ethanporcaro/eric-fulltext-meta huggingface dataset:
A Multilevel Analysis of Economic Literacy among International Students: Implications for an International Assessment of Heterogeneous Vulnerable Learner Groups
Author: Reinhardt, Franziska
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Foreign Countries,Refugees,College Students,Business Administration Education,Economics Education,Multiple Literacies,Economics,Differences

International student mobility has increased in the past years. The inclusion of a highly heterogeneous group of students requires updated recruitment and admission strategies. A particularly vulnerable group of international students are refugees, who have an exceptionally high risk of dropping out of their studies. We present an entrance assessment of incoming international students from 77 countries who are at the beginning of their studies in Germany. Based on this unique sample, we examine (i) whether there are systematic country-specific effects on the economic literacy of beginning students of business and economics and (ii) whether refugee students differ from the group of international students. The results show that refugee students have a higher level of economic literacy although their country-specific prerequisites are worse. Hence, the results highlight the high relevance of an international assessment of heterogeneous vulnerable learner groups to promote their integration into the increasingly internationalized higher education sector.
Peer Feedback, Learners&apos; Engagement, and L2 Writing Development: The Case of a Test-Preparation Class
Author: Saeli, Hooman
Date: 2021-08-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Feedback (Response),Learner Engagement,Preferences,Writing Improvement,Peer Relationship,Teacher Student Relationship,Trust (Psychology),Grammar,Language Proficiency,Test Preparation,High Stakes Tests,Computer Assisted Testing,Internet,Advanced Students,Foreign Countries

This study explored 12 upper-intermediate and advanced learners' affective, behavioral, and cognitive engagement with peer feedback in TOEFL iBT preparation classes in an Iranian English-as-a-foreign-language context. The data were collected from textual analysis of original and peer-reviewed drafts of student writing, qualitative interviews, and focus group discussions. The analysis of the interviews showed that the learners' affective engagement with feedback was mostly negative because they tended to trust their teachers as reliable sources of grammar knowledge. However, this distrust toward peers was not observed for content-related feedback. Next, the analysis showed that the learners' negative affective engagement usually led to negative behavioral engagement with peer feedback, meaning that the majority of the learners did not review the provided peer feedback on grammar-related issues. However, the content-related peer feedback was reportedly used in the peer-reviewed drafts. Also, the learners who showed positive behavioral engagement with feedback tended to report positive cognitive engagement (e.g., allocation of attentional resources) with it, as well. Finally, the analysis of the differences between the original and peer-reviewed drafts showed that peer feedback potentially resulted in significant improvements in the quality of student writing. These improvements were, however, limited to content-related and word choice issues.
Service-Learning through Immersive Technologies in Ecuador
Author: Yepez-Reyes, Veronica
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Undergraduate Students,International Cooperation,Partnerships in Education,Technology Uses in Education,Communication Research,Journalism,Educational Technology,Best Practices

Service-learning, as a form of experiential learning, allows universities to work hand-in-hand with local communities, addressing their needs and expectations and putting into practice professional skills acquired by the students. This article reports on two service-learning experiences of communication students and faculty of Ecuador and Ohio, United States working together with local communities in the countryside of the coastal province of Manabí and in the Andean páramo of Chugchilán. These activities were further enhanced via cutting-edge immersive technologies and production experience using these technologies. This article aims to answer the questions of whether and how international stakeholders and immersive technologies play a role in the community outreach roadmap. The outcomes suggest that immersive technologies in service-learning international partnerships present four types of challenges: ontological, technological, narrative, and professional. The introduction of immersive technologies in service-learning projects is an interesting possibility for further development of joint narratives.
Sight and Sole: Partnering to Enhance the Health of the New Britain Homeless
Author: Christensen, Stacy
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Health Services,Nursing Students,Partnerships in Education,Homeless People,Physical Health,Podiatry,Vision,Health Promotion,Intervention,School Community Programs,Nursing,Skill Development,Problem Solving

Nursing faculty with expertise in community health are well poised to introduce nursing students to the rewarding experience of caring for vulnerable populations. Multiple partnerships have been established over the years within the central Connecticut region that have benefited both the university's nursing students and the affiliated agency, as well as the individuals served. Utilizing knowledge related to the common health issues faced by the homeless population, faculty worked with community partners to discuss needs and create a plan involving nursing students, which specifically focused on vision and foot health.
Benefits of Studying Abroad for Graduate Employability: Perspectives of Exchange Students from Lao Universities
Author: Sisavath, Soubin
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Benefits,Study Abroad,Foreign Students,Undergraduate Students,Student Attitudes,College Graduates,Education Work Relationship,Employment Potential,Student Exchange Programs,Public Colleges,Skill Development,Job Skills,Thinking Skills,Cultural Awareness,Knowledge Level,Soft Skills,Developing Nations,Foreign Countries

