ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Administrators&apos; Perceptions of Marginality, Isolation, and Mattering: Considerations for University and Personal Job Characteristics
Author: Gaudreault, Karen
Date: 2023-00-00
Type: Journal Articles
Subjects: Research Administration,Administrator Attitudes,Emotional Intelligence,Salary Wage Differentials,Professional Isolation,Psychological Patterns,Interprofessional Relationship,Sense of Community

Purpose: Individuals have an innate desire to matter to others. Perceived mattering, the cognitive process of self-evaluating one's significance to other people, plays an integral role in self-perception, especially among marginalized populations. This descriptive study investigated research administrators' perceived mattering and factors that influence feelings of marginality and isolation in their workplaces. Methods: The survey instrument, Marginalization in Research Administration Survey, was electronically distributed to 7,500 research administrators who are members of the National Council of University Research Administrators (NCURA). The e-survey items were derived from the Physical Education Marginalization and Isolation Survey (PE-MAIS) (Gaudreault et al., 2017) and the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) (Richards et al., 2017), which are validated instruments used to capture perceptions of marginality and isolation (PE-MAIS) and perceived mattering (PMQ-PE). Survey items were modified for word choice to be specific to research administration. Results: The study revealed salary range as a significant factor among research administrators who perceived marginality, isolation, and mattering. Specifically, research administrators with the lowest salary reported higher levels of marginality and isolation than those with higher salaries. Mid-career research administrators seeing increases in salary and time on the job reported high levels of marginality and isolation. Number of years in the profession influenced groups' perceived isolation depending on organization type. Lastly, perceived mattering increased through each salary stage. Discussion/Conclusions: Understanding how salary is likely tied to prioritization and the roles research administrators assume based on their organization type helps to identify perceptions of mattering within the social context of the research administrator profession and provide necessary information to address marginality.
An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course to Develop Foundational Scientific Practices
Author: Killpack, Tess L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Equal Education,Science Education,Science Experiments,Introductory Courses,Biology,Student Projects,Teaching Methods,Course Descriptions,Inquiry,Active Learning,Scientific Literacy,Laboratory Experiments,Undergraduate Students,Student Attitudes,Educational Change,Assignments

Laboratory courses can serve as important avenues to equitably support introductory biology students to develop foundational scientific literacy skills while experiencing the authentic research process. We present a model for an equity-focused redesign of an introductory organismal biology laboratory course at a teaching institution with limited research infrastructure. We incorporated elements of inquiry, structure, and climate into our three redesigned course components: weekly research investigations, skill-building assignments, and student-designed group projects. Students were trained in the research process through weekly experiments using locally relevant model organisms, collecting and analyzing novel data and writing brief results sections in the conventions of a research journal article. Student groups then collaborated to complete a student-designed research project and poster presentation using one of the model organisms. Through weekly inquiry labs and practice in skill-building assignments, most students in the sample mastered skills in analyzing, graphing, and writing about experimental results. Notably, students mastered skills that were practiced more frequently throughout the lab course, demonstrating the value of repeated and scaffolded practice. Students reported significant gains in self-efficacy and science identity, as well as sense of project ownership. Student gains were influenced by instructor but not their major or the semester in which they took the course, and growth occurred across students regardless of their incoming score on the presemester survey. This intentional course design model, combined with consistent expectations for instructors across multiple sections, has the potential to equitably support students with a range of prior knowledge and experiences to make meaningful gains in science literacy skills during an introductory semester.
COVID-19 Scientific Literacy in Medical and Nursing Students
Author: Cabreja-Castillo, Maria
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Scientific Literacy,Scientific Concepts,Pandemics,Vocabulary,Misconceptions,Communication Skills,Decision Making,Medical Evaluation,Nursing Education,Medical Students,Medical Education,Hospitals,Case Studies,Clinical Diagnosis,Multiple Choice Tests,Professional Continuing Education,Diseases

