Student views regarding online freshmen physics courses

Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

Purpose: This study investigated student views related to the potential of a physics course they were currently enrolled in being offered online.

Sample: This study took place at a large, public, mid-western university and involved students enrolled in either the first or second semester of a face-to-face flipped physics course for engineering technology majors.

Design and methods: Discussions with students during the semester about their online course experiences and expectations were used to develop the concourse and subsequently the Q sample to perform a Q methodology study about students’ views regarding taking physics courses online. Additional statements for the concourse and Q sample were taken from communications with administrators at the university. In this way, the statements sorted by the students included those from students and those from administrators. Factor analysis of the Q sorts resulted in three factors, each representing a unique perspective. Interpretations of these perspectives included the analyses of the Q sorts, the researcher’s interactions with students and administrators, and students’ written responses regarding their previous online course experiences and their sorting decisions.

Results: Three unique student views emerged were named: keeping it real and face-to-face, Online could be ok depending upon the course and instructor, and Online not for STEM classes. Consensus among the views is also discussed.

Conclusions: Overall, students’ views are negative concerning having physics courses, including labs, online and those views conflict with statements expressed by administrators regarding students’ desires for online courses at the university.     

Engaging election contention: Understanding why presidents engage with contentious issues

In recent years, technology has made it possible, and in some ways critical, for college and university presidents to increase campus‐wide communication. Following the 2016 US presidential election, many college presidents across the country sent campus‐wide communications in response to the election, while others chose not to respond. The resulting reactions from campus and community stakeholders to these communications, or the lack of communication, from presidents was mixed due to the contentious nature of the election. In an effort to better understand a president’s decision to communicate, this study utilised coded interviews with 12 US flagship institution presidents or vice‐presidents for communication, providing insight into why presidents generally respond to contentious events and, more specifically, why presidents chose to respond to the 2016 election of Donald Trump. Four motivations that generally influenced presidential communications were identified (i.e., responsibility to campus stakeholders, pressure to respond, emphasise university values and the role of a public university), and subsequent sub‐themes were identified while analysing why presidents responded to the 2016 election specifically. This study concludes by offering implications for presidential communication and directions for future research on presidential engagement with contentious events.     

The role of epistemic perspectives in comprehension of multiple author viewpoints

A key challenge of fostering digital literacy is developing learners' ability to construct knowledge from information sources that present diverse viewpoints. This study investigated the relation between learners' epistemic perspectives and their comprehension of authors' viewpoints. Additionally, the study examined if epistemic perspectives and viewpoint comprehension predict information source integration and explored how epistemic perspectives moderate the impact of conflicts on viewpoint comprehension. 170 participants responded to an epistemic thinking assessment, read conflicting or converging blog-posts regarding a socio-scientific controversy, wrote arguments, and completed tasks assessing viewpoint comprehension. Absolutism and multiplism were found to be negative predictors and evaluativism a positive predictor of viewpoint comprehension. Viewpoint comprehension mediated the relation between epistemic perspectives and information source integration in written arguments. Conflicts between sources improved viewpoint comprehension only in high levels of multiplism and evaluativism. The findings advance the understanding of the relation between learners' epistemic thinking and multiple document comprehension.     

生态危机、绿色革命和责任分担——从生态批评审视《世界又热又平又挤》

在新世纪全球生态危机愈演愈烈的背景下,美国作家托马斯.L.弗里德曼的新著《世界又热又平又挤》应运而生。作品提出地球面临着严重困扰,即"又热又平又挤",并由此衍生出深刻影响全球的五大趋势。文章立足生态批判,分别从生态整体主义批判全球生态危机,从生态责任角度阐释绿色革命,从生态正义视野剖析责任分担,从这三个方面出发审视作品蕴涵的生态思想,进而探讨进行绿色革命摆脱生态危机的紧迫性和可行性。     

Primary Teachers' Beliefs about Family Competence to Influence Classroom Practices

Collaborative, equal partnerships between families and schools have been emphasized in early childhood education. However, researchers and practitioners have most often viewed the partnership from the perspective of what families can learn from the school rather than what school staff can learn from families. This study examined the beliefs of kindergarten, first and second grade teachers regarding families' competence to contribute knowledge to their child's educational process. A mixed method design using nominal group technique, Q methodology and interviews was employed. Thirty-three teachers, from a variety of schools, participated in nominal group discussions as a source of Q statements. Q sorts were conducted with 43 teachers. Results indicated three distinct factors characterizing teachers' attitudes regarding family competence to influence classroom practice. Seven teachers, representing the varied beliefs expressed through the Q sort, were interviewed to clarify the three factors emerging from the Q analysis. The findings suggest the need to consider the beliefs of current, as well as prospective, teachers regarding the frequently neglected "other half" of the partnership, school staff learning from families.     