This study investigated the benefits of studying abroad with student exchange programs for graduate employability. Data were drawn from a survey with 163 Lao former exchange participants at three public universities in Laos, followed by 19 semi-structured interviews. Results revealed that participants benefited from participating in overseas exchanges at a high level in terms of the development of employability skills, particularly interpersonal and communication skills, and in multidisciplinary knowledge and international competences. Study abroad experience was positively considered as being related to increasing job opportunities, which signal better educational credentials with proven skills that are demanded in the domestic labor market. This study offers useful insights into the benefits of student exchange programs and adds perspectives from a developing country whose voice has been little heard in the literature on the value of study abroad.
Chinese International Student Sexual Harassment on U.S. College Campuses
Author: Chang, Yunling
Date: 2021-00-00
Type: Journal Articles
Subjects: Sexual Harassment,College Environment,Foreign Students,College Students,Cultural Influences,Asian Culture,Females,Student Experience,Foreign Countries,Intervention

The #MeToo movement has brought the issue of sexual harassment to U.S. college campuses. Most scholarly work in this area focuses on White American women with little information on international student experiences. Because sexual harassment is considered hush-hush (shi) and taboo, many Chinese international students may not question harassment behaviors they experience. For many Chinese women attending a U.S. university, their first public discussion may occur during student orientation. Thus, students come to college campuses with varying levels of awareness of sexual harassment. Given the growing number of Chinese international students, the purpose of this article is to provide an overview of their experiences and perceptions of sexual harassment. The article also provides recommendations for university personnel working with international students.
Faculty Perspectives on Coeducation and Reciprocity
Author: Darby, Alexa N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Coeducation,Private Colleges,College Faculty,Service Learning,Partnerships in Education,Teaching Methods,Learning Processes,Communication (Thought Transfer),Learning Experience,College Students,Liberal Arts,Teacher Characteristics,Cooperation

The purpose of this study was to investigate faculty members' perspectives on coeducation and reciprocity within service-learning partnerships. Participants included 22 faculty members from a variety of disciplines at a midsized private university in the southeastern United States. Faculty identified communication as well as teaching and learning practices as the two tools needed for effective coeducation. Participants emphasized giving and receiving, communication, and clarifying expectations as key factors required for reciprocity. This study can help guide faculty members in fostering coeducation and achieving reciprocity in service-learning experiences.
STEM Outreach: Are We Making a Difference? A Case Study Evaluating the Science and Engineering Challenge Program
Author: Reed, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Outreach Programs,Program Evaluation,Foreign Countries,High School Students,College Freshmen,Career Choice

Science, technology, engineering, and mathematics (STEM) outreach programs aim to increase participation in STEM fields. However, the impact of these programs is rarely measured due to inherent difficulties in conducting long-term evaluations. This article presents a decadal evaluation of the Science and Engineering Challenge (SEC), an Australian STEM outreach program. From 2006 to 2015, 5,210 high school and 2,445 first-year university students were surveyed to assess whether the SEC influenced their decision to pursue STEM studies. Of the high school physics students, 51.9% reported that the SEC influenced their decision to study physics. A smaller yet significant impact was reported by chemistry (35.2%) and mathematics (32.0%) students. Further, 30.9% of university students indicated that the SEC influenced their decision to pursue a STEM degree. These findings demonstrate that long-term evaluation of outreach program effects is achievable and that outreach programs can indeed have a demonstrable impact on student career choices.
Initiating and Extending Institutionalization of Service-Learning
Author: Ti, Clarence B. W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Technical Institutes,Program Implementation,Strategic Planning,College Students,Curriculum Development,Community Involvement,Partnerships in Education

