT+ students face constant violence and discrimination. In the past decade, civil society has led the way in evaluating school climate and assessing LGBT+ students' needs in Mexican schools. Unsurprisingly, individuals most affected by this violence and discrimination, LGBT+ individuals, have pushed these efforts forward as they conduct research, create resources, and facilitate workshops. In this article, we show how civil society has been the leader on advocating for LGBT+ inclusive education in Mexico. We justify this claim by exploring the existing research at the national, regional, and international levels, showing that much of what is present stems from civil society's ongoing efforts. We then analyze the current legal framework aimed at protecting students against discrimination. We also discuss existing tools and advancements designed to promote inclusive classrooms, from both a public policy and civil society perspective. We conclude by punctuating the necessity and urgency of utilizing civil society in reforms that advocate for inclusion to better formulate public policies and establish direct, sustainable ties to the individuals and communities most in need.
From Taking Ownership to Decolonization: Looking Back over Five Decades of Indigenous Post-Secondary Education in Quebec = De la prise en charge a la decolonisation: Un regard retrospectif sur cinq decennies d&apos;education postsecondaire autochtone au Quebec
Author: Ratel, Jean-Luc
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Postsecondary Education,Tribally Controlled Education,Bilingual Education,Educational History,Educational Change,College Students,Racial Identification,Racial Bias,Racial Discrimination,Barriers,Equal Education,Cultural Influences,Cultural Awareness

In the early days soon after the release of the landmark policy paper &quot;Indian Control of Indian Education&quot; (1972), postsecondary studies among Indigenous people in Quebec were still new and relatively unknown. Against a backdrop of Indigenous communities starting to take ownership of their own services, the demand for postsecondary Indigenous graduates began to increase significantly, resulting in the development of tailored programs and services: the Amerindianization program led by UQAC in 1971 and the founding of Manitou College in 1973, for example, stand out as two major milestones. The distinctive linguistic reality of Quebec moreover soon became apparent, adding to the initial bilingual dimension (moving from an Indigenous language to an non-Indigenous one) the duality of a francophone and anglophone education system rooted in colonial history. Drawing on a review of literature on postsecondary Indigenous education in Quebec from 1972 to 2021, our analysis in the present article is framed around the changes that took place over these past five decades in programs and services provided by postsecondary institutions. Also discussed are issues involving Indigenous student paths marked by identity, systemic racism and discrimination. We note that in spite of sustained efforts by an increasing number of institutions, Indigenous people still face enduring barriers. We conclude with some thoughts on the university and the CEGEP as postsecondary institutions, their development model and their role in decolonizing and democratizing education. [The English version of this article was translated by Marisa Panetta-Jones.]
Looking Back, Looking Forward: Canadian Higher Education Research on Tuition Fees
Author: Rexe, Deanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Tuition,Fees,Educational History,Case Studies,Educational Policy,Foreign Countries,Futures (of Society),Periodicals,Educational Research,English,French,Research Reports,Trend Analysis,Educational Trends

To contribute to the 50th Anniversary Issue, this scholarly article will review the literature on Canadian higher education tuition fees over the past 50 years, focusing on the major theme of higher education planning, and the role higher education research has played in the policy-making environment. Examining both the French and English language scholarship published by the &quot;CJHE,&quot; the researchers will describe the contributions, and provide commentary on opportunities for impactful research for the future. Presenting a case study in Québec, the article will identify emerging trends that are anticipated to shape this higher education policy area in the future.
Framing Clear Academic Pathways: The Curricular Coherency and Efficiency Project at Winston-Salem State University
Author: Walker-Bethea, Tanya E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Alignment (Education),College Curriculum,Program Effectiveness,Undergraduate Students,Educational Change,Program Evaluation

This article delineates the process through which Winston-Salem State University (WSSU) initiated major curriculum reform across all undergraduate majors. Beginning in 2014, WSSU began measures to revise major pathways with the aim of increasing transparency and reducing uncertainties about program requirements and learning outcomes. Initial reviews of existing programs raised questions about program structure, relevance of some required courses, and obstacles for time-to-completion. To address these concerns, a committee of five faculty members and one senior administrator devised a 3- year plan to revise undergraduate major programs for clearer pathways in order to enhance student learning and program efficiency. This plan encompassed a conceptual framework that organized each program into three categories: foundation, breadth, and depth. The plan also included adjustments to the assessment tools used to measure student learning, resources available to faculty and staff, and processes for curriculum revision at the department level. The adopted framework not only allowed for the introduction, development, and mastery of knowledge and essential skills in each major but also permitted faculty to reshape the curriculum in terms of their teaching and research expertise. In this article, we outline the reform project's primary goals, steps taken to implement the 3-year plan, and the impact on undergraduate students' learning.
Implementing Curricular Change across the University: Challenges and Successes
Author: Pritchard, Laurel M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Educational Change,College Faculty,Teacher Attitudes,Program Descriptions,Educational Improvement,Undergraduate Students,Curriculum Development,Comparative Analysis,Governance,Scoring Rubrics

