Where I end and you begin: The role of boundaries in college student relationships

Eric W. Rosenberger shares how he supports students in two major developmental tasks of traditional‐age college students: Developing their sense of identity and navigating relationships with others.     

西部情结与文化视角——周涛散文魅力探寻之二

周涛散文的魅力 ,来自于他对西部理解的程度和实践的彻底性 ,以及他以独特的文化视角和边陲意识进行的深刻的文化反思 ,这就使周涛的散文充满了“杂交文化”的色彩和比一般游记深刻得多的文化内涵 ,成为我们解读西部风情的最佳文本     

The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts

Educational Studies in Mathematics - The world is now facing the most severe health, social, and economic event of the last hundred years, which has made the need to acquire statistical thinking to...     

Comparing Synchronous Virtual Classrooms: Student,Instructor and Course Designer Perspectives

The synchronous tool that is right for developing an online course depends on the context, needs and priorities. This report compares synchronous, virtual classroom systems Elluminate Live! v. 9 and Dimdim v. 4.5. The researchers compared the features of each system in terms of facilitation of communication, presentation of course content and logistical requirements. Similarities and differences are outlined. Online workshops were conducted with each of the systems to collect feedback from instructors and students regarding overall perceptions of the systems and ease of use. Recommendations are provided for those making decisions about the selection and implementation of a synchronous, virtual classroom system.     

A humanistic framework for helping students

According to David M. Myers and Eric Rosenberger, we all can be “natural helpers” in our relationships with students—read on to learn about the basic set of skills widely considered important for helping students in need.     

Team Knowledge Sharing Intervention Effects on Team Shared Mental Models and Student Performance in an Undergraduate Science Course

The purpose of this study was to examine the effects of a shared mental model (SMM) based intervention on student team mental model similarity and ultimately team performance in an undergraduate meteorology course. The team knowledge sharing (TKS) intervention was designed to promote team reflection, communication, and improvement planning. Results reveal that the TKS intervention was partially effective in enhancing student team SMM and team scores on meteorology lab assignments. The TKS intervention has potential for use in science courses where a teaming approach is used. Similar interventions could likely be developed, empirically examined, and potentially employed to promote success in handling complex challenges while working in teams in the classroom and beyond.