ethanporcaro/eric-fulltext-meta huggingface dataset:
Rapid Pivot of CURE Wet Lab to Online with the Help of Instructor Communities
Author: González-Orta, Enid T.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Emergency Programs,Distance Education,Electronic Learning,Science Instruction,Science Experiments,Undergraduate Students,Student Research,Student Experience,College Faculty,Communities of Practice,Faculty Development

The pivot to remote and hybrid learning during the Covid-19 pandemic presented a challenge for many in academia. Most institutions were not prepared to support this rapid change, and instructors were left with the burden of converting a traditional face-to-face course into multiple modalities with very limited preparation time. When institutional support is lacking, we posit that instructor communities of practice can help provide the resources needed to meet the instructional demands. Tiny Earth, a course-based-undergraduate research experience (CURE) and international network of instructors and students, responded to the instructional challenges of the pandemic by leveraging its large community of instructors to create several smaller working groups to form focused communities of practice. Using the pedagogical principles of backward design and scientific teaching, one working group, the Tiny Earth Pivot Group (Pivot Group) generated a course map of remote learning activities and simulated learning resources to fulfill the Tiny Earth learning objectives and maintain the essential tenets of a CURE. Additional working groups were created to disseminate the resources collated and created by the Pivot Group to the greater community. In terms of Tiny Earth, the community structure provided the means for instructors to rapidly pivot their course materials to multiple modalities while upholding the student CURE experience. Harnessing the hallmarks of communities of practice--collective workpower toward common purpose, diversity of perspectives, and ongoing evolution--coupled with high-structured course design allows instructors flexibility and adaptability in meeting the changing modalities of higher education.
Parental Involvement in STEM Education: A Systematic Literature Review
Author: Gülhan, Filiz
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Participation,STEM Education,Literature Reviews,Elementary School Students,Educational Technology,Learning Activities

STEM education has been a significant subject in the world and it has been studied by researchers. But parental involvement to STEM education hasn't been on the agenda enough. In this study, findings were reached by examining 24 studies determined by literature review and PRISMA criteria. When analysis on the studies; it was concluded that there was an increase in 2021, the most in article type were written, they were mostly made in the USA, mostly primary school students were the subject, and the studies were mainly conducted in the survey model. It has seen that the subject of family participation in the STEM program (parent-child activities) is and their positively results frequently pointed. The positive effects of family career and their emotional characteristics on STEM success are frequently studied topics. In the theme of STEM activities at home, it was concluded that studies were conducted in which parents support STEM education mostly in terms of technology. Suggestions were made for performing STEM activities with the participation of families and investigating their effects.
Shared Governance and Systems Theory: A Mixed Methods Study of Faculty Perceptions and Ideas
Author: Becker, Andrea H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Governance,Higher Education,Universities,Models,Systems Approach,Cultural Influences,Educational Change,College Faculty,Teacher Attitudes,Recognition (Achievement),Trust (Psychology)

At a time when higher education faces serious existential challenges, it is important for stakeholders in higher education to come together to make important decisions that are thoughtful and internally legitimate. Shared governance, a concept that is widely touted yet wildly varied in implementation, is the best path forward for decision makers. In an effort to better understand shared governance and how it might best be practiced, this mixed-methods study uses data from faculty at one university to develop a model and a specific set of recommendations for shared governance reform. Viewed through the lens of systems theory, data analysis leads to a model that considers cultural and structural changes for shared governance that are cyclical and systemic.
Student Loan Debt for Borrowers of Color: A Policy Afterthought?
Author: Willson, Dale K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Minority Group Students,Critical Race Theory,Whites,Racial Factors,Loan Repayment

Levels of student loan debt in the United States are increasing exponentially every year, directly affecting the ability of millions to live a comfortable life. Student loan debt levels are an acute issue for borrowers of color, as they more often need federal loans to attend institutions of higher education in comparison to their White peers. This qualitative study focuses on this issue through the lens of critical whiteness studies, using a critical discourse analysis to better understand what messages policymakers create for borrowers of color. Discourse studied in this analysis includes the text of the Public Service Loan Forgiveness Program and all proposed amendments, personal Senate websites of all committee members, and newsletters published by the Senate Health, Education, Labor, and Pensions committee in the 117th Congress. The findings of this study show uneven support for borrowers of color, largely divided under political party lines. Narrative devices were also used to create and reinforce ethical arguments regarding the desire of borrowers to repay their loans.
Community-Centered Design Thinking as a Scalable STEM Learning Intervention
Author: Breen, Kimberly C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,STEM Education,Intervention,Social Justice,Authentic Learning,Secondary School Students,Engineering Education,Sustainable Development,Knowledge Level,Student Attitudes,Foreign Countries,Water Pollution,Undergraduate Students,College School Cooperation

