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Articles 1 - 12 of 12
Full-Text Articles in Education
Experientiallearning@Socialmedia.Edu: Using The Tech Start-Up Concept To Train, Engage, And Inform Students, Stephanie J. Coopman, Ted Coopman
Experientiallearning@Socialmedia.Edu: Using The Tech Start-Up Concept To Train, Engage, And Inform Students, Stephanie J. Coopman, Ted Coopman
Faculty Publications
Undergraduate and graduate students were enrolled in an upper-division online experiential learning course organized as a technology company start up at a public university in the US. Students participated in an academic department’s social media team, publishing a weekly newsletter and producing and curating content for multiple social media outlets designed for public and university audiences, a website for the department’s students, and a career portal. Responses to survey questions provided support for Experiential Learning Theory’s cyclical learning model. In addition, students viewed the entrepreneurial approach to the team as both liberating and challenging as they engaged with each other …
On The Road To Flipping, Raji Lukkoor
On The Road To Flipping, Raji Lukkoor
Faculty Publications
The poster presentation will address the following topics: experience taking the Flip Workshop, How the instructor went from a “no” to a “yes” on considering implementing the flip, the frenzied list of activities that helped set up the framework for a mini-flip in approximately a week’s time, the actual development of content in under 4 weeks, and the role played by my support network.
Co-Teaching Relationships To Cultivate Caring, Colette Rabin, Grinell Smith
Co-Teaching Relationships To Cultivate Caring, Colette Rabin, Grinell Smith
Faculty Publications
This study leveraged the implementation of co-teaching as a relational model for the teacher training practicum. When analyzed with the theoretical framework of an ethic of care, teacher-candidates and their mentor-teachers developed practices to cultivate caring classrooms through modeling. This study informs teacher preparation for caring by showing how the practicum can be drawn on to cultivate caring.
Research On University Faculty Member's Reasoning About How Departments Change, Gina Quan, Joel Corbo, Courtney Ngai, Daniel Reinholz, Mary Pilgrim
Research On University Faculty Member's Reasoning About How Departments Change, Gina Quan, Joel Corbo, Courtney Ngai, Daniel Reinholz, Mary Pilgrim
Faculty Publications
Research on institutional change says that effective change agents are able to flexibly reason with multiple models for change, depending on their local context and their goals. However, little is known about what it looks like for individuals to draw on and reason with different change models in-the-moment. Within interviews, we invited STEM faculty to discuss specific changes in their department and the process of change in general. This work is part of an ongoing study to understand how to support departmental change through Departmental Action Teams (DATs). Our preliminary analyses suggest that faculty's ideas about change are highly varied …
Externalizing The Core Principles Of The Departmental Action Team (Dat) Model, Joel Corbo, Gina Quan, Karen Falkenberg, Christopher Geanious, Courtney Ngai, Mary Pilgrim, Daniel Reinholz, Sarah Wise
Externalizing The Core Principles Of The Departmental Action Team (Dat) Model, Joel Corbo, Gina Quan, Karen Falkenberg, Christopher Geanious, Courtney Ngai, Mary Pilgrim, Daniel Reinholz, Sarah Wise
Faculty Publications
Departmental Action Teams (DATs) are departmentally-based working groups of faculty, students, and staffaimed at achieving sustained departmental change related to undergraduate education. DATs have been conceptualized and are facilitated by members of our project team based on a set of Core Principles. These principles serve both as guides in the design of DATs and targets for the kinds of culture we aspire to create through our facilitation. In this paper, we describe our Core Principles, including theoretical underpinnings and a brief implementation example for each. We argue that articulating principles is a critical component of externalizing acomplex change effort and …
Designing A Course For Peer Educators In Undergraduate Engineering Design Courses, Gina Quan, Chandra Turpen, Ayush Gupta, Emilia Tanu
Designing A Course For Peer Educators In Undergraduate Engineering Design Courses, Gina Quan, Chandra Turpen, Ayush Gupta, Emilia Tanu
Faculty Publications
Learning Assistants (LAs) are undergraduate peer educators who participate in weekly pedagogyseminars and work alongside faculty instructors in active-learning based undergraduate courses.While LA programs were initially developed for science and math courses, many LA programssupport LAs in a wide range of disciplines. This paper describes a pilot adaptation of the LAprogram for engineering design courses that we have developed at the University of Maryland,College Park Campus. All LAs assist in 14 separate sections of University of Maryland’sengineering design course for first-year undergraduate students. Our seminar integrates topicsfrom the discipline-general LA pedagogy seminar (cognitive science of learning, facilitation ofclassroom discourse, collaboration, …
