Other Education Commons^™

Www (When Websites Work): Students’ Perceptions Of Their Engagement When Using A Website Creation Tool, Jamie J. Els

Perspectives In Learning

When students find value in technology and can apply that technology in their learning and beyond, they become more actively engaged in the classroom. After having first-year seminar students use Web 2.0 technology, specifically a website creation tool as part of an assignment, they participated in a survey to provide feedback over their engagement in creating a Google Sites® website. Quantitative and qualitative data was collected and analyzed to determine students’ perceptions of their engagement when using website creation tools to complete a modified discussion assignment. Results indicated students were significantly more engaged than the normal population when they used …

Generation And Digital Citizenship Among Doctoral Students: Another Debunking Of The Digital Native Myth, Jenna K. Ladd, Rebecca R. Simataa, Danilo Lj. Bojić

Essays in Education

Internet and digital technologies are integrated into nearly every aspect of contemporary life, and digital citizenship skills are necessary for professional and personal success. Previous research has described the digital citizenship of undergraduate and K-12 students, but there is little literature describing the digital citizenship among doctoral students. Doctoral program cohorts often include students born in 1984 or before and those born in 1985 or after. Students born after 1985 are frequently assumed to be “digital natives” with advanced technology skills, although there is little evidence to validate the digital natives vs. digital immigrant theory. The present study seeks to …

Call For Manuscripts, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

A Correlational Study Of Teacher Technology Knowledge, Self-Efficacy, And Job Satisfaction In K-12 Classrooms, Michele W. Collier

Graduate Theses and Dissertations (2019 - present)

The COVID-19 global pandemic created challenges for educators across the United States and worldwide. Without the skills, prior experience, or preparational training, educators were tasked with continuing to provide instruction (and support) for their students while teaching remotely. Due to these challenges in education, the researcher chose to investigate the relationships between online teaching self-efficacy (OTSE), teachers’ technology knowledge (TTK), and job satisfaction (JS) in K-12 classrooms. Using the adaptive versions of the TPACK survey (Mishra & Koehler, 2006); Teachers'’’ Sense of Efficacy Scale (TSES: Tschannen-Moran & Hoy, 2001); and Teacher Satisfaction Scale (TSS: Ho & Au, 2006), quantitative data …

Copyright

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Starting The Journey To Excellence With A College Faculty Onboarding Program, Robin Cooper, Judith Slapak-Barski

HCAS Instructional Design and Pedagogy

The journey to engaged, excellent teaching requires support and preparation for those doing the teaching. In this session, we describe a college Faculty Onboarding Program we developed in 2023 to introduce our new Halmos faculty to NSU (Nova Southeastern University) and to Halmos, and to provide them with the resources and information needed to succeed in their new role—driven by the belief that effective onboarding will lead to higher job satisfaction, better job performance, greater organizational commitment, and reduction in stress. Informed by feedback from recently hired faculty, we identified support strategies to help new faculty thrive by proactively removing …

An Introductory Course In Electrical Circuits And Coding For Deaf And Deafblind Middle School Students, Becca Leininger, Christina Yang, Makayla Quinn, Jeffrey Jalkio, Rahaf Bahajry, Mellissa Ingabire, Annmarie Thomas

Journal of Science Education for Students with Disabilities

in is the first Deaf charter school in the United States, opening in 1993. The school serves students in the Twin Cities and Western Wisconsin from ages 2 to 21 who are primarily Deaf, DeafBlind and Hard of Hearing students, often being visual and/or tactile learners. All students who attend have Individualized Education Plans (IEPs) and fall under the special education category, defined by the Minnesota Department of Education as students who “have a disability and need specialized instruction” (Minnesota Department of Education, n.d.). At , students are instructed in American Sign Language (ASL) and English is primarily taught through …

The Sci – Dot: A New Dimension Of Scientific Innovation For Persons With Blv., Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Throughout history, students with blindness and low vision (BLV) have been vastly underrepresented in science, technology, engineering, and mathematics (STEM) disciplines with regards to both K-12 education and post-secondary endeavors (Burgstahler, 1994; Supalo, 2010). This underrepresentation of students with BLV in STEM is due to limitations in technology that allow them to access data in a laboratory setting, thus inhibiting their abilities to partake actively in data acquisition with their peers. The Sci-Dot, a multiline, refreshable braille and tactile graphics display capable of logging scientific data in real time with the support of Vernier Science Education’s (VSE) Go-Direct Bluetooth sensors, …

