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Disruption is an inevitable factor in business and society, while inability to mitigate and manage risk can cause irreparable damage to business, the economy, and our ways of life. The COVID-19 pandemic has heightened interest in standards-based strategies for risk management and crisis preparedness to enhance organizational and societal resilience. University curricula that integrate national and international standards offer students a rich skill-set for effective performance in their careers. Moving forward, we must cultivate capable professionals who understand the challenges and risks facing society, and grasp standards and systems for strategic planning, response, and recovery to promote organizational resilience and sustainable development. Our research focuses on integrating risk management and continuity standards into university curricula, based on implementation at a large private university and regional community college in the Northeastern United States. We propose and evaluate a modular approach to introduce students to specific national and international standards and teach them to identify and apply relevant standards based on the locally-driven, whole community nature of disaster, response, and recovery. Standards-based curriculum and the skills that result will be key to readiness for tomorrow's graduates. [For the full proceedings, see ED631133.]

Collaborative dialogue is rich in conscious and subconscious coordination behaviours between participants. This work explores collaborative learner dialogue through theories of alignment, analysing inter-partner movement and language use with respect to our hypotheses: that they interrelate, and that they form predictors of collaboration quality and learning. In keeping with theories of alignment, we find that linguistic alignment and gestural synchrony both correlate significantly with one another in dialogue. We also find strong individual correlations of these metrics with collaboration quality. We find that linguistic and gestural alignment also correlate with learning. Through regression analysis, we find that although interconnected, these measures in combination are significant predictors of collaborative problem solving success. We contribute additional evidence to support the theory that alignment takes place across multiple levels of communication, and provide a methodological approach for analysing inter-speaker dynamics in a multimodal task based setting. Our work has implications for the teaching community, our measures can help identify poorly performing groups, lending itself to informing the design of real time intervention strategies or formative assessment for collaborative learning. [For the full proceedings, see ED615472.]

Collaborative problem solving in computer-supported environments is of critical importance to the modern workforce. Coworkers or collaborators must be able to co-create and navigate a shared problem space using discourse and non-verbal cues. Analyzing this discourse can give insights into how consensus is reached and can estimate the depth of their understanding of the problem. This study uses Coh-Metrix, a natural language processing tool that measures cohesion, to analyze participant discourse from a recent multi-modal learning analytics study where novice programmers collaborated to use a block-based programming language to instruct a robot on how to solve a series of mazes. We significantly correlated thirty-five Coh-Metrix indices from the transcripts of dyads' discourse with collaboration, learning gains, and multimodal sensor values. We then fit a variety of machine learning classifiers to predict collaboration using the indices generated by Coh-Metrix as features. This study paves the way for real-time detection of (un)productive interactions from multimodal data and could lead to real-time interventions to support collaborative learning. [For the full proceedings, see ED599096.]

With the advent of new data collection techniques, there has been a growing interest in studying co-located groups of students using Multimodal Learning Analytics to automatically identify collaborative learning states. In this paper, we analyze a multimodal dataset (N=84) made of eye-tracking, physiological and motion sensing data. We leverage unsupervised machine learning algorithms to find (un)productive collaborative states. We found a three-states solution where different states (and transitions between them) were significantly correlated with task performance, collaboration quality and learning gains. We interpret these findings in light of collaborative learning theories and discuss their implications for studying groups of students using MMLA. [For the full proceedings, see ED599096.]

In this paper, we describe the analysis of multimodal data collected on small collaborative learning groups. In a previous study, we asked pairs (N=84) with no programming experience to program a robot to solve a series of mazes. The quality of the dyad's collaboration was evaluated, and two interventions were implemented to support collaborative learning. In the current study, we present the analysis of Kinect[TM] and speech data gathered on dyads during the programming task. We first show how certain movements and patterns of gestures correlate positively with collaboration and learning gains. We next use clustering algorithms to find prototypical body positions of participants and relate amount of time spent in certain postures with learning gains as in Schneider & Blikstein's work. Finally, we examine measures of proxemics and physical orientation within the dyads to explore how to detect good collaboration. We discuss the relevance of these results to designing and assessing collaborative small group activities and outline future work related to other collected sensor data. [For the full proceedings, see ED593090.]