论《庄子》“卮言”即“优语”

"卮言"是《庄子》的一种写作方式。学者认为"卮言"是对散漫无谓之言的比喻性说法,或是先秦饮酒礼中的祝酒辞。事实上,"卮言"即"扬觯之语",它的散漫嘲戏的特点,说明它是俳优在酒席上的语言表演,又称"优语"。"优语"的内容包括插科打诨、谜语、神怪故事和说唱等。"优语"因其娱乐性质而享有豁免的权利,俳优可以利用这一职业特权进行劝谏,因此,"优语"又是一种有所承担的话语形式。"优语"因其似有似无的姿态和充满了隐喻性的表达方式,而得到道家的认同。《庄子》大量采用了"优语"即卮言的形式,或模仿了它的表达方式。《庄子》自云"卮言日出",确非虚语。     

The beliefs of teachers and daycare staff regarding children of divorce: A Q methodological study

This Q methodological study explores beliefs of daycare staff and teachers regarding young children’s reactions related to divorce. The Q factor analysis resulted in two viewpoints. Participants on the viewpoint “Child problems” believe that children show various emotional and behavioral problems related to divorce, while those on the “Structure is working” viewpoint believe structure in daycare centers and parental cooperation help children to overcome divorce-related difficulties. Selective perception based on subjective experiences may have influenced these views. Practical implications are discussed. Q methodology and cognitive interviewing techniques seem efficient in exploring daycare staff beliefs.     

Online disclosure of university social responsibility: a comparative study of public and private US universities

Public and private universities tasked with incorporating principles of social responsibility (SR) into their activities face the multiple challenges of addressing expectations of diverse stakeholders, establishing mechanisms for dialogue, and achieving greater information transparency. This article has two goals: first, to analyze whether SR has become an essential element in activities associated with university accountability, information transparency, and the use of the Internet; second, to analyze whether SR is used by universities as a differentiating factor in relation to their status. A comparative study of public and private US universities shows that neither is strongly committed to the online disclosure of SR information, including in relation to sustainability-related activities. Moreover, there is a uniformity in the accountability activities of both university types, suggesting that the challenges are not being faced, and SR is not being used as a differentiating factor in the pursuit of positional or competitive advantage.     

Social life for sale! A critical discourse analysis of the concept of student life on Danish university websites

This paper aims to investigate the marketization of higher education (HE) as it manifests itself in the concept of Student life on Danish HE websites. Taking Norman Fairclough’s critical discourse analysis as its starting point, this paper critically examines this particular practice of marketization by making a single-case study of the pages called Student life at the biggest university in Denmark, Copenhagen University (CU). The findings show that these page elements of social life are intensively and routinely used to soften up the more demanding aspects of being a university student, and that this involves a significant positive evaluation of life as a university student. The paper addresses the potential problems related to the findings in order to contribute to further discussion and reflection upon issues centred around the marketization of HE on university websites and around the construction of what it means to be a student today.     

Primary Teachers' Beliefs about Family Competence to Influence Classroom Practices

Collaborative, equal partnerships between families and schools have been emphasized in early childhood education. However, researchers and practitioners have most often viewed the partnership from the perspective of what families can learn from the school rather than what school staff can learn from families. This study examined the beliefs of kindergarten, first and second grade teachers regarding families' competence to contribute knowledge to their child's educational process. A mixed method design using nominal group technique, Q methodology and interviews was employed. Thirty-three teachers, from a variety of schools, participated in nominal group discussions as a source of Q statements. Q sorts were conducted with 43 teachers. Results indicated three distinct factors characterizing teachers' attitudes regarding family competence to influence classroom practice. Seven teachers, representing the varied beliefs expressed through the Q sort, were interviewed to clarify the three factors emerging from the Q analysis. The findings suggest the need to consider the beliefs of current, as well as prospective, teachers regarding the frequently neglected "other half" of the partnership, school staff learning from families.     