Background: Through the human-centered design process (HCD), students, referred to as learners, can use a personal lens to contextualize engineering concepts and solve real-world problems (Goldman and Kabayadondo 2016). The Ignite program, created by the Center for Global Women's Health Technologies (GWHT) at Duke University, integrates the HCD process into science, technology, engineering, and math (STEM) education to advance social justice through an iterative research-topractice methodology. Ignite fosters secondary school students' ability to engineer viable solutions to pressing global issues outlined by the United Nations as Sustainable Development Goals (SDGs). Purpose: This work evaluates the efficacy of the Ignite Water curriculum as a scalable and sustainable intervention for STEM opportunity gaps, SDG #4, and clean water, SDG #6. Ultimately, this work investigates the ability of a community-centered design thinking initiative to transform learners' behavioral indicators, including their knowledge, attitude, and awareness. Methods: Knowledge, Attitudes and Practices (K.A.P.) methodology was used to capture changes in three indicators of behavior change: (1) learners' relevant content knowledge, (2) their attitudes towards STEM and (3) awareness of healthy water management practices. The mixed methods research tabulated survey data and interviews to determine best practices for STEM intervention programs. Of the 697 participants, 523 learners across 6 schools served as a sample population for this study. Results: The innovative Ignite program engaged a diverse population in engineering solutions for water pollution in Lake Atitlán, Guatemala. The intervention increased students' knowledge and awareness related to the local water contamination; especially, the causes of contamination and the treatment options. Female learners demonstrated an increase in self-efficacy in engineering careers, while male learners' self-efficacy for math and community problem-solving increased. Overall, learners' knowledge and awareness of water pollution and their attitudes towards STEM improved. Trainers echoed key findings in semi-structured interviews. Conclusions: Ignite, the sustainable and scalable intervention for social impact, integrated the HCD process with the SDGs to promote local problem solving, improve self-efficacy and broaden participation in engineering.
Create-Rank-Compete Crowdlearning
Author: Burris, Courtney J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learner Engagement,Peer Relationship,Reader Text Relationship,Teacher Student Relationship,Electronic Learning,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Metacognition,COVID-19,Pandemics,Distance Education,Cooperative Learning,Peer Evaluation

Create-Rank-Compete (CRC) is a teaching method designed to promote learner-to-learner, learner-to-material, and learner-to-instructor engagement through asynchronous and synchronous online interactions. The CRC method is rooted in the constructivism theory of learning; by design, it is a Bruner's spiral that supports metacognitive skill development through problem posing and peer assessment activities. The method is implementable in both seated and remote courses. Periodically during a course, students are asked to create multiple choice questions based on the covered material; then they perform pairwise comparisons of the de-identified peers' creations; from the ranked list of the questions, the instructor is able to track the class progress and use this student-generated content to compose quiz materials for testing and discussion. This paper details the CRC method and reports on its first implementation, which took place during the outbreak of the COVID-19 pandemic, in the semester when a large public university in the northeastern United States switched from live to online teaching. Students engaged with the CRC activities two times more than required, and reported high enjoyment and knowledge acquisition value delivered by the method.
Development in Technical and Vocational Education and Training: Synopsis and Implications of Education Policies for Right Skills in Kenya
Author: Osumbah, Beatrice Amondi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Policy,Educational History,Nonformal Education,Informal Education,Educational Change,Educational Attitudes,Educational Development

This article presents implications of education and training policies on Technical and Vocational Education and Training (TVET) from the pre-colonial Kenya to date based on systematic review of education policies and related literature. In the pre-colonial period the non-formal and informal vocational training was demand driven, relevant and flexible. Throughout the colonial period, the Kenyan natives developed negative attitude towards formal TVET because it was introduced and managed to suit the aspirations of missionaries and colonialists and so were there commendations of the various education commissions. At independence, and to appeal to the populace, the administrative and policy direction in the Country reinforced this negativity. On the other hand, there were indications that the government and policy makers saw TVET as a key solution to industrialization and the perennial youth unemployment menace. Through out the sixties, seventies, eighties and nineties the government's enthusiasm for TVET resulted in inertia, gaining momentum in the turn of the millennium and peaking with the promulgation of the Kenya Vision 2030 and the Kenya 2010 Constitution. However, well-meaning policies are yet to translate in production of adequate and competent middle level professionals to drive innovative economy and industrialization. As a way forward, the government needs to take the lead and coordinate reforms in this multifaceted and policy crowded field with many players, and create a robust TVET ecosystem to accelerate production of right skills for jobs in the Country.
Gender Parity Approaches in Uganda&apos;s Education System: A Case of Public Secondary Schools in Bugiri District
Author: Charles, Muweesi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Gender Bias,Secondary Schools,Program Effectiveness,Public Schools,Sex Fairness,Educational Environment,Educational Resources,Teacher Responsibility,Sex Role,Barriers