The pandemic brought a whole newfound collection of words into our everyday language, some of which had been terms that were infrequently used outside academic and medical settings. However, as familiar as this new pandemic vocabulary has become, there are still several terms that often get mixed in everyday conversations, media communications, and even in the medical field. Some of these terms are often mistaken, which may lead to issues in the understanding of important concepts. Science communication, as a facet of scientific literacy, intends to educate people in an easy-to-understand manner, and this communication is even more important in health care, when a literate patient's medical decisions depend frequently on this process. In this article, we explore the use and misuse of some of the most common terms utilized during the 2019 coronavirus disease (COVID-19) pandemic by nursing and medical students, i.e., future health care professionals, in the hospital environment. This single-center hospital-based cross-sectional study, performed throughout September 2022, included 30 medical and nursing students. All participants completed a self-administered 15-item anonymous questionnaire at a single time point. Nine multiple-choice questions evaluated knowledge, diagnosis, disease manifestations, and vaccines related to the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) virus. Six questions provided demographics and quality assessment information. The analysis of the answers indicated that for at least 75% of the population surveyed, COVID-19 literacy was better for terms related to technology and actions (3/5 questions answered correctly) than for terms related to the disease (1/4 questions answered correctly). The overall median score for questions 1 to 9 was 4.5 of 9 points in total. Based on the results, the language used in the questionnaire was considered easy to understand, with an easy to medium level of complexity, and the perceived time required to complete the questionnaire was less than 5 min. In conclusion, our results showed that efforts need to be made in continuous professional education to increase the knowledge in COVID-19 literacy in the health care environment for medical and nursing students. Larger studies are recommended to identify and to fulfill the challenges that COVID-19 brought to medical and nursing education.
Higher-Order Clicker Questions Engage Students and Prepare Them for Higher-Order Thinking Activities
Author: Anderson, Deborah K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Learner Engagement,Thinking Skills,Academic Achievement,Biology,Tests,Undergraduate Students,Student Attitudes,Learning Activities,Critical Thinking,Metacognition

Previous research has shown that the use of clickers in the classroom enhances student engagement. However, few studies have investigated how the type of clicker question may influence learning outcomes. To explore this, we compared the effects of lower-order cognitive skill (LOCS) and higher-order cognitive skill (HOCS) clicker questions on later exam performance in a biology course. During class time, students were presented with clicker questions directly related to unit content. Half of the content units were taught with LOCS, the other half with HOCS. To ensure that type of content did not influence results, the cognitive level of the clicker questions was counterbalanced across two semesters. The exams included a mix of LOCS and HOCS for each content unit. We also investigated the possible moderating effects of student perceptions on the relationship between type of clicker question and exam performance using student surveys. We found that using HOCS clicker questions significantly affects student learning. Practice with HOCS clicker questions improved performance on LOCS exam questions but not on HOCS exam questions. Students ranked lecture with clickers as a preferred and most helpful teaching methodology. Overall, these results suggest that practice with HOCS questions is engaging and gives students practice recalling content to &quot;solve&quot; a problem, thereby encoding low-level information and preparing them for higher-order thinking activities.
Implementation of Flipped Model in EFL Reading Classrooms
Author: Keskin, Dilara
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Reading Instruction,English (Second Language),Second Language Instruction,Student Attitudes,Educational Technology,Foreign Countries,Undergraduate Students,College Freshmen,Online Courses,COVID-19,Pandemics,Barriers

Among many technology-enhanced teaching strategies, flipped classroom is one that gained popularity in recent years. This approach supports a more student-centered and communicative learning environment in English as a Foreign Language (EFL) classrooms. Although this approach is getting popular in the field, little research has examined the incorporation of flipped classroom approach in EFL classrooms. To address this gap, this study presented some tools to provide teachers an idea of how to flip a language classroom and make the learning process more active and communicative. Also, flipped classroom was examined through the eyes of EFL students. The data were collected through a learning experience questionnaire, focus group interviews and teacher observations. Descriptive statistics was used to demonstrate the mean scores of the questionnaire items. Content analysis was utilized for the interview data. The results revealed that EFL students had positive attitudes towards flipped classroom. Additionally, online assignments and discussion tasks were found to be useful for the implementation of flipped classroom in EFL reading classroom courses.
Effects of EMI-CLIL on Secondary-Level Students&apos; English Learning: A Multilevel Meta-Analysis
Author: Lee, Jang Ho
Date: 2023-00-00
Type: Journal Articles
Subjects: Meta Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Content and Language Integrated Learning,Vocabulary Development,Teaching Methods,Outcome Measures,Language of Instruction,Secondary School Students,Instructional Effectiveness,Native Language,Language Classification

