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This study draws on the perceptions of students who have completed authentic project-based and work-integrated assessments and explores their perception of authenticity of the assessments in terms of real work projects. In response to industry and government expectations for work-ready graduates three authentic assessments, were developed in collaboration with industry partners, covering different business program subjects. Drawing on the literature, a three-dimensional framework for authentic assessment in workplace learning was developed. These dimensions -- realism, producing an authentic product, and workplace-based judgment criteria -- formed the basis for thematic analysis of students' perceptions. A case study approach was used with three authentic assessment cases. Qualitative data was gathered via focus groups and surveys guided by the three-dimensional framework. Findings suggest that factors such as social environments created by engaging with industry, realistic tasks that replicated industry activities, and working in teams contributed to the perception of an authentic project-based and work-integrated assessment.

The researchers conducted a qualitative case study on a learning community comprising special education and psychology majors. This community was strategically organized to foster interdisciplinary learning among its members and to design interventions for students struggling with mathematics anxiety, specifically in classes like Algebra 1. Working alongside a university faculty member and a graduate student, the undergraduates applied mental health principles from psychology research to real-world situations. Their efforts included teaching Algebra 1 to a student grappling with both a learning disability in mathematics and mathematics anxiety. In their approach, the group utilized mindfulness principles to tailor conversations to the high school student's interests, effectively incorporating mindfulness techniques into the mathematics tutoring sessions. This approach proved successful, particularly when the student was experiencing high levels of anxiety, enabling significant progress in his Algebra 1 work. The collaborative efforts also provided substantial benefits to the college students, who learned about each other's fields of study. They effectively combined this knowledge in practical ways and applied it in real-world settings. The findings of this study offer important insights for the training of pre-service special education teachers and college students in related fields.

Advanced regional jet simulators, specifically the Bombardier and Embraer series, have grown in popularity within the collegiate aviation world over the last two decades. Curricular and program applications for these simulators made way for improvements to advanced systems and crew resource management (CRM) courses, academic research, and student recruiting. At the same time, U.S. airlines, especially at the regional level, encouraged jet transition training for collegiate aviation students entering their domain. Additionally, collegiate aviation programs accredited by Aviation Accreditation Board International (AABI) must have a culminating upper-division experience in flight education, which may include a capstone course. Collegiate aviation programs could now create a capstone course using these jet simulators. Using a regional jet simulator in a capstone course would allow a program to evaluate pilot skills and assess aeronautical decision-making in a crew environment. It would allow a collegiate aviation program to assess its program goals and student learning outcomes and prepare students for the next phase in their aviation career. This paper discusses designing and implementing a capstone jet transition course using a regional jet simulator in collegiate aviation.

This research utilizes a unique, validated, multiple-choice exam design that allows researchers to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, this study investigates whether asking students to sign an honor code at the start of the exam reduced instances of cheating relative to a control group. Empirical results demonstrate that the classroom of students who signed the honor code had less overall copying of answers and also fewer individual students who engaged in cheating. This study contributes to the literature by conducting analysis on a sample that measures actual cheating frequency, as opposed to relying on reported cheating in surveys, and by demonstrating that a positive intervention can effectively discourage unethical behavior.

The air transportation industry was experiencing massive growth across the globe before the COVID-19 pandemic. At that time, future projections from major forecasting indicators, such as the Boeing Global Forecast and Airbus Market Forecast, predicted a greater than 4% average yearly growth rate over the next twenty years. The Federal Aviation Administration also predicted higher-than-average growth rates in the United States. The Global Covid pandemic brought significant cutbacks and losses to the industry. In 2022, the air transportation industry is bouncing back. With increased aircraft purchases comes the need for thousands of new pilots, managers, cabin crew members, and maintenance technicians. Currently, collegiate aviation is one of the primary producers of qualified candidates in the aviation industry. This paper analyzes the projected growth of the air transportation industry before and after the COVID-19 pandemic and evaluates the status of collegiate aviation programs in supporting that growth worldwide.