"Return on Investment, What is the Value of the Associate Degree?" provides a checklist of high-impact practices that colleges can employ to support students on their journey to degree completion and potentially improved employment outcomes. Mark Schneider, vice president and institute fellow, American Institutes for Research (DC), compares subbaccalaureate credentials with baccalaureate and post-baccalaureate degrees. In 2014, there were 100,000 more sub-baccalaureate degrees or credentials awarded than bachelor's degrees. Schneider shows that majors matter, and specific degrees offer the potential of high earnings, particularly in fields where graduates will "fix things or people." Community colleges can help students achieve labor market success by developing strong pipelines from college to the workplace.

This paper, based on the findings of the EU funded CAMELOT project (2013-2015), explores the added value of Machinima (videos produced in 3D virtual environments) in language learning. The project research evaluated all stages, from developing to field testing Machinima. To achieve the best outcome, mixed methods were used for the research, including quantitative and qualitative techniques of data collection, such as questionnaires, interviews and focus group discussions. The data were provided by teachers and learners using Machinima in their classroom, as well as by learners participating in web based language courses of which all results were well documented in the form of case studies. [For the complete volume of short papers, see ED572005.]

This study examines the impact of Learning and Teaching Linear Functions (LTLF) professional development materials on teachers' mathematics understanding and teaching practices, as well as students' resulting algebra proficiency, learning, and achievement. Learning and Teaching Linear Functions are modular, video-based professional development materials designed to enable teachers to deepen their specialized content knowledge by understanding ways to conceptualize and represent linear functions within their teaching practice. The intervention consisted of a one-week summer institute and on-line support throughout the academic year. [For the complete proceedings, see ED597799.]

School accountability systems have been roundly criticized for their narrowness, being largely informed by standardized achievement scores. With the passage of the Every Student Succeeds Act, accountability systems may become more multifaceted in coming years. This study examines pilot results of an alternative school quality framework--one generated with stakeholder input and incorporating a wide range of measures. Comparing this alternative system against the current state accountability system, we find that the two systems produce somewhat similar overall rankings. However, we find substantial variation across particular measures within the alternate framework, indicating that even if the current state system adequately captures overall school quality, it obscures important differences--strengths and weaknesses--across schools. Policy implications of these findings are explored

Findings of a study that explored the ways in which teachers' understandings about pedagogy evolve are presented in this paper. Previous teacher development research suggests that teachers' understandings evolve in a lawful, linear way. Although the expression of the different levels is clear, the evolution process is not. Methodology involved a "microgenetic" analysis of the weekly journal entries made by a student teacher enrolled in the Developmental Teacher Education Program at the University of California at Berkeley. Findings suggest that pedagogical thinking develops through conflicts that arise when previous ways of thinking about issues related to learning and teaching are inadequate in new classroom situations. A conclusion is that teacher educators can use journals to implement innovative curricula and engage students in developmentally appropriate activities and discussions. (LMI)

W. G. Perry (1970) formulated a description of stages of intellectual and ethical development. Perry's schema seems to have applicability in describing trainees as they approach working with families and gauging counselor trainees' level of progress. The first stage is "dualism" in which trainees rely primarily on the use of logic and the weight of authority and experts' opinions to build a base of support for arriving at the right answer. In the second stage, called "multiplicity," trainees realize that the most important questions raised in family therapy have no "right or wrong" answers and they begin to perceive a high degree of relativism. In the third stage, "committed relativism," trainees who begin to sense what stage three is about possess more intrinsic interest in family therapy, are more aware of ramifications of therapists' interventions, appear to have greater awareness of ethical issues involved in working with families, have a greater sense of confidence in their skills, and display an attitude that they do not necessary know what is best for the family in treatment. The 1980s and 1990s seem to be witnessing increased awareness of ethical issues among family psychologists due to factors related to the legal professions and training programs. Failing to develop ethically binds and constricts the therapist's efficacy and potential to help the client and the client's family relations. (ABL)