Designing For Impact: The Center For Teaching And Learning As A Cultivator Of A Faculty Learner-Leader Praxis, Monica Stitt-Bergh, Debra Fowler, Jonan Phillip Donaldson, Ra'sheedah Richardson, Truth Hunter, Clinton A. Patterson

To Improve the Academy: A Journal of Educational Development

Centers for teaching and learning (CTLs) address external and internal factors that influence teaching and learning. To accomplish this, often without additional resources, CTLs need an efficient and effective solution. By combining evidence-based practices in faculty development and a distillation of effective practices at three different institutions, the authors developed a sustainable, generative, learner-leader model for CTLs and others in faculty development to employ. The model emerged from an analysis of the authors’ collective and independent professional experiences, is grounded in a community of practice framework, and innovatively addresses the need for faculty leadership development. The authors describe the components …

Evidencing The Value Of Educational Development: Charting A Course On The Waves And Winds Of Change, Jovan Groen, Carolyn Hoessler, Carolyn Ives, Veronica Bamber, Corinne Laverty, Klodiana Kolomitro

To Improve the Academy: A Journal of Educational Development

Across higher education, educational developers and their supporting campus communities are being called upon to scale up evidence-informed practices, to enhance student experiences, and to document the changes. This article builds on the work of scholars who have taken up this evaluative challenge, by examining varied aspects of the evidencing process using an adaptation of Saunders’s (2000) RUFDATA framework for evidencing value. Reflections on emerging patterns and tensions in the evidencing of educational development are subsequently discussed. We argue for making evidencing value a purposeful and intentional process, and we chart a path forward for creating and implementing a vision …

An Exploration Of Trauma-Inclusive Pedagogy And Students’ Perceptions Of Academic Success, R. Jason Lynch, Krista Wojdak

To Improve the Academy: A Journal of Educational Development

While trauma-inclusive approaches to student learning have been well documented in K–12 contexts, postsecondary education has done little to incorporate trauma-inclusive pedagogy into college classrooms. Using a sample (n = 529) of graduate and undergraduate students at a public rural-serving regional serving university, this study aims to explore differences in students’ perception of academic success in courses where trauma-inclusive practices were used and courses where these practices were not. Findings provide evidence that students felt more successful in courses where trauma-inclusive practices were used. Additionally, researchers were able to demonstrate that differences in perceptions of success were more pronounced …

Exploring The Impact Of Student-Faculty Partnership Program At A Hispanic Serving Institution, Alyssa Guadalupe Cavazos, Lesley Chapa, Javier Cavazos-Vela

To Improve the Academy: A Journal of Educational Development

Guided by a strength-based framework and counter-storying lens, we use a qualitative case study approach (Cook-Sather, 2020; Cook-Sather and Motz-Storey, 2016; Lechuga-Peña and Lechuga, 2018) to explore students’ and instructors’ experiences with a students as learners and teachers (SaLT) partnership program at a Hispanic Serving Institution (HSI). This study includes five students and five faculty members who participated in the student-faculty partnership program. Data collection involved student partners’ self-assessment reflections and faculty members’ pre- and post-program reflections on their experiences. Several themes were identified following a phenomenological analysis of students’ and faculty partners’ self-reflections. Themes emerging from student participants included …

Writing Communities To (Re-)Engage Faculty: The U See I Write Initiative, Ilona S. Yim, Nina Bandelj, Olga V. Razorenova, Peiyi Wang

To Improve the Academy: A Journal of Educational Development

The COVID-19 pandemic has taken a toll on university faculty, unduly those from underrepresented groups, causing many faculty to disengage. Writing communities represent a promising tool to (re-)engage faculty and build an inclusive climate. As part of U See I Write, a faculty development initiative at the University of California, Irvine, we convened a series of monthly writing retreats between March and June of 2021, with between-retreat weekly writing sessions in smaller groups and an expectation to write daily for at least 30 minutes. In a diverse cohort of 34 faculty writers, program participation resulted in a significant increase in …

Impacts Of Campus Disruption On Educational Developers’ Role-Identity And Teamwork, William V. Pilny, Benjamin Brock, Stephanie Laggini Fiore

