Phenomenological Methodologies in the Field of Educational Communications and Technology

The purpose of this paper is to clarify the philosophical and methodological variations of phenomenological research methods and their role in the field of educational communication and technology (ECT). Phenomenology is a qualitative research methodology concerned with investigating phenomena as they manifest through lived-experiences. The unit of analysis resides in the intentional meanings of phenomena. Analysis of those intentionalities, however, has evolved over the past century; phenomenologists have viewed intentionality as something that is: described (transcendental phenomenology), interpreted (hermeneutic phenomenology), or resists centering and embraces contexts, situations, and the partial (post-intentional phenomenology) (Vagle 2014, 2018). To conduct phenomenological research, then, one must be able to articulate the specific philosophical underpinnings associated with each approach and the suitability of each approach. To support researchers and practitioners in the field, this paper explicates philosophical and methodological variations of more prominent phenomenological research approaches as well as related issues and affordances. In doing so, this paper offers scholars in the field various perspectives in which to ground future phenomenological research.     

A semi-determinate CAM problem requiring unusual mathematical treatment

A method of producing a cam which will always be in two-point contact with an oscillating follower is developed in comparatively general terms in connection with the design of a pump. The contacting portions of the follower are, however, limited to circular arcs of equal radius. A method of computing ideal rates of flow is discussed.     

The Preparation of Master's‐Level Professional Counselors for Positions in College and University Counseling Centers

This study investigated college and university counseling center directors’ perceptions of the adequacy of the preparation of master's‐level counselors for work in college and university counseling centers. Results indicated that counselors were rated on average as prepared; however, many directors had concerns about counselors’ ability to work with students presenting more severe mental health issues. Findings are discussed, and implications for the training and preparation of college counseling practitioners are presented.     

What type of learner are your students? Preferred learning styles of undergraduate gross anatomy students according to the index of learning styles questionnaire

Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles. The predominant preferred learning styles of the students (n = 505) enrolled in the gross anatomy course were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). Preferred learning styles profiles of particular majors enrolled in the course were also constructed; analyses showed minor variation in the active/reflective dimension. An understanding of students' preferred learning styles can guide course design but it should not be implemented in isolation. It can be strengthened (or weakened) by concurrent use of other tools (e.g., flipped classroom course design). Based on the preferred learning styles of the majority of undergraduate students in this particular gross anatomy course, course activities can be hands on (i.e., active), grounded in concrete information (i.e., sensing), utilize visual representation such as images, figures, models, etc. (i.e., visual), and move in small incremental steps that build on each topic (i.e., sequential). Anat Sci Educ 11: 358–365. © 2017 American Association of Anatomists.