Education Commons^™

An Exploratory Study Of Mindsets, Sense Of Belonging, And Help-Seeking In The Writing Center, Traci Freeman, Steve Getty

Writing Center Journal

In this exploratory study, we took as our point of departure Lori Salem’s (2016) call to investigate the factors that affect students’ decisions to visit the writing center. Rather than exploring student decision-making through a sociological lens, as Salem does, we drew on insights from social psychology to understand students’ motivations. We explored two self-theories drawn from social psychology that are associated with students’ academic achievement and with students’ help-seeking: (1) implicit beliefs about intelligence or “mindsets”; and (2) sense of belonging. Using questions from previously validated scales, we measured first-year students’ mindsets and sense of belonging and tested the …

How Genre-Trained Tutors Affect Student Writing And Perceptions Of The Writing Center, Lucy Bryan Malenke, Laura K. Miller, Paul E. Mabrey Iii, Jared Featherstone

Writing Center Journal

Writing center scholars have long debated whether writers are best served by “generalist” tutors trained in writing center pedagogy or “specialist” tutors with insider knowledge about a course’s content or discipline-specific discourse conventions. A potential compromise that has emerged is training tutors in the purposes and features of specific genres. The writing center literature showcases many different approaches to genre training. However, little empirical research, if any, has explored how tutors’ genre knowledge affects session outcomes. The present study used a mixed-methods approach to compare session outcomes for students who worked with generalist and genre-trained tutors. We analyzed pre-consultation and …

When Therapy Dogs Provide Virtual Comfort: Exploring University Students’ Insights And Perspectives, Christine Yvette Tardif-Williams, John-Tyler Binfet, Freya L. L. Green, Renata P. S. Roma, Akshat Singal, Camille X. Rousseau, Rebecca J. P. Godard

People and Animals: The International Journal of Research and Practice

With the proliferation of canine-assisted interventions and the emphasis placed on the impact of these sessions in bolstering the well-being of visitors to sessions, especially university students, it can be easy to overlook just how participating in one of these sessions is experienced by participants. Capturing participants’ experiences is important as this holds the potential to inform program design and delivery and elucidate mechanisms within the intervention that were found to be especially efficacious. Forging new empirical terrain, this study explored the insights and perceptions of 469 undergraduate students who participated in a virtual canine-assisted stress-reduction intervention at a mid-size …

A Scoping Review Of Campus-Based Animal-Assisted Interactions Programs For College Student Mental Health, Tanya K. Bailey

People and Animals: The International Journal of Research and Practice

Background: People have long found support by interacting with animals, which has developed into a health care modality called animal-assisted interactions (AAI). In the past 10 years, AAI has increased as a way to support college students’ mental health; however, there is no comprehensive evidence on the effectiveness of these programs.
Method: A scoping review was conducted using the JBI and PRISMA-ScR criteria. Empirical articles were identified through Academic Search Premier (EBSCOhost), PsychINFO (Ovid), and Web of Science using three groups of keywords: AAI, college students, and mental health.
Results: Of the 1,195 publications identified, 37 met this study’s eligibility …

Beyond The Two-Tiered System: Contingency As A Tool For Academic Upward Mobility, Wonderful Faison, Tatiana Glushko

Writing Center Journal

This article explores the scholarly endeavors upon which writing center directors and coordinators must embark to effectively run their centers. Additionally, the authors explore ways to use their contingent statuses as leverage for either tenure or promotion by linking their scholarly work to departmental and university tenure/promotion requirements.

Doing More With Barely Enough: Narratives Of An Undergraduate Tutor Researcher And Mentor, Andrea Rosso Efthymiou, Santiago Zea

Writing Center Journal

We expand the field’s focus on contingent labor to include part-time student employees’ experiences in addition to the experiences of part-time and contingent faculty. This article uses autoethnography and diary studies as frameworks for understanding the experiences of undergraduate tutor labor, particularly as it involves undergraduate research. Further, we show how a faculty mentor and writing center director’s view of a student tutor’s contingency can lead to revised approaches in writing center administration.

Online Proctoring’S Impact On Students And Student Privacy, Tessca Almeida

The Journal of Purdue Undergraduate Research

No abstract provided.

Disciplinary Faculty Needs And Qualified Tutors In An Efl University Writing Center, Graciela Arizmendi González, María Del Carmen González Videgaray

Writing Center Journal

This study investigates postgraduate (PGs) and faculty needs concerning academic writing (AW) tutors’ qualifications in an English as a Foreign Language (EFL) context. Tutors are the core element of a writing center (WC) (Hays, 2010). These professionals listen to (Burns, 2014), advise, and exchange information (Reid, 1993, in Hays, 2010) collaboratively so students can resolve their writing issues (Hays, 2010). However, in EFL contexts, scant research exists about WCs, writing programs (Molina & López, 2019), and qualifications to recruit tutors (Özer, 2020). Thus, to plan a WC, 24 participants in chemistry were interviewed and surveyed. Findings reveal that EFL PGs …

