ANNOUNCEMENTS

Most college professors want their students to grow personally as well as intellectually. They want their students to become more reflective and self-aware as a result of taking their courses. This goal is typically consistent with, and even serves to advance, the stated missions of the institutions in which they teach. But there is a problem: not only do these "ineffable" objectives seem difficult or impossible to assess within the context of a course, but it is also often unclear how the course itself will help students work toward these objectives. Critical thinking about one's experiences, attitudes, and values goes hand-in-hand with personal growth and development. This essay explores how conventional assignments can be modified and expanded to include such critical thinking and writing vis-a ¤ -vis the main concepts of the course. Also presented are grading rubrics that can serve as formative assessments of the student's abilities in these areas.     

Effect of individualized goal-setting on college biology students' locus of control

This study investigated the effect of Individualized Goal-Setting A-T, relative to Classic A-T, on a student's locus of control (generalized and academic). This study also examined the effect of pretesting, relative to no pretesting, on a student's locus of control. Sixty students in an introductory, Audio-Tutorial, college zoology course were randomly assigned to treatment and control groups. Control groups (Classic A-T) completed the course in the usual manner. Treatment groups (IGS A-T) completed the course in the usual manner with one exception. That is, they used a different format for Optional Minicourse mastery. This new format released greater control to students over means as well as ends of minicourse mastery. Data were collected through use of the Solomon Four-Group design, with two levels of treatment (Classic A-T, IGS A-T) and two levels of pretesting (pretest, no pretest). Instruments included the Rotter I-E and Schafer Academic I-E Locus of Control Scales. Posttest scores were analyzed by a 2 × 2 multivariate analysis of variance (MANOVA). The following conclusions were made (p < 0.10).

• 1 IGS A-T, relative to Classic A-T, has no significant effect on a student's locus of control.
• 2 Pretesting, relative to no pretesting, has no significant effect on posttest locus of control.

     

Maximizing Learning From Engaging Across Difference: The Role of Anxiety and Meaning Making

This study explores college students’ reactions to engaging in experiences with diverse others that students found uncomfortable, interactions that disrupted students’ current beliefs or values. Our examination of these experiences was grounded in theory and research on intergroup contact and anxiety and developmental models of self-authorship leading to intercultural maturity. We found three types of reactions to these experiences: Some students were “stuck,” unsure of how to respond; some were prone to continue exploring; and some reframed their perspectives to reflect capacities associated with advanced intercultural maturity. We offer recommendations for managing intergroup anxiety and scaffolding learning to support reframing one's perspectives to maximize learning from engaging in difference.     

Linguistic Analysis of Project Ownership for Undergraduate Research Experiences

We used computational linguistic and content analyses to explore the concept of project ownership for undergraduate research. We used linguistic analysis of student interview data to develop a quantitative methodology for assessing project ownership and applied this method to measure degrees of project ownership expressed by students in relation to different types of educational research experiences. The results of the study suggest that the design of a research experience significantly influences the degree of project ownership expressed by students when they describe those experiences. The analysis identified both positive and negative aspects of project ownership and provided a working definition for how a student experiences his or her research opportunity. These elements suggest several features that could be incorporated into an undergraduate research experience to foster a student''s sense of project ownership.     

Motivation matters? The relationship among different types of learning motivation,engagement behaviors and learning outcomes of undergraduate students in Taiwan

The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted from the Motivated Strategies for Learning Questionnaire and the National Survey of Student Engagement College Student Report. Multiple hierarchical regression analysis was used in data analysis. Findings confirm that different student background characteristics and learning motivation can predict different learning outcomes. However, student engagement behaviors cannot significantly predict different types of learning outcomes when student background and learning motivation variables are included. This study also finds that student’s majors play an important role in explaining learning outcomes. Overall, the findings highlight the importance of learning motivation and suggest that instructors can provide students with more successful learning experiences to ensure more confidence in their learning abilities.     

What Students Don't Tell Their Parents:

This article deals with the usually unverbalized aspects of a college student's emotional life, and how this affects communication with parents. During college the student essentially recreates her or himself. College students find themselves in a "Largely unrecognized turmoil," confronted with new rules for interaction, new lifestyles, and a lack of familiar structure. This leads to a great deal of self-evaluation, comparing previous structures (from the home and high school) with new ideas. Within these circumstances of uncertainty, questioning, and experimentation, the student is particularly vulnerable and greatly wishes for strong expressions of parental support. The issue of communication with parents is clouded by the student's wish for the parents to see her or him as adult and "together"; therefore, the student will rarely express the need for support. If parents are more aware of the student's unverbalized circumstances, as well as appreciative of what they themselves can gain from the changes their daughter or son experiences, both student and parent will feel more at ease and can grow personally. The article suggests certain guidelines for communication between parents and students.     

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group''s instruction was supplemented with the card game, while the control group''s instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory.     

Learning to be a doctor while learning anatomy!