This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English competence compared to the mainstream condition in the short term (d = 0.73, SE = 0.06, 95% CI [0.61, 0.86]) and longer term (d = 1.01, SE = 0.06, 95% CI [0.88, 1.15]). Additionally, we found that EMI-CLIL's overall effectiveness was influenced by several moderator variables. Its effectiveness was significantly: (1) higher for learners whose first language (L1) was linguistically related to English; (2) lower for primary studies which confirmed the homogeneity of the EMI-CLIL and comparison groups; (3) lower when studies targeted the productive (rather than receptive or overall) dimension of English learning; and (4) higher when outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed.
Examining the Role of English Language Proficiency, Language Learning Anxiety, and Self-Regulation Skills in EMI Students&apos; Academic Success
Author: Yuksel, Dogan
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Learning,Anxiety,Self Management,Academic Achievement,Language of Instruction,College Students,Foreign Countries,Engineering Education,Business Administration Education,Predictor Variables

This study focuses on the predictive power of linguistic (i.e., general English proficiency; identified simply as &quot;proficiency&quot; in this paper) and non-linguistic (i.e., language learning anxiety and self-regulation) factors on the academic success of English medium instruction (EMI) students studying in engineering and social sciences programs in a Turkish university setting. Data were collected from 705 conveniently sampled EMI students of four academic subjects (international relations; N = 158; business administration; N = 184; mechatronics engineering; N = 181; mechanical engineering: N = 182) representing two disciplines (i.e., social sciences and engineering) from a public university. Pearson correlation and SEM analyses were run to determine the relationships among language learning anxiety, self-regulation, proficiency and EMI success. Findings revealed that anxiety and self-regulation skills do affect EMI students' proficiency irrespective of academic disciplines. Both self-regulation and proficiency impacted EMI students' academic success in engineering, while only proficiency predicted academic success in the social sciences. These results are discussed and pedagogical implications are given related to the impact of linguistic and non-linguistic factors in EMI contexts.
Impact of Synchronous Online Learning Environment on Students&apos; Cognitive Engagement and Learning Outcomes
Author: Dinh, Cao Tuong
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Synchronous Communication,Electronic Learning,Learner Engagement,Cognitive Processes,Student Satisfaction,Academic Achievement,Student Attitudes

Although roles of teaching presence have often been neglected in online learning environments, recent research has acknowledged its burgeoning importance. Synchronous online learning mode in which the teaching and learning process occurs in concurrent real-time helps blur the physical boundary hindrance of online learning for students. However, being present in classes, even in brick-and-mortar classes or virtual classes, does not ensure students' learning occurrence. The purpose of this study was to investigate the effects of synchronous online learning environments (SOLE) on students' cognitive engagement, satisfaction, and academic achievement as well. Partial Least Square Structural Equation Modeling (PLSSEM) was utilized to examine the issue under investigation. The results from a questionnaire survey from 186 participants indicated that pedagogical instructions had direct positive medium effects on both deep and shallow cognitive engagements; deep cognitive engagement had a direct positive impact on academic achievement while shallow cognitive engagement did not have any impact on academic achievement and satisfaction. Interestingly, technical support had a direct positive impact on both direct impacts on academic achievements and satisfaction. Implications for the teaching and learning in a synchronous online modality and limitations of the study were also discussed.
The Impact of EMI on Student English Writing Proficiency in a Spanish Undergraduate Engineering Context
Author: Sánchez-Pérez, María del Mar
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Language of Instruction,Writing Skills,English (Second Language),Second Language Learning,Second Language Instruction,Engineering Education,Foreign Countries,Longitudinal Studies,Comparative Analysis,Writing Evaluation,Language Proficiency,English for Academic Purposes,Writing Instruction

This study analyzes the influence of English medium instruction (EMI) on student English writing development in a Spanish undergraduate context, a language skill that remains underexplored in EMI research at tertiary level. Through a longitudinal pre- and post-test method, it explores the writing progress of EMI engineering students as compared to the achievement of a group of English as a foreign language (EFL) learners, according to different quantitative and qualitative writing measures. Results show a positive impact of EMI on student writing development at the levels of lexical accuracy and vocabulary. However, other writing areas, such as syntax, grammar, organization, or fluency, appeared unaffected. These findings challenge, to some extent, the widespread assumption that EMI contributes to improving student English language proficiency. This study suggests that sole exposure to the language in EMI contexts does not suffice to improve students' English writing abilities beyond the area of vocabulary. Therefore, it argues for the inclusion of language skill support within EMI programs to provide students with opportunities to achieve a comprehensive development of their English language and writing competence.
Collaborative Two-Stage Exams Benefit Students in a Biology Laboratory Course
Author: Meaders, Clara L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Science Tests,Student Attitudes,Student Characteristics,Cooperative Learning,Summative Evaluation,Laboratory Experiments,Gender Differences,Groups,Science Achievement,Undergraduate Students,Equal Education,Educational Practices,Educational Benefits

