ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Integrated Experiential Learning of Graduate Marketing Students
Author: Gundala, Raghava Rao
Date: 2018-06-00
Type: Journal Articles
Subjects: Experiential Learning,Business Administration Education,Integrated Activities,Student Attitudes,Service Learning,Graduate Students,Program Descriptions,Questionnaires,Likert Scales,Comparative Analysis,Teaching Methods,Instructional Effectiveness

Experiential learning projects have become a mainstay of a multitude of undergraduate business courses as they allow students to apply theoretical knowledge to real-world issues. At the graduate level, the use of case studies is a primary teaching method, but one cannot fail to notice an increase in the interest and use of experiential learning projects and assignments. As more emphasis is placed on the practical application of theory across the marketing curricula, buttressed by accrediting agencies, the need for incorporating these experiential learning projects has become an integral part of many university curricula at both graduate and undergraduate levels. While the inclusion of these projects has been in practice for some time, the ideal addition to these experiential elements is restricted to a single course. This study examines the impact of including an experiential learning project that was framed across two graduate courses for an individual client. This study adds to the existing knowledge by using a unique integrative approach, across two separate graduate marketing courses, providing students with a progressive real-world experience over an extended period of consulting interaction and time. Student perceptions associated with the efficacy of this extended experiential learning exercise are also furnished.
Perspectives on Aging among Graduate Social Work Students: Using Photographs as an Online Pedagogical Activity
Author: Chonody, Jill M.
Date: 2018-06-00
Type: Journal Articles
Subjects: Aging (Individuals),Aging Education,Student Attitudes,Graduate Students,Social Work,Photography,Learning Activities,Bias,Evidence Based Practice,Online Courses,Attitude Change,Outcomes of Education,Critical Thinking,Teaching Methods,Case Studies,Likert Scales,Statistical Analysis,Content Analysis,Qualitative Research

The United States is experiencing an aging of the population, and by 2030, 20% of Americans will be 65 years or older (Federal Interagency Forum, 2010). However, for many helping professions, including social work, medicine, and nursing, student interest in gerontological practice is quite low. One international study found that only 5.4% of the more than 1,000 social work students who were surveyed indicated that working with older people was their primary area of interest (Chonody &amp; Wang, 2014). Finding ways to improve student interest and break down biases against older adults is essential to improve student interest, and incorporating evidence-based activities that can be incorporated into courses that are offered in an online format are increasingly needed as this mode of instruction continues to expand. The current exploratory study sought to pilot a two-part photo-activity in an online graduate social work practice course focused on working with older adults. Quantitative and qualitative results suggest that the activities helped students' process their views on aging and older people, and most students reported at least some change in their attitudes. The development of innovative ways to engage students online by repurposing technology that they are already using can advance online pedagogy and facilitate critical thinking.
Engaging with Host Schools to Establish the Reciprocity of an International Teacher Education Partnership
Author: Hauerwas, Laura Boynton
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,International Programs,International Cooperation,Partnerships in Education,Cooperating Teachers,Preservice Teachers,Mentors,Foreign Countries,Communication Skills,English (Second Language),Observation,Interviews,Focus Groups,Questionnaires,Elementary School Students,Elementary Schools,Qualitative Research,Case Studies

Although international teacher education partnerships necessitate relationships with host education communities, much of the literature addresses only the impact of the overseas teaching experiences on the American university intern. For this project, we investigated the benefits of participation in an international teacher education program for the Italian cooperating teachers and students in the host schools. The findings reveal that the Tuscan students profited by not only enhancing their English communication skills, but also by beginning to develop global awareness and understanding of their learning. Cooperating teachers were challenged in mentoring American interns, but ultimately benefited professionally and wanted to strengthen the partnership. Implications for engaging host teachers and primary students when building international education partnerships are shared.
Identity Status, Service-Learning, and Future Plans
Author: Pelco, Lynn E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Student Surveys,Program Effectiveness,Questionnaires,Multivariate Analysis,Identification (Psychology),Student Participation,Teaching Methods,Planning,Assignments,Student Characteristics,Minority Group Students,Achievement,Statistical Analysis