This article presents results from a longitudinal study following a cohort of medical students. Semistructured interviews are conducted every year, in which the students tell about their experiences learning medicine, their daily life, and their social activities in relation to university. The aim of the study is to analyze how medical students develop their professional competencies, values, and attitudes. This article focuses on the medical student's professional development in relation to the process of studying and learning anatomy. We analyze interviews conducted while the students are in their third and fifth semester. Anatomy plays a significant role in the medical student's educational process, on both a cognitive and emotional level. It seems that students in learning the subject matter adapt to fundamental values in the medical profession and are thus transformed into real medical students, sharing a unique experience. The implications for curricular development and professionalism are discussed, and this article argues that the issue of professionalism must be addressed in the educational process in the preclinical years and in relation to the basic sciences. Anat Sci Ed 2008. © 2008 American Association of Anatomists.     

The assignment that triggered change: assessment and the relational learning model for generic capabilities

In a context where changes in conceptions or experiences associated with learning generic skills is a desirable learning outcome, how can assessment instruments be designed to bring about the desired changes? In this paper we show how understanding the variation in students' experience of learning a specific generic capability represents the first step in designing assessment instruments for bringing about desirable learning outcomes. Our research has revealed that from a student's perspective two major elements produce changes in conception or experience. From a teacher's perspective, these changes should lead the student into desirable learning outcomes. The two elements identified by students are assignments designed to encourage reflection and the characteristics of the teaching staff. On the basis of students' perceptions, therefore, we are further challenged to carefully construct assessment to bring about change.     

Analysing novices analysing Prolog: what stories do novices tell themselves about Prolog?

Informal observations of Prolog learners showed that, despite being presented with correct information and models, students still tended to construct their own idiosyncratic explanations of events, and, characteristically, they defended these ‘stories’ fiercely when tutorial intervention was attempted. Although the stories were often so flawed that the student's future progress was potentially hampered, it was nevertheless true that learning could not have proceeded at all without them. It seems that if we are to understand the novice Prolog programmer, we need to know about these stories, their source, and what, if anything, they have in common from one learner to another. Pain and Bundy (1987) posed the question “What stories should we tell novice Prolog programmers?” in order to teach them Prolog. In our research, we ask: “What stories do novices Prolog programmers tell themselves?” in order to learn Prolog. Observational studies undertaken showed that students used tacit knowledge of human discourse processes both to interpret the language used to communicate with the computer and to interpret the behaviour of the machine. Students did not appreciate the fundamental differences between natural discourse (as takes place amongst humans) and formal discourse (as takes place between humans and machines), and confused elements of the discourse levels. This can be an effective initial learning strategy, but unless its limitations are recognised, programs are inevitably incomplete at some level. Examples from these studies are reported here with illustrative protocol fragments.     

An educational game for learning human immunology: What do students learn and how do they perceive?

The scientific concepts of human immunology are inherently complicated and extremely difficult to understand. Hence, this study reports on the development of an educational game entitled Humunology and examines the impact of using Humunology for learning how the body's defense system works. A total of 132 middle school students participated in this study and a quasi‐experimental approach with a two‐group pretest/posttest research design was used. A knowledge assessment including 19 items was developed, and a questionnaire instrument with seven dimensions, which focuses mainly on perceptions toward the use of Humunology, and the help‐seeking behaviors of the students, was employed. The results show that students who learned by playing Humunology significantly outperformed those who learned by using web‐based content on items that examined their understanding of procedural knowledge and higher level of cognitive process. Students in the experimental group also had a significantly higher level of satisfaction than their counterparts. In terms of predicting a student's learning achievement on the posttest, the three positive variables were the results of the pretest, perceived ease of use, peer learning and help‐seeking behaviors. The only negative one was perceived playfulness. The implications and suggestions for further research derived from these findings are discussed.     

Self-modeling as an intervention to increase student classroom participation

The effect of self-modeling as an intervention to increase individual participatory behavior in the classroom was investigated using a multiple baseline design across three second grade students with a follow-up. In addition, a control student was employed to further investigate the effects of the intervention. Self-modeling is defined as the positive change in behavior resulting from spaced viewing of oneself on edited tapes depicting exemplary behavior. Students viewed edited videotapes of themselves successfully volunteering to participate in class by raising their hand. The three students, during baseline, had a mean participation rate ranging between 8% and 24% compared with the control student's rate ranging between 53% and 63%. During intervention, the mean participation rate ranged between 28% and 60% compared with the control student's rate ranging between 43% and 46%. At follow-up, students had a mean percentage rate ranging between 44% and 64% compared with the control student's rate of 53%. Thus, they more closely approximated or surpassed the control student's mean rate of participation during intervention and follow-up, suggesting that the self-modeling intervention was effective in increasing individual participatory behavior in the classroom. © 1998 John Wiley & Sons, Inc.     

Critical Issues in Teaching a Multicultural Counseling Course

A Multicultural Counseling course (MCC) brings unique challenges and rewards to both instructors and students. Given its unique challenges, the process of teaching a MCC is as important as, or even more important than, the content. Drawing from extant literature and the authors’ experiences, this paper discusses such topics as what to teach, how to teach, classroom dynamics, instructors’ issues, and students’ issues to provide a concise, practical, and comprehensive framework for teaching such difficult but essential courses.     