Collaborative two-stage exams provide an effective mechanism to incorporate group work into summative course assessments. We implemented these exams in an upper-level biology laboratory course over two terms, one with online exams and one with in-person exams. We compared student exam performance and perceptions of two-stage exams and group work across terms and demographic groups. Quantitative analyses revealed that across three exams per term, students in groups outperformed students who took the exams individually, and on average the group exam benefited all students, in particular students from groups recognized as persons historically excluded from science because of their ethnicity or race (PEERs). Student responses to both closed and open-ended questions indicated overall positive perceptions of both two-stage exams and group work. We found no significant differences in student perceptions based on PEER student status, gender, or the number of exams helped by group exams, but we found differences related to term and group exam approaches. These findings build upon the literature supporting student learning and perceptions from two-stage exams and provide novel insights for a role of group work in decreasing inequities in course assessments.
Discourse-Based Mathematics Instruction on Grade 11 Learners&apos; Mathematical Proficiency in Algebra Topics
Author: Luneta, Kakoma
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 11,High School Students,Algebra,Course Descriptions,Comparative Analysis,Mathematics Instruction,Mathematics Tests,Teaching Methods,Advanced Courses,Test Validity,Scores,Classroom Communication,Discourse Analysis,Foreign Countries

School algebra serves as the language of mathematics and a foundational subject for learning advanced mathematics courses. This makes developing learners' proficiency in algebra the most desirable instructional goal of school mathematics. Despite having such importance emphasis, however, studies indicate that the vast majority of learners are characterised by inadequate mathematics proficiency levels in general and in the algebra syllabus topics in particular. Consequently, this quasi-experimental study attempted to investigate the efficacy of using discourse-based instruction as an instructional approach to developing proficiency in algebra unit topics. One hundred and six (N = 106) Grade 11 learners participated in the study and were randomly grouped into an experimental group (n = 52) and a control group (n = 54). Using a test instrument that consisted of 24 Rasch-validated items, both pre-test and post-test data were collected from both groups under similar conditions. The Mann-Whitney U statistical analysis of the pre-test data revealed no significant difference between the control and experimental groups. The Mann-Whitney U analysis performed on the post-test data demonstrated that the experimental group scored significantly higher in the post-test scores when compared to the control group after the intervention. The study findings provided evidence of the efficacy of discourse-based instruction over teacher-centred instruction for developing learners' algebra proficiency.
Impacts of a Science Art Exhibit on Public Interest and Student Comprehension of Disease Ecology Research
Author: Ricci, Kyra
Date: 2023-00-00
Type: Journal Articles
Subjects: Art Products,Exhibits,Diseases,Ecology,STEM Education,Scientific Research,Undergraduate Students,Interests,STEM Careers,Comprehension,Retention (Psychology)

Art is a common approach for communicating and educating about science, yet it remains unclear the extent to which science art can benefit varied audiences in varied contexts. To examine this gap, we developed an art exhibit based on the findings of two publications in disease ecology. In study 1, we asked visitors with varying formal science, technology, engineering, and math (STEM) education backgrounds to complete a survey about their interest in science research before and after viewing the exhibit. In study 2, we recruited upper-level ecology undergraduate students to receive one of three treatments: engage with the art exhibit, read the abstracts of the papers, or do neither. Students completed a comprehension quiz immediately after their learning treatment and again 2 weeks later to evaluate retention. Following the exhibit, visitors who did not report a career or major in STEM showed a greater increase in research interest than visitors who did report a career or major in STEM. For the ecology undergraduate students, comprehension quiz scores were higher for students in the abstract group than the art exhibit group, while both groups scored higher than the control group. Retention of information did not significantly differ between the three groups. Overall, these findings suggest that science art exhibits are an effective method for increasing the accessibility of science to broader audiences and that audience identifiers (e.g., level of formal education in STEM) play an important role in audience experience of science communication and science education initiatives.