There are a number of views of the relationship between language and thinking. Two prominent figures in developmental psychology, Jean Piaget and Lev Vygotsky, proposed theories of language and thinking which also involve the notion of "communication." For Piaget, thinking develops first, and language comes along as an expression of thought. For Vygotsky, language and thinking are initially separate but come to have mutual effects on one another. Vygotsky's perspective is the most effective at linking language and thinking with communication. Language is seen as first a means of communicating with others, and later as an aid to thinking, which becomes more powerful as "inner speech" than it was earlier. (An appendix contains two transcripts of mother-child puzzle solving interactions.) (SR)

In this work we present an overview of ion cyclotron emission (ICE) signals observed on ASDEX Upgrade (AUG) with a B-dot probe array [1]. The array was recently augmented with an 8 channel digitizer (up to 250 MHz sampling rate) that makes it possible to measure a phase from up to 8 (out of 12) probes. This diagnostic upgrade allows to measure the field-aligned (∼toroidal) propagation direction and the mode number for ICE. The high-frequency Alfvén eigenmode is a commonly observed instability in NBI-heated plasmas on AUG. The frequency of this mode is typically around half the on-axis cyclotron frequency of the driving fast ion species. The mode characteristics measured with the improved ICE diagnostic are consistent with the shear-polarized (or global) Alfvén eigenmode: the mode propagates toroidally in the counter-current, counter-injection direction with a high (>20) mode number. Core ICE is also commonly observed in NBI-heated discharges on AUG. These signal spectra match the on-axis cyclotron frequency (and higher harmonics) of the driving fast ion species and the excitation mechanism is consistent with the magnetoacoustic cyclotron instability (MCI). The recent toroidal phase measurements show that we are dealing with a nearly perpendicularly (to the background magnetic field) propagating wave, in line with the MCI picture. [ABSTRACT FROM AUTHOR]

In organisations, the topic of cybersecurity is becoming increasingly important as the number of cyberattacks continues to grow; it is no longer just a matter of protecting, but rather of detecting cyberattacks at an early stage and responding accordingly. There is no generic model for the evaluation, deployment, and operation of a sufficient 'Security Information and Event Management' (SIEM) available that can be applied generically. Applying a recognized design science approach, the goal of this research was to develop and validate a generic model 'EDO4SIEM' for the evaluation, deployment, and operation of a SIEM system (SIEMs) in any organisation. As desire for future research, the model should be applied in various organizations to confirm its applicability and to further develop it. [ABSTRACT FROM AUTHOR]

In recent years much attention has been given to the identification of social and psychological factors that may account for differences in the achievement of students in American schools. A wide range of studies has demonstrated that the family's socioeconomic status and racial background, as well as the socioeconomic and racial composition of the school's student body, are correlated with both student achievement and mean school achievement. The high correlation between family background and school composition in both individual and mean school achievement, however, does not demonstrate that these variables are the cause of differences in achievement. The small number of exceptions at least suggests that a significantly higher achievement is possible in low SES schools, and that significantly lower achievement sometimes occurs in high SES schools. Similar exceptions to the major regression line demonstrate that reasonably high achievement is possible in low SES black schools. The present research is an attempt to identify some factors that may explain the differences in the level of achievement among schools with similar socioeconomic status and racial composition. (Author)

Given the July 1st, 1976 deadline for selection by the Alaska Native corporations of historical, archaeological, and cemetery sites under 14 (h) (1) of the Alaska Native Claims Settlement Act, the corporations need to know how to protect their resources; what opportunities the Federal and State governments and the professional community can provide to help meet this need; and when such opportunities should be made available. It is important, then, that the Native corporations plan to train Native people as cultural resource managers to: monitor regional development plans; serve as contacts for subregional groups; coordinate the timing and execution of Environmental Impact Statements; set up cultural centers; control trespassers; serve as coordinating contacts for State and Federal agencies involved in preservation; identify professionals as resource people; secure aid in developing Native regional plans. The Federal and State governments and the professional community can respond to this need by providing training programs (Federal and State agency internships, formal course work in related fields, and regional corporation internships) in cultural resources management that initially provide awareness and promote community involvement, preservation knowledge, and self determination. A training program should be developed immediately to insure Native involvement in the decisions relative to preservation. (JC)