Distribution of influence,communication, and relational mentoring in the US superintendency

We report on how fifty superintendents (chief executive officers of public school systems, each invited by a researcher to participate) from seven states in the US talked in eight focus groups of their perspectives on their influence as leaders, their efforts to communicate with stakeholders, and how they learn from these stakeholders. We maintain that our participants’ revelations suggest that three definitions must be expanded to fit their work. First, influence or authority must be seen not merely as vested in the superintendent; rather, these superintendents described their leadership in terms of working with and through others. Second, organizational communication for these superintendents is more than the district’s leader communicating his or her perceptions and wishes to others; it is more relational, in which a variety of actors communicate their perspectives to one another. Third, this type of inter‐professional leadership leads logically to relational mentoring, where learning does not pass merely from expert to novice; rather, superintendents described their roles in terms of various parties learning from and teaching one another. We discuss implications of these insights for practice, research, and preparation.     

Responsible Research and Innovation as a Novel Approach to Guide Educational Impact of Mind,Brain, and Education Research

We propose a Responsible Research and Innovation (RRI) framework to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders. RRI is an approach that has successfully been used in different research fields, but not yet in MBE research. After substantiating the need for, and possibilities of using this framework within MBE research, we report a case study to demonstrate the feasibility and benefits of RRI within an MBE context. This case study entails developing an educational intervention to improve learners' sense of agency regarding their own learning processes using neurofeedback. Using RRI, we found that societal stakeholders (teenagers, parents, and teachers) anticipate different potential impacts of this neurotechnology‐based intervention than researchers did, enabling us to adapt the intervention according to these perspectives. This example demonstrates that RRI enables researchers to be reflexive and responsive to the stakeholders needs and values, to ultimately improve the educational and societal value of MBE research.     

A Market/Value Based Approach to Satisfy Stakeholders of Higher Education

ABSTRACT

What value does the university offer in terms of economic and social development? Having stakeholders question the contribution and value of colleges and universities is not new nor is it unique to American universities. Institutions of higher education are currently facing a crisis of confidence by parents, prospective students, alumni, congressional committees, and the media. Many stakeholders are concerned about the value provided by colleges and universities. Although there has been an effort to call attention to the issue and to examine select educational processes, there is a dire need to address all aspects of the university product. This article provides a market-based paradigm to help university/college administrators understand the critical aspects of identifying, defining, managing, and delivering superior value to all stakeholders of the institution. This article also provides a university planning process model for incorporating value in the strategic planning process of any university. Faced with increasing pressure to reduce the churn rate of students and increase retention, universities' focus must shift toward attracting students who fit with the value proposition (delivery) of the institution. This article is not an attempt at resolving the debate over the role or purpose of the university; our intent is to present a market-based approach to facilitate the delivery of value to all university stakeholders in keeping with the vision and mission of the institution.     

Learning to argue as a biotechnologist: disprivileging opposition to genetically modified food

In the public discussion of genetically modified (GM) food the representations of science as a social good, conducted in the public interest to solve major problems are being subjected to intense scrutiny and questioning. Scientists working in these areas have been seen to struggle for the position of science in society. However few in situ studies of how the debate about science appears in learning situations at the university level have been undertaken. In the present study an introductory course in biotechnology was observed during one semester, lectures and small group supervision concerning GM food were videotaped and student’s reports on the issue were collected. The ethnographic approach to Discourse analysis was conducted by means of a set of carefully selected and representative observations of how a group of students learn to argue and appropriate views held in the Discourse they are enculturated into. While socio-scientific issues (SSIs) are often associated with achieving scientific literacy in terms of “informed decisions” involving “rational thought and Discourse” this study shows that SSI in practice, in the context studied here, is primarily concerned with using scientific language to privilege professional understandings of GMOs and discredit public worries and concerns. Scientific claims were privileged over ethical, economical and political claims which were either made irrelevant or rebutted. The students were seen to appropriate a Discourse model held in the biotechnological community that public opposition towards GMO is due to “insufficient knowledge”. The present study offers insights into biotechnology students’ decision making regarding socio-scientific issues, while also demonstrating the utility of Discourse analysis for understanding learning in this university context. Implications for reflection on the institutional Discourse of science and teaching of controversial issues in science are drawn and the study contributes to the investigation of claims of scientific literacy coupled to SSIs and argumentation     

The Coronavirus and Higher Education: Faculty Viewpoints about Universities Moving Online during a Worldwide Pandemic