Marcia's (1966) identity status paradigm served as the theoretical framework to study the impact of service-learning on clarifying future plans for emerging adults with varying identity statuses. The study participants were 195 undergraduates at a large urban public university in the southeastern United States. The Dimensions of Identity Development Scale (&quot;Luyckx, Schwartz, Berzonsky, et al., 2008&quot;) was administered at the beginning and end of the semester during which participants completed their service-learning class. The Service-Learning Impact on Future Plan Clarity Questionnaire developed by the authors for this study was administered at the end of the same semester. A two-step cluster analysis resulted in five identity status groups. Students in all five groups indicated that service-learning helped them clarify their future plans. Moratorium identity status group members reported significantly less benefit from service-learning for clarifying future plans. Results are discussed and implications for research and practice are provided.
Content Area Pre-Service Candidates Learning Language Teaching with Adolescent Immigrants in an Urban PDS Middle School
Author: Fan, Yanan
Date: 2018-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Immigrants,Adolescents,Urban Schools,Professional Development Schools,Qualitative Research,Second Language Learning,English (Second Language),English Language Learners,Language Teachers,Middle School Students,Grade 6,Grade 7,Grade 8,Ethnography,Case Studies,Preservice Teacher Education,Teacher Education Programs,Pilot Projects,Observation

How do teacher candidates develop their knowledge in second language literacy to support their students in a Professional Development School (PDS)? This article reports preliminary findings of a qualitative study that investigates the learning process of single-subject credential candidates in a pilot urban PDS site where they co-taught and co-learned in an English Language Development (ELD) program through an on-site seminar credential class. Data collection included, but was not limited to, researcher observational fieldnotes, candidate reflections, term papers, and transcripts of interviews and performances. The study finds that in an interactive, social learning space created by the PDS setting, teacher candidates challenged their assumptions about learning English among immigrant students, as well as identified language learning opportunities in traditional worksheet-based activities and a communicative project.
Lessons Learned from 30 Years of a University-Community Engagement Center
Author: Groark, Christina J.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Community Programs,Colleges,Child Development,Leadership,Power Structure,Cooperation,Financial Support,Intervention,Partnerships in Education,Service Learning,Research,Sustainability,Research Design,Program Evaluation

The University of Pittsburgh Office of Child Development (OCD) has practiced university-community engagement activities for 30 years. This has included hundreds of specific projects conducted with community partners, all funded by outside grants. Based on our experience, we describe some lessons learned regarding the operation of a university-community engagement unit, the conduct of community-engaged scholarship, and some of the challenges that the engagement endeavor poses to traditional research universities. These themes are discussed in the hope that other engagement units can benefit from these experiences.
Approaching Critical Service-Learning: A Model for Reflection on Positionality and Possibility
Author: Latta, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Social Change,Power Structure,Transformative Learning,Autobiographies,Ethnography,Higher Education,Communities of Practice,Discovery Learning,Critical Theory

Mitchell (2008) asks faculty to adopt &quot;a 'critical' approach to community service learning&quot; (p. 50), one that focuses on social change, redistribution of power, and the development of authentic relationships. However, the path of transformation from &quot;traditional&quot; to &quot;critical&quot; service-learning practices remains unexplored. In this autoethnographic reflective essay, five individuals share their journey from higher education institutions as they engaged in a community of practice examining their own questions, assumptions, experiences, and positionality to more fully understand critical service-learning (CSL). This essay documents self-discovery through an iterative reflection process, detailing the approach used to examine CSL and interrogate the relationship between positionality and critical theory. This process provides a roadmap for service-learning practitioners interested in developing their own critical consciousness. Key outcomes include a conceptual model positioning CSL on a spectrum, in which one may approach without necessarily achieving social change, and the development of a toolkit of CSL resources.
Decoding Deviance with the &quot;Sons of Anarchy&quot;
Author: Kremer, Joseph
Date: 2018-06-00
Type: Journal Articles
Subjects: Sociology,Television,Popular Culture,Content Analysis,Coding,Social Theories,Antisocial Behavior,Instructional Effectiveness,Student Projects,Discussion (Teaching Technique),Course Evaluation,Learner Engagement,Instructional Materials,College Students

This article explicates the ways that the popular television series &quot;Sons of Anarchy&quot; in conjunction with our content analysis coding tool can be used to teach theories and concepts central to Sociology of Deviance courses. We detail how students learned to understand deviance as a social constructed phenomenon by coding and analyzing the behaviors of their most liked and most hated Sons characters. Evidence extrapolated from students' final projects, class discussions, and course evaluations suggests that this pedagogical technique creates a systematic teaching method enabling students to more actively engage in the course while enhancing connections to the course materials.
Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices
Author: White, Allison
Date: 2018-06-00
Type: Journal Articles
Subjects: Educational Practices,College Faculty,Educational Assessment,Faculty Development,Active Learning,Program Implementation,Accreditation (Institutions),Educational Finance,Budgets,Costs,Mentors,Practicums