The impact of a Framework‐aligned science professional development program on literacy and mathematics achievement of K‐3 students

This study investigates the effect of a Framework‐aligned professional development program at the PreK‐3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around science in the home. This quasi‐experimental study used a three‐level hierarchical linear model to compare the Renaissance STAR Early Literacy, Reading, and Mathematics scores from 2015 to 2016 of K‐3 students in treatment and control classrooms in a large Midwestern urban school district. The statistically significant results indicate that, on average, every year that a student has a program teacher adds 8.6 points to a student's spring STAR Early Literacy score, 17.0 points to a student's STAR Mathematics score, and 41.4 points to a student's STAR Reading score compared to control students. Implications for early elementary teacher education and policy are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1174–1196, 2017     

Essential foundations for establishing equivalence in cross-national higher education assessment

The global context of contemporary higher education demands international benchmarks. Quality assurance of teaching and learning would benefit from the insights gained from cross-cultural assessments. If cross-cultural assessments are used it is imperative that equivalence is assured, requiring attention to the technical standards used. In this paper we draw on our experiences implementing the Organisation for Economic Cooperation and Development’s Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study across 17 countries. We consider the key standards required in a number of core technical areas to achieve equivalence. We discuss how different elements were achieved in the AHELO Feasibility Study. These include the development of assessment materials for use across languages; selection and engagement of students; delivery of assessment materials and analysis of assessment data.     

Diagnosing and altering three aristotelian alternative conceptions in dynamics: Microcomputer simulations of scientific models

This is a report on the investigation of a microcomputer-based system for the diagnosis and remediation of three Aristotelian alternative conceptions of force and motion held by eighth-grade physical science students. Diagnosis and posttesting were done with computer-displayed, graphics-based, multiple-choice questions. The two remediation simulations were designed to present scientific idealizations and to be perceived by the student as anomalous to the three alternative conceptions. Structured interviews were employed at several points during the study to obtain indications of the conceptions of force and motion of students with different achievement rankings, as well as to determine the students' reactions to the computer pretest questions or the simulations. A student's possession of alternative conceptions was unrelated to whether the student was a strong or weak learner of science. Students who were currently studying dynamics in their classes exhibited a very different pattern of nonscientific answers on the computer diagnostic test than did students who had completed that topic. The completed students who were selected for possession of alternative conceptions were facilitated by the computer simulations in altering their naive conceptions to a significant degree.     

The effects of relaxation and biofeedback on attention to task and impulsivity among male hyperactive children

This study examined the effects of relaxation training and biofeedback on attention to task and on impulsivity as measured by the Matching Familiar Figures Test (MFFT) among 36 hyperactive male children. Subjects who were identified through teacher ratings on the abbreviated Conners’ Behavior Rating Scale were randomly assigned to treatment and control groups. The experimental treatment consisted of three sessions (each session consisting of 2 phases) of relaxation training and biofeedback. There were no significant differences on all pretest measures (baseline electromyographic readings, pretest error on attention task, and pretest latency). However, differences on all these measures became statistically significant (p < .01) with the treatment group improving attention to task scores and decreasing impulsivity scores. When all pretest data, posttest error, student's age and teacher's rating were controlled for, analysis of covariance results confirmed the significant differences between both groups. It was concluded that relaxation training and biofeedback warrants inclusion in programs designed for hyperactive male children.     

Can weekly discussions in a sensory science course influence student's perception and confidence in their professional success skills?

The Institute of Food Technologists’ (IFT) success skills highlight the importance of developing professional skills in the food science curriculum. On the other hand, many students in higher education report that the public school system feels disconnected and unrelated to their future. In this context, this study aimed to evaluate student's perceived importance of professional skills, as well as to enhance their awareness and confidence in them. Students in a sensory science class at the University of Illinois completed a questionnaire at the beginning, middle, and end of the semester to assess their opinion of and self‐assurance in professional skills, such as writing technical reports, providing leadership, making formal presentations, and applying critical thinking. During the semester, students received basic training and guidelines on each skill and were given assignments and activities to practice them as part of their coursework. Results showed increased knowledge about the existence of IFT core competencies, as well as an increased motivation to practice success skills regularly. They also showed an increased perceived importance of presentation skills, leadership, dealing with group conflict, researching scientific information, and library resources. Confidence in 80% of the skills increased significantly by the end of the semester, after students had been presented with opportunities to practice and discuss the skills in groups. Students were also able to relate their learning of specific success skills to different course assignments. This study concluded that a general exposure to the importance of practicing professional skills in a college setting enhanced student's experiences and awareness by connecting them to their future professional careers.     

Creativity Counts: Why Study Abroad Matters to Technical and Professional Communication

Technical communication programs preparing students to perform as symbolic analytic workers can improve a student's creative problem-solving abilities by offering study-abroad opportunities. Newer research from the field of psychology is used as a conceptual framework for discussing the author's development of curriculum for a study-abroad offering within a professional writing program. Details on the study-abroad curriculum proposal such as course assignments, readings, credit hours, and program destination and logistics are included.