The University of Nevada, Las Vegas (UNLV) was one of four participating institutions in the Association of American Colleges and Universities' (AAC&amp;U) Purposeful Pathways: Faculty Planning for Curricular Coherence Project, funded by the Teagle Foundation. The goal of the project was to examine and improve curriculum coherence in undergraduate programs at our institution. A team of UNLV faculty and administrators developed a framework for curricular review and a consultative model to support programs in the process of reviewing and revising their curricula. We implemented this process with the faculty of nine academic programs and assessed the impact of curricular review and revisions at various levels. To assess the impact of the revisions on curricular complexity, we made pre-post comparisons of complexity scores, as calculated by the University of New Mexico's Curricular Analytics platform (Heileman, Slim, Hickman, &amp; Abdallah, 2017). We used a survey adapted from the Concerns Based Adoption Model (George, Hall, &amp; Stiegelbauer, 2006) to evaluate faculty's perceptions of the curricular review and revision process. Finally, we used a custom rubric to qualitatively assess the outcome of the curriculum revisions and level of alignment with project goals. The results showed that, although faculty expressed high levels of confidence and low levels of concern about the curricular changes they proposed, most of the changes were focused on removing structural barriers to student progression and had little impact on curricular complexity. Future efforts should focus on incentivizing more holistic, ambitious, and substantive curricular revision.
In Search of Curricular Coherence
Author: Green, Madeleine F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Alignment (Education),Curriculum Development,Grants,Curriculum Implementation,College Faculty,College Curriculum,Teacher Collaboration

In fall 2013, The Teagle Foundation issued an RFP inviting selected institutions and organizations to apply for grants that addressed the following question: &quot;How can faculty work together to create a more coherent and intentional curriculum whose goals, pathways, and outcomes are clear to students and other constituencies with a stake in the future of higher education?&quot; The grant initiative sought to &quot;support campus initiatives that delve deep into the structure of the curriculum and make transparent to students what they can expect to learn and how the curriculum's architecture delivers this learning.&quot; A total of 15 implementation grants were funded under the Faculty Planning and Curricular Coherence initiative between May 2014 and May 2018. This essay is based on an evaluation of four of the early grants in this initiative, involving 12 institutions: (a) Oberlin College, College of Wooster, Ohio Wesleyan University, Kenyon College, Denison University, and Allegheny College; (b) Virginia Wesleyan University, Davis &amp; Elkins College, Shenandoah University, and Eckerd College; (c) San Francisco State University; and (d) Pomona College, Claremont McKenna College, Harvey Mudd College, Pitzer College, and Scripps College (i.e., The Claremont Colleges). The author reviewed proposals, annual project reports, and related documentation; conducted annual phone calls with representatives of each participating campus; attended the April 2017 convening of the institutions participating in this initiative; and visited selected campuses.
Foundational-WIL for Employability Awareness: A Faculty-Wide Approach
Author: Young, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Outcomes of Education,Required Courses,Work Experience Programs,Employment Potential,Job Skills,Career Education,Student Attitudes,Curriculum Development,Online Courses,Scaffolding (Teaching Technique)

This paper discusses the outcomes of an action-research project designed to consider whether a compulsory foundational work-integrated learning (WIL) subject within a faculty at an Australian university could make an impact on three key outcomes: 1) student awareness of employability; 2) student perceptions of WIL approaches to enhance employability skills; 3) student understanding of the value of career platform tools to practise and demonstrate employability skills. Results gathered from a pre- and post-study survey and subject evaluation survey indicate an improvement in student perceptions relating to the three intersecting aspects of employability learning after completing the subject. At the conclusion of the study, over 3,000 students had completed the subject and it had evolved to become core in 80% of undergraduate courses in the Faculty. The results provide evidence of a sustainable course-wide curriculum approach for commencing the horizontal and vertical scaffolding of constructively aligned discipline-specific employability assessments.
Industry Facilitated Case-Based Learning in Accounting Education
Author: Twyford, Erin
Date: 2021-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Work Experience Programs,Industry,Partnerships in Education,Case Method (Teaching Technique),Career Readiness,Job Skills,Employment Potential,Inclusion,Learning Activities,Undergraduate Students,Foreign Countries