The Computing Curriculum 2020 project report, CC2020, Paradigms of Global Computing Education prescribes a competency model for describing curricula that challenges baccalaureate curriculum design to integrate "knowing why" into a fifty-year tradition of guidelines focused on "knowing what." Prescribing this competency model is a call to action to understand the scope of society's aspirations dependent upon computing and, in turn, computing education. These aspirations remind us that the character of a computing professional is as important as her computing expertise. Computing professionalism demands a well-formed mindset, of which computing competency is an essential ingredient. We argue, however, that the whole recipe for professionalism in computing must recognize and reflect on its transformative impact on the systems of society, both technological and human. We extrapolate CC2020's competency model into a framework through which academia and industry can partner to advance computing as a profession by integrating the technological, sociological, and ethical dimensions of computing. Finally, we present a rationale of professionalism in computing where competent practice is informed by the critical aspects of accountability: risk, responsibility, and consequence, where developing a professional mindset of inclinations and dispositions of character is not ancillary, but essential to educating baccalaureate computing graduates.

There are over 2.7 million student-mothers pursuing associate and bachelor's degrees in the US higher education system. Although student-mothers' enrollment continues to grow, they report being misunderstood and underserved in higher education. In response, I offer a modification to Marcia Baxter Magolda's self-authorship entitled, "Self-Authored Identity Resolution and Development for Undergraduate Student-Mothers," to inform student affairs practice and better serve student-mothers.

Policymakers, educators, and families throughout the world are concerned about the lingering effects of the COVID-19 pandemic on school-aged youth. Schools are working to help students readjust to school routines and regain lost ground on academic skill development while also addressing the wounds caused by the pandemic. This study describes one public charter high school's effort to leverage a university-practice partnership to respond to adolescent students' COVID-19-related stress. A 12-week intervention was developed based on youth voice principles; intervention activities focused on helping participants narrate and make sense of their COVID-19 experiences. Eight students participated in the full intervention; most participants were female (85.7%), Asian (71.4%), in the 9th grade (62.5%), and self-identified as ethnic and religious minorities (57.1%). Analysis of participant-produced youth voice artifacts illustrates participants' conscious awareness of, and an ability to reason through, the COVID-19-related forces and events that affected them at all levels of their ecological systems. Qualitative analysis yielded eight themes: emotional experience, social isolation and lost social opportunities, self-improvement, family relationships, experience of school, influence of the state, and relationship to technology. Implications are shared for those seeking to implement youth voice-derived interventions in schools.

Background: The research interview is a valuable tool for collecting data in qualitative studies. All education researchers, whether novice or experienced, need to prepare carefully when planning to conduct interviews. Thus, how best to assist newer researchers to acquire interviewing skills for the purpose of collecting research data remains an important question. Mock, or 'practice', interviews can offer opportunities for such researchers to become more familiar with the methodological processes involved in interviewing, so that they can start to build necessary skills prior to carrying out interviews in the field. Purpose: Set in the context of nursing education, the research sought to describe the use of an online mock interview protocol as a researcher's training tool and consider key lessons learnt from this process. Method: In this qualitative study, seven purposively selected participants from a university in Australia were involved in a mock interview process. A video conferencing platform was utilised as an online environment for the interviews. Findings: Analysis of the procedure indicated the ways in which carrying out the mock interviews supported the researcher's preparation for qualitative interviewing and facilitated the development of good practice for conducting interviews in a virtual environment. Processes included undertaking a rigorous training needs analysis, optimising technical preparedness for the mock interviews, and practising how to ask interview questions in a suitable way. The experience involved learning lessons around self-evaluation, mental readiness, retrieving rich data and troubleshooting technical issues. Conclusion: The research highlights the extent to which successful interviewing depends on the quality of pre-interview preparation on the part of the researcher. Conducting mock interviews prior to online qualitative research could help support less experienced researchers in areas of research including nursing education. Integration of mock interview protocols into curricula for educational research purposes could help provide research students with opportunities to strengthen their skills.

International students in the United States face unique challenges of adjusting to college life in a foreign country due to additional stressors of language, differing academic and study habits, and being socially isolated from their home environment. Therefore, the purpose of this study was to examine the levels of acculturative stress of international students enrolled at a Southern U.S. university. We used logistic regression to examine the relationships between life stress, time spent in the U.S. and acculturative stress controlling for socio-demographic differences between students. Our regression model was statistically significant and explained 37.5% of the variance. Overall, we found that country of origin and academic stress, an attribute of life stress contributed to overall acculturative stress. Implications for higher education, college campus staff and service providers are discussed.