To Improve the Academy: A Journal of Educational Development

In times of crises, educational developers (EDs) work to ameliorate the teaching- and learning-related impacts caused by campus-wide disruptions such as health-related emergencies, mass shootings, and environmental disasters. These incidents may impact the personal-psychological factors and processes of EDs that, in turn, influence their engagement with team members and faculty. Given the vital role EDs play in improving faculty teaching and student learning across higher education (Dawson et al., 2010; Grupp, 2014; Schroeder et al., 2010), understanding the impacts of campus-wide disruptions on their functioning is critical. The present, novel study uses a psychological-phenomenological methodology and the Dynamic Systems Model …

Overview Of The Proceedings Of The 2022 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary A. Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

The 13th annual Inclusion in Science, Learning a New Direction, Conference on Disability was hosted by the Princeton Center for Complex Materials (PCCM), a National Science Foundation funded Materials Research Science and Engineering Center (MRSEC), and Princeton University on September 16-17, 2022 at Bowen Hall. This annual conference included presentations that featured innovative research done by science educators in formal and informal education contexts, ranging from pre-K-12 to higher education, and science education researchers, access technology developers, and others interested in the full inclusion of persons with disabilities into the Science, Technology, Engineering, and Mathematics (STEM) workforce. The 2022 ISLAND …

From The Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Resistencia Indocumentada: Exploring The Lived Experiences Of Higher Education Undocumented Students In The San Diego-Tijuana Border Region, Adan Escobedo Sanchez

Dissertations

Undocumented students face myriad obstacles while attending higher education institutions that would deter them from completing their academic journeys. Furthermore, they are placed with a dual narrative that labels them as either dangerous or exceptional. This study explored the lived experiences of undocumented students in college in the San Diego-Tijuana border region to consider what factors have led to resilience and resistance in their academic journey. By understanding these factors, the research aimed to tackle the dual narrative that burdens undocumented students from the illegality as a master status they possess.

This study used narrative inquiry and a literature review …

How Doctoral Students In A Formal Leadership Program Conceptualize Followership: A Mixed-Methods Study, Katy J. Johnson

Dissertations, Theses, and Projects

The purpose of this exploratory mixed-methods study was to determine how doctoral students in a formal leadership program conceptualize followership. The methods used to conduct this analysis included distributing a Qualtrics (released in August 2022) survey and conducting one-on-one interviews with a sample of degree-seeking doctoral students within a formal leadership program. The researcher collected quantitative and qualitative data addressing students’ followership style, leadership attitudes and beliefs, and perceptions of followership. These data were analyzed concurrently using a triangulation design. A total of 67 students completed the survey, and seven students were interviewed. The findings revealed that the participants employ …

A Leadership Laboratory: Exploring The Use Of Case-In-Point Pedagogy To Develop Complex Thinking In Leaders, Erica Corley Jackson

Dissertations

Leadership scholars have identified a growing gap between the complexity of 21^st century organizations and the capabilities of individuals in positions of leadership to adequately address these challenges. This gap has contributed to a so-called complexity crisis—a situation in which the demands placed on those in leadership positions increases “at a rate that significantly outstrips the rate at which” leaders are cognitively developing (Rich-Tolsma & Oliver, 2016, p. 1). One way to respond to this growing need for complex adult thinking is through metacognitive development initiatives. However, finding educational methods to promote metacognitive development has proven to be …

Faculty-Leader Relationships And Work Engagement: A Mixed-Methods Study, Sonya Davidson Kopp

Graduate Theses and Dissertations (2019 - present)

Nearly three-fourths of faculty at U.S. institutions of higher education (IHEs) are classified as non-tenure track faculty (NTTF), and more the 70% of higher education students had taken online courses following the move to emergency online instruction in 2019. Remote faculty relationships with leaders have been shown to play a vital role in faculty satisfaction and engagement with their work. This convergent parallel mixed-methods study was guided by the following research questions: Primary Research Question 1 (RQ1) - What is the relationship between faculty-leader relationship and work engagement when controlling for faculty classification (lead faculty, full-time faculty, or part-time faculty), …

Impostor Phenomenon, College-Going Knowledge, And Staff Expectations: Ramifications On First Time In College Students Enrollment, Julia A. Vickery

Electronic Theses and Dissertations

A lack of technically trained, skilled, and educated workforce has become a critical issue in Texas. Furthermore, an educated workforce improves communities and individuals with economic, health, and personal benefits. Community colleges not only provide open-access admissions and low-cost tuition but are specifically aligned with educating the technical and industrial skilled workforce. Although a post-high school education has never been more accessible or necessary for obtaining high-earning jobs, post-high school college enrollment is declining, and conventional reform strategies do not appear to be effecting change. Graduating high school students aspire to attend postsecondary training by applying and being accepted but …