Higher education providers are facing increasing demands to ensure graduates are prepared for the complexities of a globalized, changing and dynamic workforce. Accounting educators grapple with finding ways to develop discipline and employability skills within the curriculum to prepare students for the workforce within the limited resources available to them. This paper addresses recent calls for a range of non-placement work-integrated learning (NPWIL) strategies in accounting education, by outlining how industry partners co-designed and facilitated a case-based project in an accounting subject. NPWIL experiences engage industry partners to shape, contextualize and support student learning in an inclusive and flexible format. The paper offers recommendations for designing industry facilitated case-based learning into existing curricular and advice for accounting educators to support their students' career readiness.
Looking to Grow: The Absence of Goal Setting in Post-Lesson Mentoring Conversations on Work-Integrated Learning Placements
Author: Loughland, Tony
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Mentors,Interpersonal Communication,Work Experience Programs,Student Placement,Preservice Teachers,Feedback (Response),Foreign Countries,Cooperating Teachers

The post-lesson mentoring conversation on work-integrated learning placements in teacher education is an opportunity for students to critically reflect on their practice. The potential for this learning to take place is diminished however, if the mentor is unskilled in the art of leading these conversations. This skill involves creating a dialogue where the mentee can discuss their practice in relation to learning goals. This study analyzed the transcripts of 54 post-lesson mentoring conversations. The study found that goals were rarely mentioned when conversations were closer to monologues than dialogues. If this is representative of the larger sample, then the mentoring monologue constitutes a waste of the latent learning potential of the post-lesson mentoring conversation. The implications of the study center on the post-lesson mentoring conversation requiring more scaffolding in the way of protocols that promote growth through a critical dialogue of the professional learning goals of the teacher education student.
A Qualitative Investigation of Team-Based Gamified Learning in an Online Environment
Author: An, Yunjo
Date: 2021-00-00
Type: Journal Articles
Subjects: Teamwork,Game Based Learning,Student Attitudes,Cooperation,Computer Mediated Communication,Competition,Psychological Patterns,Student Motivation,Learner Engagement,Relevance (Education),Freedom,Graduate Students,Social Media,Computer Simulation,Telecommunications,Peer Evaluation,Electronic Learning

Background/purpose: This study examined how team-based gamified learning influenced students' attitudes towards the gamification of learning, online collaboration, and competition. Furthermore, the study explored what factors contributed to the students' positive or negative experiences with gamified learning. Materials/methods: Game elements used for the team-based gamified learning experience included challenges, points, peer feedback and voting (social influence), and inter-team competition. Qualitative data were collected from pre- and post-surveys and participants' reflections. Results: Overall, the gamified learning experience had a positive influence on the participants' attitudes toward the gamification of learning. The major factors that contributed to the positive change included: (1) fun and enjoyment; (2) motivation and engagement; (3) relevance; and (4) choice and freedom. Most participants reportedly enjoyed the online collaboration in the study. The major factors that contributed to the positive online collaboration experience were effective teamwork, benefits of collaboration, and game elements. While the majority of the participants found the inter-team competition to be fun, friendly, and motivating, a few did not enjoy the inter-team competition. Teamwork was a major factor that led to either a positive or negative team-based competition experience. Conclusion: The findings of the study provide practical insight into what should be considered when designing and implementing team-based gamified learning in online environments.
Enhancing Commitment to Teaching Entrepreneurship through Mindfulness and Readiness for Change in Higher Education Institutions
Author: Yeap, Sock Beei
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Entrepreneurship,Foreign Countries,College Faculty,Teacher Attitudes,Educational Change,Correlation,Work Attitudes,Educational Quality,Teaching Methods,Structural Equation Models

Background/purpose: Research on teaching entrepreneurship which concentrates on the lecturers' perspective has been underexplored. This study aims to report on an explanatory sequential mixed-methods study that was conducted with a quantitative survey of the influence of mindfulness on Malaysian polytechnic lecturers' commitment to teaching entrepreneurship through readiness for change as a mediator. It also aims to report on the qualitative reasons behind the quantitative results. Materials/methods: Survey data were collected from 171 lecturers teaching entrepreneurship or subjects embedded with the elements of entrepreneurial skills. This explanatory sequential mixed-methods study employed Partial Least Squares Structural Equation Modeling to analyze the quantitative data, followed by nine semi-structured interviews which were then thematically analysed. Results: Findings revealed that mindfulness did not directly influence the commitment to teaching entrepreneurship. Nevertheless, readiness for change mediated the relationship between mindfulness and commitment to teaching entrepreneurship. Conclusion: The qualitative interview data provided insight that lecturers' working attitude is an important factor to enhancing the quality of teaching entrepreneurship. Implications and recommendations for future studies are also presented.