The study examined the available approaches to improving gender parity in public secondary schools in Bugiri District. It specifically focused on the approaches put in place to improve gender parities in Public secondary schools, their effectiveness and challenges faced by stakeholder. The study was rooted in the interpretive paradigm and employed a qualitative methodology. Data were obtained from head teachers, teachers and students with the help of semi-structured interview guides that was triangulated with document checks and was analyzed thematically. Findings revealed that in schools where gender-related training was implemented, head teachers and teachers continued to partner with the communities in the provision of school facilities for girls (toilets and restrooms), learning materials, and also advising their children. According to findings, the ministry of education and sports typically advocates for programs that promote gender equality in schools. Further, for female students to feel comfortable and confident in their health while attending school, there are also organizations that produce reusable pads. People who are the victims of gender discrimination typically look for a forum to talk about their issues and need an unbiased listener. According to results, most of the secondary schools have started balancing activities among teachers, with male teachers taking on responsibilities towards female students and female teachers taking care of male students. The gender roles that have been established are still so distinct that many women are referred to as being in charge of the household duties. Conclusively, religious leaders do a lot to participate in the implementation of gender-responsive programs in schools. Most of the secondary schools have started balancing activities among teachers, with male teachers taking on responsibilities towards female students and female teachers taking care of male students.
Navigating Higher Education: Factors Contributing to Former Foster Care Youth&apos;s Graduation from Post-Secondary Education
Author: Elliott, Sean
Date: 2023-00-00
Type: Journal Articles
Subjects: Foster Care,Postsecondary Education,Graduation Rate,Access to Education,College Graduates,Attitudes,College Planning,Coaching (Performance),Caring,Academic Persistence,Foreign Countries

This study identifies factors contributing to the success of foster care alumni (FCA) who graduate from post-secondary education (PSE), despite institutions devoting little effort to making PSE accessible to FCA. Nine FCA PSE graduates were interviewed about their success. Responses were analyzed using an exploratory method to identify themes related to factors deemed critical to their graduation from PSE. Ferguson's (2019) conceptual model of a Student Development Pathway was used to organize findings; success factors were analyzed accordingly to their role in the Preparation, Awareness, Engagement, Transition, and Persistence phases. Findings suggest the role of coaching and caring adults was most notable in the Preparation, Engagement, and Transitional phases to PSE. Determination factored predominantly during the Persistence phase, and Resistance was most associated with the Preparation and Persistence phases. Findings also indicated numerous untapped opportunities and initiatives that could make PSE more accessible and achievable for FCA.
Lessons from Our Sweetgrass Baskets: A Wholistic Vision of Academic Success for Indigenous Women in Higher Education
Author: Brant, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Praxis,Indigenous Knowledge,Indigenous Populations,Holistic Approach,Academic Achievement,College Students,American Indian Students,Females,Higher Education,Mothers,Student Experience

This qualitative inquiry documents the lessons gleaned from my journey toward the praxis of Indigenous Maternal Pedagogies, an Indigenous women-centred teaching and learning engagement, to offer insights for supporting Indigenous women in higher education. Specifically, this article offers an express vision for Indigenous women's educational access and success in higher education by sharing a collective research story offered by Indigenous women participants who completed one or more of three courses related to Indigenous women's literatures and Indigenous maternal theory. Each course was delivered through a decolonial feminist lens, comprised of Indigenous curricular content and engaged students in culturally relevant assessment. This work connects Maternal Pedagogies with Indigenous epistemologies that embrace the &quot;whole student&quot; within educational contexts to establish a teaching and learning environment that can speak to the hearts and minds of students. In the spirit of reconciliation, I position this environment as a safe space where students can be their whole authentic selves and where their realities and lived experiences are positioned as strengths and key assets to establishing an ethical space for cross-cultural and anti-racist dialogue. Collectively, the participant narratives offer four key lessons that are integral to reconciliation education more broadly, and I map these lessons as final recommendations that align with Kirkness and Barnhardt's timeless work on the &quot;Four Rs&quot; of respect, relevance, reciprocity, and responsibility.
From Diversity to Inclusion: Centring the Voices of Undergraduate Engineering Students
Author: Hanson, Cori
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Diversity,Disproportionate Representation,Social Discrimination,Engineering Education,Sex Fairness,Inclusion,Minority Group Students,LGBTQ People,Low Income Students,Females