Need-based theories of work motivation are considered with particular reference to university faculty; it is hypothesized that three different types of people are attracted to the academic setting: (1) those who want to teach, (2) those who want to do research, and (3) those who want to do both. According to need theories, certain fundamental wants and desires over which people have little control are the activators and directors of all human behavior. Academic institutions, through the opportunities they provide, can facilitate or frustrate the gratification of these wants, and by doing so attract, retain, and motivate particular kinds of academic faculty. It is hypothesized that faculty as a group would tend to fit Maslow's higher order need structures and to be more mature in the sense of that word as used by Argyris and McGregor. For most the the need theories, unsatisfied needs are thought to be the activators of behavior. It is suggested that college faculty are probably high on the need for self-actualization, growth, and achievement. As such, they will be attracted to moderately risky settings that offer them the opportunity to be autonomous, to be investigative, to be challenged, and to be successful. It is suggested that faculty who have their needs relatively satisfied are likely to take on a mentoring function while those who are frustrated are more likely to redirect their energies away from students and research. It is proposed that in order to effectively deal with the particular profile of the needs the typical academic may bring to the academic environment, academic institutions must develop and maintain environments that permit gratification for a researcher and teacher by providing a specific combination of attributes. (SW)

The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were observed in German and American children. Ninety-one American and 102 German fourth graders participated. After pretest assessment, children in the experimental conditions were trained to use a cluster rehearsal strategy on a Sort Recall task. Posttraining assessment included strategy maintenance and near-transfer tasks, and task-related metamemorial knowledge. The two samples differed in significant ways on metamemorial, attributional, strategic, and performance variables. Latent Variable Partial Least Squares (LVPLS) modeling procedures showed that different causal models were required to explain relationships among the cognitive and personality/motivational variables in the two samples. (A 39-item reference list is included.) (Author)

This paper briefly presents a history of comprehensive examinations in higher education in the United States, characteristics of comprehensive exams, and the use of such exams in assessing program quality. This paper then focuses on the experience of 11 program faculties at the University of Tennessee (Knoxville), that developed and used exit exams for majors as one component of a comprehensive program evaluation process. The purpose for test development is discussed, as well as test development procedures: (1) faculty involvement; (2) initial steps; (3) item types; (4) test length; (5) consultants; and (6) test revisions. The preparation of students, test administration and scoring are described, as is the post-administration evaluation of the tests through student reaction, faculty reaction, item analysis, test revision, and test security. The use of test results, future test use, and faculty reaction to the test development process are presented. Faculty involvement in the test development and a review of students' performance stimulated a variety of improvements, including increases in curricular structure, more consistency among faculty teaching core courses, stronger linkages between lower- and upper-division coursework, and more opportunities for students to apply knowledge learned in classes. (PN)

A study compared learning disabled (LD) adolescents with oral expressive problems to non-learning-disabled (NLD) adolescents on a formal operations task, with emphasis on a comparison between non-verbal performance and verbal explanations of the task. This paper reports part of the study, a comparison of two high school freshman subjects. The task was to insert 10 rods in a board and to determine why some of the rods bent more easily than others. Each subject participated in the task with the experimenter and then was asked to explain the task to a person who had not been present for the task. While both subjects met the non-verbal criteria of the task, major differences appeared in the verbal behavior. The NLD subject used connectives; the LD subject either used no connectives or used only "and" and "then." With regard to the choice of content, the NLD subject produced a text consistent with an explanatory format, while the LD subject produced a narrative text. Because the LD subject was able to generalize in the non-verbal situation, it could be concluded that the problem lies in the expression of generalizations and a lack of text-structuring devices, not in the lack of the ability to generalize nor in the lack of formal-operations skills. (AMH)

