Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 18 of 18

Full-Text Articles in Education

An Analysis Of Classroom Collusion Using Latent Dirichlet Allocation, Charles B. Shrader, Sue P. Ravenscroft, Jeffrey Kaufmann Nov 2018

An Analysis Of Classroom Collusion Using Latent Dirichlet Allocation, Charles B. Shrader, Sue P. Ravenscroft, Jeffrey Kaufmann

Management Conference Papers, Posters and Proceedings

In this study, we use Latent Dirichlet Allocation to explore the reflections of students who faced a demanding classroom challenge, to which some responded by colluding. Our five-topic LDA solution describes the cheating event in terms of the nature of the course assignment itself, teams as a resource and support mechanism, the repercussions of cheating, and differences between majors or course tracks. The most relevant topics were the differences between the tracks and the repercussions of cheating. Teams and teammates also play a large role in the students’ reflections. We conclude with the implications of these topics in future research.


Implementing Mathematical Modeling For Emergent Bilinguals, Ji Yeong I, Ricardo Martinez, Betsy A. Araujo-Grando Nov 2018

Implementing Mathematical Modeling For Emergent Bilinguals, Ji Yeong I, Ricardo Martinez, Betsy A. Araujo-Grando

Education Conference Presentations, Posters and Proceedings

In this study, a researcher collaborated with a middle school mathematics teacher through co-planning, teaching and reflecting upon mathematical modeling lessons to support emergent bilinguals to make sense of mathematics. We investigate how this collaboration impacts the process of co-teaching and co-planning in terms of the interactions between the researcher and the teacher. Our analysis reveals how each role changed and maintained during the collaboration and what factors were discussed to develop and implement modeling-based lessons for emergent bilinguals.


Using Nonfiction Narratives In An English Course To Teach The Nature Of Science And Its Importance To Communicating About Science, Jeanine Elise Aune, Lynn Lundy Evans, Nancy Boury Mar 2018

Using Nonfiction Narratives In An English Course To Teach The Nature Of Science And Its Importance To Communicating About Science, Jeanine Elise Aune, Lynn Lundy Evans, Nancy Boury

Plant Pathology and Microbiology Publications

The nature of science (NOS) is a foundational framework for understanding scientific ideas and concepts. This framework includes scientific methodology, the process of revising and interpreting data, and the ways in which science is a social endeavor. Nature of science literature treats science as a way of knowing that is based on observable phenomenon. While discipline-specific coursework teaches the factual information of science, it may fall short on teaching scientific literacy, a key component of which is understanding NOS. We have designed an English course that features nonfiction narratives describing the early days of epidemiology, hygiene awareness, and the current ...


The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Iii: Inorganic Chemistry, Keith A. Marek, Jeffery R. Raker, Thomas A. Holme, Kristen L. Murphy Feb 2018

The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Iii: Inorganic Chemistry, Keith A. Marek, Jeffery R. Raker, Thomas A. Holme, Kristen L. Murphy

Chemistry Publications

For the past eight years, the ACS Examinations Institute has been developing Anchoring Concepts Content Maps for the different subdisciplines taught throughout the undergraduate curriculum. The structure of the map consists of two top levels that are shared throughout the entire curriculum and two subdiscipline specific levels that contain finer-grained content details. This paper presents the four levels of the content map for inorganic chemistry.


The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Iv: Physical Chemistry, Thomas A. Holme, Jessica J. Reed, Jeffrey R. Raker, Kristen L. Murphy Feb 2018

The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Iv: Physical Chemistry, Thomas A. Holme, Jessica J. Reed, Jeffrey R. Raker, Kristen L. Murphy

Chemistry Publications

The ACS Examinations Institute has been developing Anchoring Concepts Content Maps to provide an organizational template for the four-year undergraduate chemistry curriculum. In order to accomplish this goal, specific subdisciplinary versions of the map share the two top levels but distinguish themselves at the bottom two levels which contain finer-grained content details. This structure has been refined and vetted over a number of meetings and workshops. This paper presents the four levels of the content map for physical chemistry.


Technology And Strategy Instruction, Jim Ranalli Feb 2018

Technology And Strategy Instruction, Jim Ranalli

English Publications

Since the 1970s, one strand of second language (L2) pedagogy has been concerned with imparting behaviors and techniques to learners that they can use independently to improve their learning and use of the target language. This strand, known as strategy instruction (SI), has faced a number of challenges including overdependence on teachers for instruction, competition for space in already crowded syllabuses, and the need to provide individualized practice and feedback on strategy use. This entry explores recent efforts to harness digital technologies in support of SI initiatives.


Conceptualizing Co-Enrollment: Accounting For Student Experiences Across The Curriculum, Michael Geoffrey Brown, R. Matthew Demonbrun, Stephanie D. Teasley Jan 2018

Conceptualizing Co-Enrollment: Accounting For Student Experiences Across The Curriculum, Michael Geoffrey Brown, R. Matthew Demonbrun, Stephanie D. Teasley

Education Conference Presentations, Posters and Proceedings

In this study, we develop and test three measures for conceptualizing the potential impact of co-enrollment in different courses on students’ changing risk for academic difficulty in a focal course. Two of these measures, concurrent enrollment in at least one difficult course and academic difficulty in the prior week in courses other than the focal course, significantly increase students’ odds of academic difficulty in the focal course in our models. Our results have implications for the designs of Early Warning Systems and suggest that academic planners consider the relationship between course coenrollment and students’ academic success.