Cultural Norms Of Clinical Simulation In Undergraduate Nursing Education, Susan G. Mcniesh
Cultural Norms Of Clinical Simulation In Undergraduate Nursing Education, Susan G. Mcniesh
Faculty Publications
Simulated practice of clinical skills has occurred in skills laboratories for generations, and there is strong evidence to support high-fidelity clinical simulation as an effective tool for learning performance-based skills. What are less known are the processes within clinical simulation environments that facilitate the learning of socially bound and integrated components of nursing practice. Our purpose in this study was to ethnographically describe the situated learning within a simulation laboratory for baccalaureate nursing students within the western United States. We gathered and analyzed data from observations of simulation sessions as well as interviews with students and faculty to produce a …
The Effect Of Argumentative Task Goal On The Quality Of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, Mark Felton
The Effect Of Argumentative Task Goal On The Quality Of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, Mark Felton
Faculty Publications
In argumentative discourse, there are two kinds of activity-dispute and deliberation-that depend on the argumentative task goal. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these tasks goals on the quality of argumentative discourse. Sixty-five junior high school students were organized into dyads to discuss sources of energy. Dyads were formed by members who had differing viewpoints and were distributed to one of two conditions: 31 dyads were asked to discuss with the goal …
Service Learning In Preservice Teacher Preparation: Building Foundations For Engaged Professionalism In The New Millenium, Amy Strage, Susan Gomez, Kari Knutson-Miller, Ana Garcia-Nevarez
Service Learning In Preservice Teacher Preparation: Building Foundations For Engaged Professionalism In The New Millenium, Amy Strage, Susan Gomez, Kari Knutson-Miller, Ana Garcia-Nevarez
Faculty Publications
No abstract provided.
California Teacher Development Project; Fremont Esea Title 3, Dissemination Grant Period. Evaluation Report 1972-73., Warren Kallenbach
California Teacher Development Project; Fremont Esea Title 3, Dissemination Grant Period. Evaluation Report 1972-73., Warren Kallenbach
Faculty Publications
The evaluation of the California Teacher Development Project for the 1972-73 project year reports data for four performance criteria. These criteria relate to the expected behavioral changes of teachers involved in an inservice workshop program in individualizing instruction. One criterion relates to teacher knowledge of individualized instruction (cognitive behavior); three criteria relate to teacher attitude toward individualized instruction. To determine the effectiveness of the 1972-73 inservice program, a comparison group was formed using data from participants in the 1971-72 program. Instruments used to measure the effectiveness of the workshop program were: (a) the Fremont Test of Individualized Instruction, (b) the …
The Effects Of An Individualized Instruction Workshop And Its Related Follow-Up Program On The Attitudes And Behavior Of Selected Elementary Teachers And Their Students: Final Report, Helen Dell, Warren Kallenbach
The Effects Of An Individualized Instruction Workshop And Its Related Follow-Up Program On The Attitudes And Behavior Of Selected Elementary Teachers And Their Students: Final Report, Helen Dell, Warren Kallenbach
Faculty Publications
The effects of an individualized instruction workshop and its related follow-up program on the attitudes and behavior of selected elementary teachers and their students were discussed in this report. Participants were teachers in a four-day workshop on individualizing instruction. The workshop included training in classroom procedures, managing physical facilities, utilizing human resources, and developing techniques for encouraging students to be self-managing. Evaluation methods, questionnaires and observation indicated a favorable change in teacher behavior. The effects of the inservice program for teachers indicated little or no affect on student attitude and independent work habits. (Appendixes of related program material and a …
The Effectiveness Of Videotaped Practice Teaching Sessions In The Preparation Of Elementary Intern Teachers. Final Report., Warren Kallenbach
The Effectiveness Of Videotaped Practice Teaching Sessions In The Preparation Of Elementary Intern Teachers. Final Report., Warren Kallenbach
Faculty Publications
To extend previous research findings on the effectiveness of microteaching techniques, all 40 candidates in the 1967 San Jose State College summer elementary intern teaching program were randomly divided into 2 groups. f3oth groups had the same program except that 1 participated in an oft-campus observation and teaching program; the other participated in an on-campus microteaching program. Five-minute pre- and post-summer lesson excerpts were video tape-recorded for each of the candidates. These were judged independently by each member of 2 independent teams of trained evaluators using the Stanford Teacher Competence Appraisal Guide and the Instrument for the Observation of Teaching …