The purpose of this paper is to frame a preliminary report of a study of gender differences within the mentoring relationship associated with educational leadership. The study also examines the question of whether there is a difference in mentoring women, men, and minorities into positions of educational leadership. The research is based on interviews with 5 male mentors (professors of educational administration, superintendents, and principals) and 15 male and female proteges (superintendents, principals, professors, and other educational administrators). Findings indicate that men continue to be needed as mentors to women because women are not taking on the responsibility for mentoring other women. An analysis of the mentor-protege relationship suggests that mentoring women is a critical tasks that differs from mentoring men with similar career potential and aspirations. Findings also indicate that differences lie along gender lines rather than racial or ethnic background. (IAH)

Research processes are often messy and include tensions that are unnamed in the final products. In our attempt to update and generalize a framework used to examine teachers' support for collective argumentation in mathematics education classrooms to examining teachers' work in interdisciplinary STEM contexts, we have experienced significant linguistic tensions because of the context-dependent nature of language. We aim to acknowledge the difficulty of generalizing research beyond the mathematics education community, describe our attempts to resolve the problem we face, and discuss potential conclusions pertaining to the feasibility of generalizing frameworks beyond mathematics education. [ABSTRACT FROM AUTHOR]

Crapemyrtle bark scale (Acanthococcus lagerstroemiae (Kuwana, 1907)) is an adventive pest that feeds on crapemyrtle (Lagerstroemia Linnaeus). First detected in North America in Dallas County, Texas in 2004, crapemyrtle bark scale has since spread patchily across the southeastern United States. The specimens reported here are the first recorded in Pennsylvania and represent the most northern occurrence of the species. [ABSTRACT FROM AUTHOR]

In an exercise designed to make students aware of their tendencies to examine a persuasive message from a single perspective, students were given a "Saturday Review" letter urging opposition to a bill. They were then told it was a hoax. Next, they were asked to specify "believable" and "unbelievable" features of the letter. Generally, they picked out many "unbelievable" and few "believable" features. The students were then presented with the actual effects of the letter, which clearly indicated that many people believed it to be true. With this information, students were asked to think about why their responses differed so greatly from the "real" responses; finally, they were told to examine the letter again to see what features made it believable. This exercise makes students more aware of their tendencies to examine a persuasive message from their own frame of reference and it helps illustrate the importance of audience analysis. (FL)

A consortium of 39 schools, colleges, and departments of education along with representatives of the Office of Education convened to study the salient problems in secondary teacher education. Areas of interest included: the working cooperation between administrators and faculty; the development of new curricula despite declining enrollment; the nature and responsiveness of the interface between department and community at large; and the revision of promotion criteria. The feasibility of various preservice training programs and the mechanisms for transposing research data into practical application were also discussed. The role of government and the problems encountered in federal funding were explored. Conferees participated in a series of case studies. Results centered on the use of research, the service component in education, and the teacher evaluation methods discussed earlier in the conference. (LH)

A comprehensive statement of teacher rights and responsibilities must consider the nature of the teaching profession, ethical standards, and legal dimensions. Precision in defining these areas as they relate to social studies teachers is difficult due to disagreement about purposes and approaches to social studies, lack of practitioner support of the profession, and low regard for the field by students, administrators, and the public. These factors, combined with indications that teaching qualifies only as a semiprofession, contribute toward a particularly low status for the social studies teacher. Recent teacher militancy has generally sought and won gains in areas of salaries and working conditions rather than policy and status. Dilemmas related to ethical principles and behavior of teachers can be resolved if students, parents, and administrators share in the process of decision making. Although organizations such as the National Council for the Social Studies, the American Civil Liberties Union, and the American Association of University Professors are actively concerned with teacher rights and responsibilities, principles which evolve from professional organizations are not necessarily practiced in public school systems. Courts have recently begun to come to grips with the legal dimensions of teachers' ethical behavior. Court cases are identified which relate to freedom to teach, freedom of speech and association outside the classroom, standards for teacher assessment, and legal rights of students. (Author/DB)