Some Canadian undergraduate engineering programs report 30-40% of enrolled students are women. Kanter's tipping point theory argues that women become less tokenized when they make up 30% of a group's population. Other scholars have found that in comparable situations, women continued to experience discrimination, hostility, and competition. This critical study provides further evidence against a tipping point for equity by centring the experiences of traditionally underrepresented undergraduate students studying at a faculty of engineering with 35% women undergraduates enrolled. Reflective thematic analysis of experiences shared by women, racialized students, 2SLGBTQ+ students, and students from lower socio-economic statuses found instances of discrimination, varying perceptions of capabilities, and inequitable access to support, community, and on-campus leadership roles. Therefore, institutions need to acknowledge the intersectional experiences of students and work toward changing campus culture in addition to diversity efforts.
Equity, Diversity, and Inclusion from the Perspective of International Community College Students
Author: Legusov, Oleg
Date: 2023-00-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Student Diversity,Diversity (Faculty),Community Colleges,Foreign Students,College Graduates,Stereotypes,Justice

With changing demographics, Canadian institutions of higher education are under pressure to address the challenges of student, faculty, and staff diversity. Despite growing numbers of international students at Canada's community colleges, this group has historically been underrepresented. The intersectionality of their minority-status characteristics makes their experience complex. This qualitative study of 35 international students and graduates from 15 countries uses critical theory to explore their experiences through the lens of equity, diversity, and inclusion. Despite a high degree of cultural diversity, some of them experienced stereotyping. Moreover, they tended to engage less in classroom discussions, and many of them were unaware of college resources and services. Consequently, they had difficulty adjusting to life at college and life in Canada.
&quot;And BAM. You Have a Connection&quot;: Blind/Partially Blind Students and the Belonging in Academia Model
Author: Bulk, Laura Yvonne
Date: 2023-00-00
Type: Journal Articles
Subjects: Blindness,Visual Impairments,Students with Disabilities,College Students,Equal Education,Sense of Community,Foreign Countries,Student Attitudes,Inclusion,Access to Education

Blind/partially blind people are underrepresented in post-secondary education and lack equitable opportunities to develop a sense of belonging. This study shares narratives of 28 blind/partially blind students from across Turtle Island (in what is colonially called Canada) using Teng et al.'s (2020) Belonging in Academia Model (BAM) as a conceptual framework. Thematically analyzed findings suggest blind/partially blind students' perspectives offer nuance to the BAM's conceptualization of how belonging develops through affiliation, familiarity, acceptance, interdependent relationships, and sense of equity. Based on blind/partially blind perspectives, the former trusting connections dimension was renamed interdependent relationships. By attending to the underrepresented perspectives of blind/partially blind students, stakeholders can become more responsive to the experiences of people from equity-deserving groups. Understanding facilitators and barriers to belonging could result in culturally safer and more inclusive pedagogical practices. Only when we create spaces where everyone can belong will higher education move toward being more just.
An Unknown World: The Academic Experiences of Korean Immigrant Students at Two Universities in Toronto, Canada
Author: Kim, Eun Gi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,College Students,Acculturation,Science Education,Social Sciences,Student Experience,Cultural Differences

Although the participation of immigrant students from diverse cultural backgrounds continues to increase in Canadian universities, there is still a lack of a good understanding of their experiences. This study compared the experiences of nine Korean immigrant students in the sciences and social sciences at two Toronto-based universities and the support resources they utilized. Using Reason's (2009) persistence framework, different aspects of student experiences, including the transition from high school to university and their academic studies, were examined through semi-structured focus groups and interviews. Research participants commonly had difficulties adjusting to Canadian universities and encountered linguistic difficulties throughout their lecture participation and assessment completion that hindered their persistence toward their goal of graduation. The participants varied in the difficulties they encountered with the disciplinary natures of the sciences and social sciences throughout their studies. The participants developed strategies of audio-recording lectures, reaching out to their peers and teaching staff, and using online resources to overcome the challenges. Differences in participant experiences between the two universities appeared regarding Korean student groups, which they found as the most beneficial source of support. Suggestions are made to better support the experiences of immigrant students in Canadian universities.