A variety of assessment options that incorporate high-impact educational practices (HIPS) have emerged to assist higher education faculty in meeting student learning outcomes. HIPS are teaching and learning tools which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergraduate research, service learning, practicums, and internships are meaningful educational tools used to assess/measure a student's cumulative learning at various intervals. However, utilization of these practices is not often applied systematically due in part to the required investment of time, training, and money. This paper describes HIPS that support course and program-level learning outcomes in conjunction with the required investments for implementation of each. An exploration into why these types of practices are critical to student learning and success unveils which students have access to these opportunities. Findings emphasize the value of investing in these practices for all students in order to ensure student success, satisfy university accreditation standards, and meet the current mandates of our government's &quot;completion agenda&quot; which is geared towards preparing America's future workforce.
Fostering eABCD: Asset-Based Community Development in Digital Service-Learning
Author: Shah, Rachael W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Community Development,Case Studies,Electronic Learning,Middle School Students,Computer Mediated Communication,Preservice Teachers,Rural Youth,Writing (Composition),Partnerships in Education

The continuing expansion of digital service-learning is bringing emergent dynamics to the field of community engagement, including the challenge of fostering asset-based views of community partners in online spaces. &quot;Online disinhibition&quot; (&quot;Suler,&quot; 2004) can prompt harsh critique or insensitive language that would not have occurred during face-to-face relationships. Traditionally, the field of community engagement has drawn on asset-based community development (&quot;Kretzmann &amp; McKnight,&quot; 1993), which calls for relationship-driven, asset-based, and internally focused partnerships, to encourage ethical and positive interactions with community members. However, this theory was not originally intended for digital, text-based interactions. This article explores how aspects of asset-based community development might be enacted in online partnerships, in electronic asset-based community development (eABCD). A case study of a digital writing partnership between college students and rural youth is used to illustrate how students can be supported in asset-based, relationship-driven, and internally focused interactions in online service-learning collaborations.
Supporting and Mentoring New Social Work Instructors: A Formative Evaluation of the TEAM Program
Author: Brady, Shane R.
Date: 2018-06-00
Type: Journal Articles
Subjects: Mentors,Social Work,College Faculty,Formative Evaluation,Program Evaluation,Adult Learning,Peer Teaching,Beginning Teachers,Qualitative Research,Research Universities,Pilot Projects

This study provides formative evaluation results from a pilot peer mentorship and teaching support program designed, implemented, and evaluated at a school of social work located in a major Midwestern Carnegie research I (RI) university over a 3-year span. Through utilizing an adult learning approach, the Teaching Excellence and Academic Mentorship (TEAM) program was created as a way to foster community among first-time instructors at the school in order to promote peer support and mentorship in the classroom. The qualitative results of this study indicate agreement among new instructors that peer support and mentorship were helpful during their first year of teaching at the school. Additionally, results point to new instructor concerns about creating a culture for teaching at an RI institution, faculty buy-in or commitment to mentorship, and long-term options for continued mentorship and support in the classroom beyond their first year.
Public Purpose under Pressure: Examining the Effects of Neoliberal Public Policy on the Missions of Regional Comprehensive Universities
Author: Orphan, Cecilia M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Universities,Neoliberalism,Public Policy,College Role,Case Studies,State Policy,Educational Finance,State Aid,Qualitative Research,Observation,Interviews

Neoliberal ideology that narrows higher education's purpose to strengthening the economy is a threat to the civic engagement agenda and public purposes of U.S. higher education. Regional comprehensive universities (RCUs) are broad-access institutions founded to embody public purposes of student-centeredness, access, and civic and economic engagement. These institutions educate 20% of all college students, including large proportions of low-income, first-generation, minoritized, nontraditional, and veteran students. This article presents a qualitative case study of four RCUs grappling with their public purposes within a state policy and funding context shaped by neoliberal ideology. Despite administrators' efforts, the universities abandoned aspects of their public purposes to address neoliberal demands from state policymakers. Given the important role these institutions play in expanding educational opportunity and strengthening regional civic life, these findings carry long-term implications for the future of community-engaged research, the civic education of students, and the public purposes of higher education.
&quot;We Don&apos;t Leave Engineering on the Page&quot;: Civic Engagement Experiences of Engineering Graduate Students
Author: Reddick, Richard J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Engineering Education,Civics,Citizen Participation,Social Exchange Theory,Experiential Learning,Service Learning,Student Motivation,STEM Education,Mentors,Disproportionate Representation,Minority Group Students,Educational Benefits,Communication Skills,Research Universities,Student Attitudes,Data Analysis