The Snowball Effect: Exploring The Influence Of Changes In Academic Performance On Student Success In Co-Enrolled Courses, Robert Matthew Demonbrun, Michael Geoffrey Brown, Stephanie D. Teasley Jan 2018

The Snowball Effect: Exploring The Influence Of Changes In Academic Performance On Student Success In Co-Enrolled Courses, Robert Matthew Demonbrun, Michael Geoffrey Brown, Stephanie D. Teasley

Education Conference Presentations, Posters and Proceedings

Researchers have paid considerable attention towards understanding why students experience academic difficulties in college, particularly with regards to student persistence (Pascarella & Terenzini, 2005). While much of the research on retention in higher education focuses on institutional factors, including social support structures, financial aid, and campus climate (Mayhew et al., 2016; Pascarella & Terenzini, 2005; Tinto, 1997), there remain several questions regarding how the design and organization of a college curriculum can impact college student success.


Examination Of An Emerging Community Of Practice For Instructional Designers: A Descriptive Case Study In A Midwestern University, Jiaqi Yu, Connie Hargrave Jan 2018

Examination Of An Emerging Community Of Practice For Instructional Designers: A Descriptive Case Study In A Midwestern University, Jiaqi Yu, Connie Hargrave

Education Conference Presentations, Posters and Proceedings

This study examined the functioning of a group of instructional designers (IDs) in higher education through the lens of Communities of Practice (CoPs). The study particularly focused on whether and how the grouping of experienced and novice IDs operated as an effective CoP from the perspective of novices. The findings indicated that a group of IDs working in a midwestern university was able to cultivate a CoP within a clearly defined domain, a well-established community, and the shared practice with a specific body of knowledge. Particularly from the perspectives of novices, they highlighted the positive impact while participating in the ...


A Study Of The Testing Effect In An Engineering Classroom, Monica H. Lamm, Shuting Yan, Clark R. Coffman, Carly Manz, Robert D. Reason Jan 2018

A Study Of The Testing Effect In An Engineering Classroom, Monica H. Lamm, Shuting Yan, Clark R. Coffman, Carly Manz, Robert D. Reason

Chemical and Biological Engineering Conference Presentations and Proceedings

This research paper describes a study that examines a testing effect intervention deployed in an engineering classroom setting. The testing effect is based on the premise that learning is improved when students engage with newly acquired information by challenging themselves to answer questions about the content instead of using other means of interacting with the content, such as rereading a text. The testing effect has been established in laboratory research studies [1]. To translate this finding into educational practice, classroom research studies [2]-[6] aim to define the conditions for which the testing effect remains robust in authentic classroom settings ...


Taken Together: Conceptualizing Students’ Concurrent Course Enrollment Across The Post-Secondary Curriculum Using Temporal Analytics, Michael Brown, R. Matthew Demonbrun, Stephanie Teasley Jan 2018

Taken Together: Conceptualizing Students’ Concurrent Course Enrollment Across The Post-Secondary Curriculum Using Temporal Analytics, Michael Brown, R. Matthew Demonbrun, Stephanie Teasley

Education Publications

In this study, we develop and test four measures for conceptualizing the potential impact of co-enrollment in different courses on students’ changing risk for academic difficulty and recovery from academic difficulty in a focal course. We offer four predictors, two related to instructional complexity and two related to structural complexity (the organization of the curriculum) that highlight different trends in student experience of the focal course. Course difficulty, discipline of major, time in semester, and simultaneous difficulty across courses were all significantly related to entering a moderate and high-risk classification in the early warning system (EWS). Course difficulty, discipline of ...


Taking The Long View By Focusing On Description: Examining Bias, Agency, And The Messy Parts Of Teaching, Mary B. Mcvee, Lynn E. Shanahan, H. Emily Hayden, Fenice B. Boyd, P. David Pearson Jan 2018

Taking The Long View By Focusing On Description: Examining Bias, Agency, And The Messy Parts Of Teaching, Mary B. Mcvee, Lynn E. Shanahan, H. Emily Hayden, Fenice B. Boyd, P. David Pearson

Education Publications

Many times, teaching is viewed only in terms of the end product: what a lesson produces in terms of student learning. This all-or-nothing view ignores the many complicated components of teaching. Consider how this idea of teaching as a singular product is communicated. Some common sayings about teachers are: “Teachers are born, not made” or “Those who can, do. Those who can’t, teach.” These sayings and the ideologies behind them suggest that good teaching is an inborn trait or singular action: you’ve either got it or you don’t. But what if teaching were viewed as a layered ...