The purpose of this study is to examine faculty’s views about the move from face-to-face (F2F) instruction to online due to the COVID-19 pandemic. The researcher used Q methodology [Q], a mixed method, to determine and describe faculty views about this situation. The participants sorted 36 statements to reveal and describe their subjective viewpoints. In Q, similar sorts are grouped together mathematically into factors, each representing a unique viewpoint. The Q-sorting process is reflective and self-referent. The operation of sorting items allows participants to provide their internal viewpoint. This is different from responding to a Likert-type survey. Additionally, the analyses allow for differentiation of views rather than an aggregate of views. Each unique viewpoint is described by a representative sort, distinguishing statements, and participants’ post-sort responses. Three views emerged: Techies who like to teach (the view most positive in relation to teaching online); Overwhelmed as human beings (populated by caregivers); and It’s about what cannot be done online (those who are focused on the limitations of technology and abilities for online instruction). Generally, faculty felt frustrated with their ability to best support their students within the online format. Administrators should consider the results of this study to better understand the instructional and mental-health needs of faculty especially in an emergency situation, such as COVID-19. The findings indicate that creating the best learning situations for students is not one-size-fits-all and that there are discipline and pedagogical issues to consider when moving F2F courses online that are not fixed simply with technology.

     

Teacher epistemology and collective narratives: Interrogating teaching and diversity

This action research study interrogates how one teacher educator analyzed her pedagogy and engaged her students in writing narratives about working with children, families, and co-workers who are racially and ethnically different from themselves. Data were collected from a special topic graduate course entitled, Epistemology, Diversity and Teaching, at a large Midwestern university. Issues such as “otherness”, the culture of power, and white privilege were some key concepts addressed in the course. Findings indicated that use of key readings and meaningful discussion on controversial issues enhanced students’ ability to take multiple perspectives, recognize the significance of student epistemology, and acknowledge the importance of culturally relevant pedagogy to meet the needs of a diverse student body.     

The Role of Partnership in Shaping the Diversity Agenda

This study examines how external stakeholders, collaborators, and partners help shape the diversity agenda in post-secondary education. Results from a comparative case study analysis of four professional schools (public health, business, social work and engineering) at a large American research university suggest that external social actors are influential in stimulating diversity-related activity and determining how post-secondary organizations address pressures, expectations, demands, requirements and incentives related to diversity.

     

Higher education institutions and entrepreneurship in underserved communities

This study examines the experiences of business development centers in higher education institutions (HEIs) to promote entrepreneurship in underserved communities. It draws experiences and perspectives from multiple stakeholders to examine the contribution of HEIs toward equitable economic development and social renewal. Based on extensive qualitative data analyses, this study highlights the role of HEIs as anchor institutions and intermediary enablers of economic development in bridging traditionally split efforts between different university missions. The findings contribute to research and practice on entrepreneurship education and universities’ engagement in fostering inclusive entrepreneurial ecosystems and equitable growth through entrepreneurship.

     

Curriculum and Curriculum Development. Grounds for an Eclectic Approach Based on Different Viewpoints

Curriculum theories and approaches often only focus certain aspects of the curriculum field. Here three different perspectives are presented, compared and evaluated: Phenix's philosophy of the curriculum (often called a traditional viewpoint), Schwab's practical alternative angle and Goodson's curriculum history perspective. The aim is to explore the possible basis for an eclectic approach.

As Johnansen died unexpectedly shortly after having submitted this article, mail regarding the article may be addressed to the Norwegian national editor.     

Universities as legal entities and community dispute resolution: An Australian case study

This article considers the exercise of statutory power by an Australian university, in the state of Victoria, when undertaking commercial activities that impact negatively on a local community. A single case study design is used to report on the process engaged in by the community and university to resolve this dispute. This includes consideration of the university’s characterisation of the activities it engaged in, the university bypassing local planning processes and the university’s identification of the community with which to conduct its consultation processes. All publicly available documents regarding the proposed development were scrutinised as well as records of public forums related to the dispute. The study findings advance public understanding of the complexity of the vexed question of the extent to which university legislation can be used for commercial purposes and key issues for consideration when undertaking university–community engagement that have wider application for universities globally. John Dewey’s philosophy of democracy and education provides valuable insights for developing democratic processes that facilitate deep understandings and good will that ultimately have the potential to enrich communities and prevent conflict.