Hmong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming To Honor Rau Siab, Pa Her, Alberta M. Gloria, Shee Yee Chang, Pahoua Thao

Journal of Southeast Asian American Education and Advancement

This paper describes the interrelated conceptual activities that took a Psychosociocultural (PSC) approach to direct best practices, interactions, and processes to implement HMong Parent Days effectively. The purpose of HMong Parent Day/ Hnub Txhawb Nqa Niam Txiv, a culturally-centered community-focused intervention, was to bring HMong parents onto a midwestern predominantly White university campus for a day of college knowledge. The day honored HMong parents' support of their children into and through higher education via the cultural value of rau siab (hard work). Three levels of learning that emergent as new knowledge for HMong parents were highlighted and discussed relative to …

Writing Centers, Enclaves, And Creating Spaces Of Change Within Universities, Bronwyn T. Williams

Writing Center Journal

Writing center scholarship often highlights the ways in which their distinctive, less directive, nongraded, and individualized instruction can make them distinctive social and pedagogical spaces. There is a simultaneous argument, however, that writing centers are often institutionally vulnerable and may be unable to engage in or promote such differences within the larger college or university. Yet, despite their size and possible vulnerability, the daily practices and institutional positioning of writing centers can help change conversations and work toward a different vision, political approach, and institutional presence. Drawing on Victor Friedman’s concept of “enclaves of different practice” and Brian Massumi’s theories …

Projected Versus Actual On-Campus Student Enrollment During The Covid-19 Pandemic For Fall 2020 At Purdue University: A Quantitative Analysis Of Purdue Office Of Enrollment Management Data, Max Bebekoski

The Journal of Purdue Undergraduate Research

No abstract provided.

The Representation Of Majors In Purdue University Study Abroad Programs, Melanie Martinez

The Journal of Purdue Undergraduate Research

No abstract provided.

Asian American And Native American Pacific Islander Serving Institutions (Aanapisis): Serving And Advocating For The Educational Needs Of Southeast Asian American Students, Mike Hoa Nguyen

Journal of Southeast Asian American Education and Advancement

The purpose of this article is to highlight how AANAPISI programs can intentionally design their programming to support Southeast Asian American (SEAA) students, and their responsibility in effectively advocating for them at the policy level. In this effort, this article will first provide a background and an overview of the AANAPISI landscape over the past decade. Then it will focus on one exemplary AANAPISI, providing examples of programmatic mechanisms and efforts used to serve SEAA students. This article concludes by providing recommendations and discussing the implications regarding the role of AANAPISIs in effectively serving and advocating for their SEAA students …

Behind The Curtain: The Cultural Capital Of Pilipino Cultural Nights, Xavier J. Hernandez

Journal of Southeast Asian American Education and Advancement

This study examines the phenomenon of Pilipino Cultural Nights in higher education through the lens of community cultural wealth. While in name, Pilipino Cultural Nights pay homage to the native culture of the Philippines, the processes through which these performances are produced and reproduced as annual traditions exhibit a distinct Filipino American cultural experience that is facilitated by the higher education environment. As under-represented and under-served students, Filipino American students utilize their various forms of community cultural wealth to create one of the most visible performances on their campus and a cornerstone coming of age experience for Filipino American youth. …

The Triple Jump In Problem-Based Learning: Unpacking Principles And Practices In Designing Assessment For Curriculum Alignment, Monaliza M. Chian, Susan M. Bridges, Edward C.M. Lo

Interdisciplinary Journal of Problem-Based Learning

Assessment validity, reliability, and constructive alignment to planned learning outcomes are less understood in the context of integrated, problem-based curricula. This conceptual paper examines a Triple Jump Assessment (TJA) employed as a formative and summative assessment system in the first year of an undergraduate dental program. Specifically, we deconstructed this instantiation of a TJA in terms of management and co-ordination; assessment design and item development; assessment administration; and assessment review, refinement and modification. Four core principles of TJA design for constructive alignment in an integrated, problem-based curriculum were identified as: (a) viewing the assessment design process as a collaborative and …

A Virtual Student Federal Service (Vsfs) Pilot Study: Purdue University’S Group Project Approach To Support Usaid’S Efforts In Global Biodiversity Conservation, Keita Arakawa

The Journal of Purdue Undergraduate Research

No abstract provided.

Problem-Based Learning In Teacher Education, Susan M. Bridges

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Profile Interview With Norman E. Fenn, Shannon L. Castek

Purdue Journal of Service-Learning and International Engagement

Shannon L. Castek is a fourth-generation Boilermaker and fourth-professional-year student in the Purdue University College of Pharmacy. Throughout her time in pharmacy school, Shannon has enjoyed supplementing her curricular work with service-learning activities, participating in health screenings and immunization events with the Purdue chapter of the American Pharmacists Association–Academy of Student Pharmacists. She plans to pursue a pharmacy residency following graduation to achieve her dream of becoming an ambulatory care pharmacist. In this article, Shannon highlights the service-learning endeavors of Dr. Norman Fenn in the College of Pharmacy.