Engineering Education In Elementary And Secondary Schools, Şenay Purzer, Mack C. Shelley Ii Jan 2018

Engineering Education In Elementary And Secondary Schools, Şenay Purzer, Mack C. Shelley Ii

Political Science Publications

Engineering, with its focus on design and problem-solving, is used in K-12 education to promote learning in STEM (science, technology, engineering, and mathematics). In this special issue, we bring together seven research papers that have examined critical questions in engineering education. These papers collectively examine recent research in K-12 education and address three broad topics: different models for integrating engineering into K-12 curricula, different learning outcomes associated with alternative models of integration and implementation, and ways K-12 students engage in epistemic practices of engineering while learning STEM concepts. Future research needs to address how engineering should be implemented in schools ...


Pronunciation—Research Into Practice And Practice Into Research, John M. Levis, Ana Wu Jan 2018

Pronunciation—Research Into Practice And Practice Into Research, John M. Levis, Ana Wu

English Publications

The field of second language (L2) pronunciation is attracting researchers with many interests, as well as the teachers who have always been interested in the field. Evidence is growing that pronunciation teaching is successful at promoting greater intelligibility, and that pronunciation learning is not strongly constrained by the age at which learning takes place. The importance of pronunciation in current approaches to language means that L2 pronunciation has a strong teaching-research connection, in which teaching practices are influenced by research, and research agendas are explicitly influenced by practical questions. This growing interest is visible in the field’s dedicated conferences ...


Student And Faculty Views On Process Of Science Skills At A Large, Research-Intensive University, Elizabeth A. Addis, Jo Anne Powell-Coffman Jan 2018

Student And Faculty Views On Process Of Science Skills At A Large, Research-Intensive University, Elizabeth A. Addis, Jo Anne Powell-Coffman

Genetics, Development and Cell Biology Publications

The Association of American Colleges and Universities ranks multiple process of science (POS) skills among the top-10 skills employers seek in college graduates. As part of an effort to explore and align the emphasis on POS skills in our science departments, we sought three things: (a) to determine if faculty and students felt enough time was devoted to POS skills, (b) to identify the skills that science students and faculty felt were important to acquire from an undergraduate education, and (c) to evaluate whether there were differences in these views among disciplines. We found that faculty and students agreed on ...


Impact Of Lecture Video Acceleration In A Flipped Introductory Engineering Course, Benjamin P. Jacobson, Michael C. Dorneich, Leslie A. Potter Jan 2018

Impact Of Lecture Video Acceleration In A Flipped Introductory Engineering Course, Benjamin P. Jacobson, Michael C. Dorneich, Leslie A. Potter

Industrial and Manufacturing Systems Engineering Publications

As demand for engineers grows, emphasis is increasingly placed on introductory engineering courses to engage, educate, and retain students. Team-Based Learning (TBL) is a pedagogy that shifts instruction from a lecture-based paradigm to a structured learning sequence that includes individual preparation outside of class followed by active, in-class problemsolving exercises completed by student teams. As part of the individual preparation, students may watch recorded videos of lectures, often at an accelerated speed. While the acceleration of videos has the potential to increase students’ learning efficiency, the impact on comprehension is unclear. Two studies were conducted to understand students’ viewing habits ...


Do Social Justice Contexts Matter In Mathematical Modeling?: Modeling Problem Analysis, Ji Yeong I, Ji-Won Son, Hyunyi Jung Jan 2018

Do Social Justice Contexts Matter In Mathematical Modeling?: Modeling Problem Analysis, Ji Yeong I, Ji-Won Son, Hyunyi Jung

Education Publications

Since the Common Core State Standards for Mathematics (CCSSM; NGA Center for Best Practices & CCSSO, 2010) include modeling as one of the eight Standards for Mathematical Practices for all grades but also as important conceptual category in high school mathematics, there have been a spotlight on mathematical modeling and demand for teachers to deliberately integrate modeling tasks in mathematics classrooms. One of the efforts to integrate modeling in mathematical curricula is including modeling problems in textbooks. It is necessary to examine if these attempts are adequately made in mathematical curricula (Meyer, 2015).


Implementing A Course-Based Undergraduate Research Experience (Cure) Into An Ie Curriculum, Leslie Potter, Richard Stone, Audrey Fyock, Devna Fay Popejoy-Sheriff Jan 2018

Implementing A Course-Based Undergraduate Research Experience (Cure) Into An Ie Curriculum, Leslie Potter, Richard Stone, Audrey Fyock, Devna Fay Popejoy-Sheriff

Industrial and Manufacturing Systems Engineering Conference Proceedings and Posters

Since 2013, the Industrial and Manufacturing Systems Engineering (IMSE) Department at Iowa State University (ISU) has provided high-impact education experiences to as many as 35 students/semester (~6% of its student body) through undergraduate research assistantships (URAs). These experiences support ISU’s strategic goal of ensuring that students receive an exceptional education, with sub-goals of improving the ISU Experience for underrepresented students, increasing retention and graduation rates for all students, and growing the impact and scope of graduate programs [1], [2]. The number of students who can benefit from this experience in the IMSE Department has plateaued, however, because of ...