Senior leadership at Ngee Ann Polytechnic in Singapore decided to make service-learning the signature pedagogy of the polytechnic and to infuse at least one service-learning module (i.e., course) in every diploma so that all students would have a service-learning experience. Evidence is provided that, in 3 years, the rapid institutionalization of service-learning met and exceeded all of Furco's (2002) dimensions for institutionalization at the quality building level, his intermediate level of institutionalization. In addition, a bold, visionary institutional strategic plan, the Service-Learning Roadmap, is presented that not only achieved this growth but also extends institutionalization beyond current models. Finally, implications and recommendations are offered to guide institutionalizing service-learning, thereby providing a model for other institutions globally.
Testing Impacts of Goal-Oriented Outreach with the Girl Scouts: Can a Single Activity Change Attitudes toward Insects?
Author: Mongue, Andrew J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Youth Programs,Females,Entomology,Summer Programs,Attitude Change,Experiential Learning,Fear,Self Esteem,Science Education,School Community Programs,Graduate Students,Camps,Student Attitudes,Program Effectiveness

Most people meet insects with fear and disgust, even though few insects pose health risks; in fact, many are beneficial and their absence would adversely affect human life. Such misunderstandings lead to insect conservation being important but unpopular. We addressed these concerns as part of a broader effort to establish an ongoing outreach partnership between graduate students at the University of Kansas and the Girl Scouts of Northeast Kansas/Northwest Missouri. To explore ways to advocate for insect conservation, we held an insect-collecting activity at a Girl Scout summer camp and surveyed changes in attitudes toward insects. This activity positively changed reactions to insect encounters and increased confidence in identifying harmful insects but did not strongly reduce fears or increase curiosity toward insects. Beyond these proximate results, this project highlights the potential of Girl Scout troops as targets for informal science education that can benefit both academics and the broader community.
Empowered to Serve? Higher Education International Center Directors and Their Roles on Campus Internationalization
Author: García, Hugo A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Administrator Role,Student Personnel Services,Foreign Students,College Students,Foreign Student Advisers,Administrator Attitudes,Empowerment,Role Perception,Professional Autonomy,Job Satisfaction

Some institutions have sought to centralize the supports they give students by developing a center or office dedicated to international students, led by a director or manager overseeing international student support. However, these directors are also not given the resources needed to fully support international students. Our study focuses on the role and empowerment of these international center leaders. A multi-institution case study approach, guided by the empowerment framework, was utilized. The first research question asked what perceptions international center directors have of the resources and support structures provided by their institutions for the growing international student population. The second research question examined how international center directors perceive their empowerment, and which dimensions of empowerment they experience, or lack. Findings include international center directors reporting their sense of empowerment is founded in their desire to serve, sense of autonomy, and the sense of meaning they find engaging in the work.
The Benefits of University Collaboration within University-Community Partnerships in Europe
Author: Medved, Primož
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Benefits,Universities,College School Cooperation,Partnerships in Education,Community Programs,Foreign Countries,Urban Planning,Case Studies,College Role

This article demonstrates and explains the benefits accruing to communities that involve universities in their local community-based projects from the context of community-based work taking place in Europe. We include concrete arguments intended to stimulate the transfer of the universities' accumulated knowledge to local (urban) community projects in order to overcome the challenges of contemporary cities. A multiple case study analysis of relevant university-community partnership (UCP) projects in Europe is used to provide evidence for the value of urban community-university partnerships. This article as a whole represents an attempt to bring to light the considerable potential of universities, which should extend their focus (metaphorically and physically) outside the purely academic sphere and magnify their capabilities within local university-community partnerships.
Problematizing the Relationship between Cultural, Social, and Political Capital and Graduate Student Participation in a Community Engagement Professional Association
Author: Kniffin, Lori E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Capital,Social Capital,Graduate Students,Student Participation,Service Learning,Administrators,Autobiographies,Ethnography,Role

The Graduate Student Network (GradSN) brings together emerging scholars who have an interest in research on service-learning and community engagement (SLCE). In this reflective essay, we problematize the relationship between social, cultural, and economic capital and graduate student participation in the GradSN, specifically the GradSN chair role. To begin, we share the origins, process, and initial findings of a collaborative autoethnographic study that involved a group of seven past, present, and incoming chairs. Participation in this study led us to question what barriers exist for graduate student participation in the GradSN, resulting in this reflective essay. Second, we share the critically reflexive practice the three of us engaged in to interrogate our identities in relation to our chair role. Finally, we discuss the concept of full participation as a way to disrupt current structures in the GradSN, concluding with ideas for future inquiry and action.
Role Model Moms Post-Secondary Academy: A University-Community Collaboration to Encourage Access to Postsecondary for Marginalized Women
Author: Wright, Roxanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Role Models,Low Income Groups,Mothers,High School Equivalency Programs,Postsecondary Education,At Risk Students,Program Effectiveness,Foreign Countries,Access to Education,School Community Programs,Child Care,Student Diversity,Barriers,Parent Role,Costs,Academic Ability

