Education Commons^™

Assessing Community-Engaged Learning Impacts Using Ripple Effects Mapping, Benjamin J. Muhlestein, Roslynn Mccann

Journal on Empowering Teaching Excellence

Communicating Sustainability, an upper level undergraduate service-learning live broadcast course was created at Utah State University to help students gain critical skills in communicating and participating in local sustainability efforts. Community-Engaged Learning was a key component applied in gaining and using these skills. This study sought to capture the impacts of this course on both its students and the community partners who worked with those students using Ripple Effects Mapping. Key findings include: powerful impacts on student learning, growth and ability to engage in local movements; as well as clearly defined benefits for community partners. Included in this study …

Aggie Recreation Center Impact Report Fall 2015 To Spring 2019, Amanda M. Hagman, Erik Dickamore, Daniel Lawrence, Mitchell Colver

Publications

Recreation facilities are an integral part of the university community. The Aggie Recreation Center is a place that helps foster a well balanced student. The ARC provides students with a myriad of opportunities for recreation, exercise, and community that can support students on their academic journey. This report explored the association between ARC facility use and student persistence to the next term at Utah State University. METHODS: Students recreation center use was captured with entry log-ins as students entered the facility. Students who had a record of using the facility were compared to similar students who did not have a …

Student Nutrition Access Center: Impact Analysis 2019, Amanda M. Hagman, Hayden Hoopes, Nelda Ault-Dyslin

Publications

Introduction: Access to nutritional food items is crucial to student well-being, which in turn is crucial to student success. Student success emerges from “the amount of physical and psychological energy that the student devotes to the academic experience” (Astin, 1984). Campus nutrition programs help students eliminate food security issues so that they can devote more energy to the academic experience. However, creating efficient and convenient nutrition programs requires that administrators understand the complexities of their implementation, their effect on specific student segments, and their effect on decisions to either persist at or leave an institution. This report explores the impact …

Exploratory Advising Impact Report: Spring 2016 To Spring 2019, Amanda M. Hagman, Mykel Beorchia, Stephanie Hamblin, Mitchell Colver

Publications

Academic advising performs a pivotal contribution to student success by providing information about univeristy expectations and avenues towards graduation. Exploratory student advising has the additional task of supporting students in major selection. This analysis investigated the relationship between academic advising and student persistence for exploratory students to better understand the impact of current advising practices. METHODS: Exploratory academic advisors met with an average 53% of exporatory students each semester. Students with a record of meeting with an academic advisor were compared to similar exploratory students who did not. Students were compared using prediction-based propensity score matching. Students who met with …

University Academic Advising: Impact Analysis, Amanda M. Hagman, Mykel Beorchia, Erik Dickamore

Publications

abstract: Academic advising performs a pivotal contribution to student success by providing information about university expectations and avenues towards graduation. The impact of academic advising is routinely assessed to explore its influence on student persistence. This report explores the impact of academic advising between 2016 to 2019 on student persistence to the next term. METHODS: Academic advising met with nearly 40% of students at USU each semester. Students who had a record of meeting with an academic advisor were compared to similar students who did not. Students were compared using prediction-based propensity score matching. Students who met with an advisor …

Identifying Faculty And Peer Interaction Patterns Of First-Year Biology Doctoral Students: A Latent Class Analysis, Soojeong Jeong, Jennifer M. Blaney, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

Faculty and peer interactions play a key role in shaping graduate student socialization. Yet, within the literature on graduate student socialization, researchers have primarily focused on understanding the nature and impact of faculty alone, and much less is known about how peer interactions also contribute to graduate student outcomes. Using a national sample of first-year biology doctoral students, this study reveals distinct categories that classify patterns of faculty and peer interaction. Further, we document inequities such that certain groups (e.g., underrepresented minority students) report constrained types of interactions with faculty and peers. Finally, we connect faculty and peer interaction patterns …

Housing & Residence Life Impact Report: Fall 2017 To Spring 2018, Hayden Hoopes, Alan Andersen, Kirk Bird, John Bostock, Whit Milligan, Amanda M. Hagman

Publications

Introduction: Living on campus is considered a high impact practice for student success. Student success is believed to emerge from “the amount of physical and psychological energy that the student devotes to the academic experience” (Astin, 1984), housing and residence life programming facilitates this type of devotion. However, creating this type of living experience requires administrators understand the complexities of how housing can affect specific student groups and their decision to either persist at or leave an institution. This report explores the impact of housing and residence life at Utah State University on students living on campus. It disaggregates results …

Co-Design Of An Orchestration Tool: Supporting Engineering Teaching Assistants As They Facilitate Collaborative Learning., Luettamae Lawrence, Emma Mercier

Instructional Technology and Learning Sciences Faculty Publications

This paper describes a design-based implementation research (DBIR) project, focused on the co-design and implementation of an orchestration tool for teaching assistants (TAs) in required engineering classes. Building on our collaboration with the engineering department, we identified a need for a tool that provides insight into groups to help TAs intervene in realtime. This paper presents two phases of our iterative co-design process. The first phase includes the initial design of the tool from design workshops with TAs. The second phase focuses on a 16-week implementation of the orchestration tool and reports on interviews with TAs to understand how they …

Effects Of Frequency Of Early Intervention On Spoken Language And Literacy Levels Of Children Who Are Deaf Or Hard Of Hearing In Preschool And Elementary School, Ann E. Geers, Jean S. Moog, Amanda M. Rudge

Journal of Early Hearing Detection and Intervention

Language delays associated with hearing loss during infancy may have a negative impact on academic development throughout childhood. Early intervention provided by the Moog Center for Deaf Education prior to 36 months of age was quantified, and associations with later outcomes were examined for 50 students who are DHH representing Moog Center alumni. The objective was to determine whether the amount of early intervention (referred to hereafter as dose of early intervention received at the Moog Center during the time children were 0-36 months of age) contributed uniquely to outcomes in preschool (4–6 years) and in elementary school (8–14 years). …