Teaching The Next Generation Of Researchers: An Inquiry Into Aviation Research Education, David C. Ison

Journal of Aviation Technology and Engineering

Research in aviation fields has become increasingly important to institutions and their faculties. Expectations to conduct such research have escalated, with tenure and employment decisions often hanging on evidence of research skill and advanced educational attainment. Considering the importance of research to aviation higher education, this study investigated how research skills are conveyed to undergraduate and graduate aviation students. Further, the subjects and methods of instruction were evaluated. This inquiry was guided by content analysis. To bolster the findings of this study, a series of interviews with program directors and faculty teaching research courses were conducted to explore faculty perceptions …

Guest Editors' Introduction: Problem-Based Learning—Promoting Competences, Shaping The Future, Claude Müller, Monika Schäfer, Geri Thomann

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

The Transfer Of Problem-Based Learning Skills To Clinical Practice, Marie T. Stanton, Suzanne Guerin, Terry Barrett

Interdisciplinary Journal of Problem-Based Learning

The purpose of this article is to present and discuss the reported impact of a fully problem-based learning (PBL) master’s program on the way graduates worked with patients and colleagues in Ireland. These graduates had completed a sixteen-month fully PBL master’s in sonography while concurrently working in clinical practice. Semi-structured telephone interviews were used to collect qualitative data from graduates of the PBL program. PBL graduates reported four notable changes in their approach to clinical practice following the PBL MSc ultrasound program: (1) thinking more before, during, and after clinical practice; (2) more effective communication with patients; (3) improved communication …

Design And Evaluation Of A Problem-Based Learning Environment For Teacher Training, Laura Hemker, Claudia Prescher, Susanne Narciss

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first evaluations, which explored acceptance of the approach, learning results, and expected applicability of the acquired knowledge.

The results show benefits of the problem-based learning approach, but also room for improvement. Specifically, the use of problems from multiple contexts (theoretical foundations and direct practical application) and the flexible …

Getting Started With Pbl—A Reflection, Tanja Müller, Thomas Henning

Interdisciplinary Journal of Problem-Based Learning

In this paper, we provide insight into the PBL project called PoLiMINT (Problem-oriented Learning in MINT). The project is located at the Bremen University of Applied Sciences and aims to introduce and foster PBL in the introductory phase of a physics study program. Concerning our general conditions, we will present our incremental implementation strategy and address the first elementary steps. In order to demonstrate our Scholarship of Teaching and Learning mode of reflecting the implementation process, we examine selected instructional and pedagogical difficulties and our problem-solving more closely.

Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson

Journal of Pre-College Engineering Education Research (J-PEER)

Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn [their] engineering …

Special Issue Editor's Introduction: 50 Years Of Model Minority Stereotype Research, Nicholas Daniel Hartlep

Journal of Southeast Asian American Education and Advancement

This special issue, intentionally focused on Southeast Asian Americans and the model minority myth, is important because Southeast Asian Americans have been “politically invisible” and because a disproportionate number have found it difficult to succeed academically. Asian Americans are not passive people. The model minority stereotype didn’t develop only because journalists made them out to be models or exemplars. This special issue shares 4 articles.

Educational Careers Of Hmong American Students, Pao Lor, Ray Hutchison

Journal of Southeast Asian American Education and Advancement

Hmong American college students are an underrepresented and understudied college student population. The Hmong are often described as a preliterate, semi-nomadic, and agrarian ethnic hill tribe from Southeast Asia that have had little contact with formal education before coming to the United States some four decades ago. In this descriptive and exploratory study, we analyze the demographic characteristics and educational achievement of one hundred ninetyfour (n=194) Hmong students who were admitted to and attended a four-year state university in the Midwest from 2002–2010. We summarize their demographic data and academic achievement, and we compare their academic achievement to that of …

Editor's Introduction, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Call For Special Issue Proposals, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

IJPBL is seeking proposals for upcoming special issues in 2018 and 2019.

Getting Started With Team-Based Learning, Deborah A. Davis

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Txoj Kev Ntshiab: Hmong American Undergraduates’ Perceptions Of Intellectual Phoniness And Psychosociocultural Persistence Decisions, Jenjee T. Sengkhammee, Pa Her, Alberta M. Gloria, Mariko M. Lin, Betty Jo Thao, Desiree Cabinte, Linda Aroonsavath

Journal of Southeast Asian American Education and Advancement

Examining the educational experiences of 103 Hmong American undergraduates, gender and class standing differences emerged using a psychosociocultural approach. Females reported increased perceptions of family and friend support and greater cultural congruity in the university environment than males. Lower-division students indicated greater perceptions of social support from family, greater cultural congruity, and lower self-esteem than upper-division students. Feelings of phoniness emerged as the most significant negative predictor of academic persistence decisions. Implications, limitations, and future research are discussed.