The Role Model Moms (RMM) program supports low-income mothers completing their General Equivalency Diplomas. Postsecondary education (PSE) can break cycles of intergenerational poverty; however, existing PSE orientation resources were not designed for this group. A need existed for a new university resource utilizing a collaborative and community-engagement approach to provide tailored information on PSE for RMM participants. The RMM Post-Secondary Academy was developed to bridge this gap. It was evaluated via facilitator debriefing sessions, post-event surveys, and participant interviews, with results analyzed using basic statistics and descriptive thematic analysis. The event has run for three iterations, inviting 42, 45, and 38 women, respectively. Participants improved their understanding of and outlook on PSE. Their PSE concerns included family, financial, and academic barriers. This event provides a replicable model for responsive and cost-effective community programming. Community engagement ensured the content was relevant and applicable to the target audience.
Listening to the Voices of Students Who Studied Abroad: Students and Their Agency to Maximize Their Abroad Experiences
Author: Raby, Rosalind Latiner
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Experience,Two Year College Students,College Students,College Faculty,Student Attitudes,Program Effectiveness,Student Needs,Student School Relationship,Barriers,Student Adjustment,Decision Making,Coping,Skill Development,Student Interests,Foreign Countries,Teacher Influence,Time,Costs,School Role,Faculty Advisers,Stereotypes,Self Concept,Change

This article learns from student voices about how their education abroad experiences were shaped by their agency. Interviews and focus groups were conducted with 22 U.S. community college and university students and with U.S. faculty and U.K. senior staff who worked at a Study Abroad Center in London. The study focuses on what the students said were the impact they had from studying abroad, what they said about institutional support that they needed prior to studying abroad, and what they said about their changing sense of being while studying abroad. Counter-barrier construct and agency theories were used to ground the findings. The findings showed that these students used their agency to influence their decisions to study abroad, to find the strength to transcend weak institutional support services, and to recognize their own personal, social, and critical skills development as a result of studying abroad.
Science with Seniors: A Model Program for Senior Citizen-Centered STEM Outreach
Author: Padgaonkar, Suyog
Date: 2021-00-00
Type: Journal Articles
Subjects: Older Adults,STEM Education,Outreach Programs,Science Activities,Graduate Students,Program Effectiveness,Attitudes,Program Development,School Community Programs,Volunteers,Program Evaluation,Student Attitudes,Voting,Scientific Literacy

Many science, technology, engineering, and math (STEM) outreach programs focus on children, but relatively few efforts are dedicated to voting-age populations. These groups are important to reach because misinformation about science is widespread and difficult to detect, often interfering with informed voting on science-related issues. Science with Seniors (SwS) addresses this critical gap by bringing science research topics and news to the most dedicated voting demographic, senior citizens. Through SwS, graduate students and postdoctoral associates have delivered informal presentations on current and relevant science topics. Participating seniors have indicated that SwS has increased their understanding of the presented topics and that they would attend similar programs in the future. The article outlines a general program development methodology to support implementing this graduate student-led model elsewhere. Future directions include program expansion, additional online access, and evaluation of long-term effects on participants' voting habits and appreciation of science.
The Environment Corps: Combining Classroom Instruction, Service-Learning, and Extension Outreach to Create a New Model of Community Engaged Scholarship at the University of Connecticut
Author: Arnold, Chester
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,College Faculty,School Community Programs,Outreach Programs,Partnerships in Education,Service Learning,Extension Education,Environmental Education,Ecology,Conservation (Environment),Climate,College Students,Student Projects,Training,Community Involvement,Teaching Methods,Sustainability

An extensive faculty partnership at the University of Connecticut (UConn) that reaches across college and departmental lines is engaged in a project that seeks to enhance, expand, institutionalize, and study a new model for community engagement. The model, called the Environment Corps (E-Corps), combines the familiar elements of classroom instruction, service-learning, and extension outreach to create a method of engagement that aims to benefit students, faculty, surrounding communities, and the university community itself. This article describes the structure and history of E-Corps; details the institutional setting, faculty partnerships, and pedagogical strategies involved; and discusses early evidence of impacts and future prospects.