21st Century Teenagers And Young Adults Who Are Deaf Or Hard Of Hearing: Outcomes And Possibilities, Jean S. Moog, Amanda M. Rudge 3730756

Journal of Early Hearing Detection and Intervention

The purpose of this study was to document demographics, characteristics, and long-term outcomes of teenagers and young adults who are deaf or hard of hearing (DHH) and who all attended the Moog Center for Deaf Education for preschool and/or a portion of elementary school. Data were obtained via an online survey that was designed to assess educational, personal, and professional outcomes of individuals who were currently in high school and beyond. Survey questions were about the lives of these individuals after leaving the Moog Center. Participants included 108 individuals who were DHH, ranging from 15 to 32 years of age. …

Communicating Computational Concepts And Practices Within High School Students’ Portfolios Of Making Electronic Textiles, Debora Lui, Justice T. Walker, Sheri Hanna, Yasmin B. Kafai, Deborah A. Fields, Gayithri Jayathirtha

Instructional Technology and Learning Sciences Faculty Publications

Portfolios have recently gained traction within computer science education as a way to assess students’ computational thinking and practices. Whereas traditional assessments such as exams tend to capture learning within artificial settings at a single point in time, portfolios provide more authentic opportunities to document a trajectory of students’ learning and practices in everyday contexts. Furthermore, because communication itself has been defined as an important computational thinking practice, portfolios give students a place to practice this skill in the classroom. In this study, we report on the implementation of a digital portfolio with a class of 21 high school students …

Grammatical Accuracy Of Narratives Produced By Typically Developing Children Ages 4-7 In Three Story Contexts, Sierra Martin Southwick

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Guo & Schneider (2016) explored different approaches to identifying grammatical impairments in 128 children developing typically (TL) and those with language impairments (LI) between the ages of 6 and 8. The measures that they explored included: calculating the finite verb morphology composite (FVMC), the number of errors per C-unit (Errors/CU), and the percent of grammatical C-units (PGCUs) in narrative samples. They found that all three outcome measures provided acceptable diagnostic accuracy when applied to six-year-olds, but PCGUs were found to be the most accurate tool with eight-year-olds.

The purpose of the current study was to analyze the narrative samples of …

Do Booster Emails Improve Learning Transfer Among Parenting Professionals?, Benjamin C. Stout

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Parenting professionals play a key role in helping parents have a positive influence on their children, which is why it is important to ensure that professionals have and use research-based information and materials. Using data from 96 parenting professionals from Utah and Missouri, who completed a 4-hour Strong Parents, Stable Children training, we examined the effects (at 2-months post training) of reflective reminder emails on parenting professionals’ utilization and learning transfer of training materials. Results from independent samples t tests show that participants who received “booster” emails at 1-week and 1-month post training shared some information and some materials with …

The Picture Of Smartphones At School Is Not A Dire One And The Picture Of Student Competence Is A Bright One, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

In the United States, where I am based, one would get the impression that smartphones are a dangerous drug. Adults worry about smartphone addiction, the correlation of depression with smartphone usage, and an excess amount of screen time (e.g., Elhai, Levine, Dvorak, & Hall, 2016; Duke & Montag, 2017; Škařupová, Ólafsson, & Blinka, 2017). News headlines appear about technology moguls who will not allow their own children to have their own mobile device despite they themselves being the leaders in smartphone products and services. This then evokes guilt and causes anxiety for all the other American adults who are not …

Whose Responsibility Is It? A Statewide Survey Of School Librarians On Responsibilities And Resources For Teaching Digital Citizenship, Abigail L. Phillips, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

In 2015 the Utah State Legislature passed H.B. 213, “Safe Technology Utilization and Digital Citizenship in Public Schools,” mandating that K–12 schools provide digital citizenship instruction. This study presents an exploratory endeavor to understand how school librarians in a state that adopted digital citizenship legislation engage with digital citizenship instruction and their perceptions of a school librarian’s role in providing this instruction. We conducted a statewide survey of Utah school librarians, including questions focusing on digital citizenship resources used, current instruction within the school, and inquiries about improvements to current instruction. School librarians expressed a desire to be more involved …

Student Involvement & Leadership Center: Impact Report Spring 2015 To Fall 2018, Erik Dickamore, Amanda M. Hagman, Spencer Bitner, Nathan Laursen, Mitchell Colver

Publications

Leadership and involvement programs are an integral part of the student experience on University campuses. Volunteers and scholars within leadership and involvement serve their peers by providing rewarding events that unify the student body. Volunteers and scholars also benefit through opportunities for personal exploration and growth. Working with SILC allows students to serve and lead in a unique way. This report explored the association between student participation in leadership and involvement programs, and student persistence to the next term at Utah State University. METHODS: Students participation was captured by rosters across all SILC programs. Students who had a record of …

Connecting With Computer Science: Electronic Textile Portfolios As Ideational Identity Resources For High School Students, Mia S. Shaw, Deborah A. Fields, Yasmin B. Kafai

Instructional Technology and Learning Sciences Faculty Publications

The development of student identities—their interests in computer science, perceptions of the discipline, and sense of belonging in the field—is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students’ perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.

Equitable Engagement In Stem: Using E-Textiles To Challenge The Positioning Of Non-Dominant Girls In School Science, Kristin A. Searle, Colby Tofel-Grehl, Janet Breitenstein

Instructional Technology and Learning Sciences Faculty Publications

This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers’ perceptions. Findings indicate that the personalizable nature of e-textiles created a meaningful opportunity for students to engage in science class in a new way.