Few scholars have examined the civic engagement experiences of graduate students in engineering fields. To address this void, this study uses social exchange theory and experiential learning theory to consider the experiences of engineering graduate students in service programs at a predominantly White research university. The findings suggest that students are highly motivated to serve and derive complex meaning-making from their service, thus advancing understandings of how engineering graduate students find meaning in civic engagement. Although engineering graduate students may be expected to focus primarily on research and professional advancement, our findings suggest there is an opportunity to more fully involve students in civic engagement activities.
A Learning Philosophy Assignment Positively Impacts Student Learning Outcomes
Author: Haave, Neil
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Philosophy,Assignments,Intellectual Development,Biology,Biochemistry,Cognitive Development,Mastery Tests,Pretests Posttests,Student Surveys,Mixed Methods Research,Instructional Effectiveness,Undergraduate Students,Foreign Countries

This study analyzed the effect of a learning philosophy assignment on students' intellectual development and mastery of first-year biology and second-year biochemistry course content. We used pre- and post-surveys to assess students' cognitive complexity, and compared students' midterm and final exam marks to assess mastery of course content. The learning philosophy assignment rescued students in the biology course from a decrease in cognitive complexity. Additionally, second-year students were rescued from performing poorly on the biochemistry final exam relative to the midterm, and also showed increases in cognitive complexity. These results suggest that a learning philosophy assignment may be an effective way of engaging students in metacognition of their learning to promote their intellectual development and mastery of course material.
A Study of the First-Year Academic Experience at a Growing Liberal Arts Institution
Author: Hanley-Dafoe, Robyne
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Surveys,College Faculty,Teacher Attitudes,Student Attitudes,Attitude Measures,College Students,Student Experience,Academic Persistence,Foreign Countries,Student Personnel Workers,First Year Seminars,Program Effectiveness

How can universities ensure that the first-year learning experiences are purposeful, personal, and transformative? This study explores challenges post-secondary institutions face in the ever-changing landscape of first-year teaching and learning. It spanned 18 months and included surveys, reflections, and an environmental scan of 92 first-year course syllabi. The study captures the perspectives of faculty, staff and students, in both first and second year, in relation to their academic experiences, and includes recommendations for supporting both student retention and teaching and learning experiences.
Technological Innovation or Educational Evolution? A Multidisciplinary Qualitative Inquiry into Active Learning Classrooms
Author: Gordy, Xiaoshan Zhu
Date: 2018-06-00
Type: Journal Articles
Subjects: Technological Advancement,Technology Uses in Education,Innovation,Qualitative Research,Inquiry,Active Learning,Grounded Theory,Group Activities,Focus Groups,Creativity,Allied Health Occupations Education,Academic Achievement,Student Surveys,Learner Engagement,Interaction,College Faculty,College Students

In recent years, many institutions have transformed traditional classrooms (TCs) into technology-rich active learning classrooms (ALCs) to accommodate the pedagogical concept of &quot;active learning&quot;. In order to investigate the impact of ALCs on teaching and learning, we observed an instructor teaching in an ALC for an entire academic year, audio/video-recorded every class and took field notes. A focus group discussion was conducted with faculty from six allied health disciplines who taught weekly classes in the ALC and an online survey was distributed to students who took those classes. Data was then analysed using a qualitative constant comparative method (CCM). Findings indicated that the ALC generated greater teaching and learning enjoyment, deepened engagement, amplified interaction, enhanced group activity efficiency and fostered the development of creative ideas. All these features were interrelated and created a synergistic effect on student learning.
Exploring the Foundations for Student Success: A SoTL Journey
Author: Lockhart, Wallace
Date: 2018-00-00
Type: Journal Articles
Subjects: Success,Research Projects,Business Administration Education,Student Diversity,Educational Practices,Program Effectiveness,Teacher Researchers,Best Practices,Partnerships in Education,Foreign Countries,Learner Engagement,Student Characteristics

This paper presents perspectives and outcomes from a multi-stage research project focused on improving understandings of foundations for student success. The research has shifted from a focus on the phenomenon (developing an understanding of student diversity and its impacts on student success), to experimental research (studying the impact or benefits derived from the introduction of high-impact practices), to a more complex understanding of the foundations for student success. In reporting on each stage, we combine two distinct perspectives: instructors-turned-SoTL researchers and established SoTL researchers. Our hope is that the reader finds this integration both informative and valuable in providing insights to how a long-term research project might unfold.