Dual Credit: The Relationship Between Grade Point Average, Hours Earned, And Semesters To Degree Attainment, Amanda R. Ritchie

Electronic Theses and Dissertations

Despite the reported benefits of dual credit programs, questions remain regarding the long-term influence of dual credit courses on long-term student achievement and time to degree attainment. A lack of consistent policies regarding dual credit results in students taking college courses without knowing what courses they may need for their anticipated major. Dual credit programs are continuing to expand, and if dual credit courses are to contribute to college success, policymakers, educators, high schools, and institutions must understand how the combination of dual credit courses taken impacts student success and academic progress towards degree completion. The purpose of this non-experimental, …

Nursing Faculty Perceptions Of Stress, Coping, And Intent To Leave The Profession In The Ongoing Covid-19 Pandemic: A Quantitative Study, Lynlee Morgan

Dissertations

The COVID-19 pandemic impacted all of society to varying degrees; this impact was especially true in higher education due to an overnight transition to distance learning and incessant pivots to meet new guidelines and overcome obstacles. Nursing faculty were significantly impacted due to the responsibility of producing safe, qualified, competent practitioners to provide care in the clinical setting. The limitations in or exclusions from clinical experiences combined with the fact that faculty were managing personal concerns and had never encountered these unprecedented conditions exacerbated the challenge of preparing new nurses. This study was critical due to the faculty role and …

Managing Programmatic Trade-Offs For Centers Of Teaching And Learning: Applying A Segmentation, Targeting, And Positioning Approach To Pedagogical Offerings, Christopher Vicente Hsin-Hung S. Chen, Ian G. Althouse, Caitlin P. Declercq, Mark L. Phillipson

To Improve the Academy: A Journal of Educational Development

The demands of current instructional realities for moving to completely online formats have led to dramatic changes in the ways that centers for teaching and learning serve their communities. Pedagogical programs have been adapted, invented, and reimagined for online modalities. In this article, we share an approach borrowed from marketing—segmentation, targeting, and positioning (STP)—and describe three cases showing the application of STP in our center’s work with instructors. This approach has helped us clarify and target our pedagogical priorities, allowing us to make appropriate trade-offs to produce more focused educational development programming that better meets our audience’s needs, constraints, and …

The Value Of Process In Racial Equity Work: Reflections From A Faculty Learning Community, Emily R. Shamash, Julie Berrett-Abebe, Latasha Smith, Stephanie Storms, Michael Regan, Jocelyn Novella, Laurie L. Grupp, Emily Smith, Alyson Martin

To Improve the Academy: A Journal of Educational Development

This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: whiteness, racism, race, racial equity, racial injustice/inequity, white supremacy, and anti-racism and document the reflective process by which the determination took place. Themes …

Infusion Rather Than Isolation: Integrating Principles Of Equity, Diversity, Inclusion, Decolonization, And Indigenization In Toolkits For Remote Instruction During The Covid-19 Pandemic, Robin Attas, Lauren Anstey, Lindsey Brant, Karalyn Mcrae

To Improve the Academy: A Journal of Educational Development

In the spring of 2020, our Centre for Teaching and Learning (CTL) developed the Transforming Teaching and Teaching Assistant Toolkits, consisting of in-house and curated open-access resources on various aspects of remote teaching, along with accompanying webinars. We deliberately infused principles of equity, diversity, and inclusion (EDI) and decolonization and Indigenization across all aspects of the resources for several reasons: our CTL’s commitment to these principles as institutional priorities that are the responsibility of all staff, numerous theorists’ advocacy to adopt inclusive pedagogies across the curriculum rather than tokenistic “add-and-stir” gestures, and a desire to counter the inequities in education …

Alternative Techniques For Blind Low Vision Students Enrolled In Coding Courses, Robert Jaquiss

Journal of Science Education for Students with Disabilities

BLV (blind low vision) students face difficulties when taking coding classes. Individual Development Environments (IDE) can be inaccessible which make it difficult if not impossible for BLV students to complete coursework. Alternative techniques are described which will allow a BLV student to successfully complete coursework. The author has found the Command Line Interface (CLI) is often a recommended alternative to a Windows based IDE interface. Many blind computer programmers use the Windows and Linux command interfaces which are described as part of this discussion.