The Performance Assessment for California Teachers (PACT) is a high stakes summative assessment that was designed to measure pre-service teacher readiness. We examined the inter-rater reliability (IRR) of trained PACT evaluators who rated 19 candidates. As measured by Cohen's weighted kappa, the overall IRR estimate was 0.17 (poor strength of agreement). IRR estimates ranged from -0.29 (worse than expected by chance) to 0.54 (moderate strength of agreement); all were below the standard of 0.70 for consensus agreement. Follow-up interviews of 10 evaluators revealed possible reasons we observed low IRR, such as departures from established PACT scoring protocol, and lack of, or inconsistent, use of a scoring aid document. Evaluators reported difficulties scoring the materials that candidates submitted, particularly the use of Academic Language. Cognitive Task Analysis (CTA) is suggested as a method to improve IRR in the PACT and other teacher performance assessments such as the edTPA.

This paper presents student projects analyzing or using blockchain technologies, created by students enrolled in courses dedicated to teaching blockchain, at two different universities during the 2018- 2019 academic year. Students explored perceptions related to storing private healthcare information on a blockchain, managing the security of Internet of Things devices, maintaining public governmental records, and creating smart contracts. The course designs, which were centered around project-based learning, include self-regulated learning and peer feedback as ways to improve student learning. Students either wrote a research paper or worked in teams on a programming project to build and deploy a blockchain-based application using Solidity, a programming language for writing smart contracts on various blockchain platforms. For select student papers, this case study describes research methods and outcomes and how students worked together or made use of peer feedback to improve upon drafts of research questions and abstracts. For a development project in Solidity, this study presents the issues at hand along with interview results that guided the implementation. Teams shared lessons learned with other teams through a weekly status report to the whole class. While available support for the Solidity teams was not ideal, students learned to use available online resources for creating and testing smart contracts. Our findings suggest that a project-based learning approach is an effective way for students to expand and develop their knowledge of emerging technologies, like blockchain, and apply it in a variety of industries.

Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar rooms, laboratories, or in the field. Using digital tools and changes in teaching practices has created a context where Higher Education teachers must consider how future learning and teaching should occur. To explore this, a cross-discipline team used appreciative inquiry framed in complexity theory to examine how teaching in undergraduate programmes is changing in the digital age and implications for Higher Education teachers. The research identifies how digital technologies influence undergraduate programmes in Applied Statistics, Computer Science, Critical Indigenous Studies, Geography, and Information Systems. Analysis of the case studies identified how disciplinary culture, context, and technology combine to influence pedagogical practice and digital capabilities needed to teach in undergraduate programmes. We conclude that Higher Education teachers require capability in appropriate pedagogical practice that aligns with disciplinary culture and the technologies available.

The undergraduate transfer process has well-documented challenges, especially for those who identify with groups historically excluded from science, technology, engineering, and mathematics (STEM) programs. Because transfer students gain later access to university networking and research opportunities than first-time-in-college students, transfer students interested in pursuing postbaccalaureate degrees in chemistry have a significantly shortened timeline in which to conduct research, a crucial component in graduate school applications. Mentorship programs have previously been instituted as effective platforms for the transfer of community cultural wealth within large institutions. We report here the design, institution, and assessment of a near-peer mentorship program for transfer students, the Transfer Student Mentorship Program (TSMP). Founded in 2020 by graduate students, the TSMP pairs incoming undergraduate transfer students with current graduate students for personalized mentorship and conducts discussion-based seminars to foster peer relationships. The transfer student participants have access to a fast-tracked networking method during their first transfer semester that can serve as a route for acquiring undergraduate research positions. Program efficacy was assessed via surveys investigating the rates of research participation and sense of belonging of transfer students. We observed that respondents that participated in the program experienced an overall improvement in these measures compared to respondents who did not. Having been entirely designed, instituted, and led by graduate students, we anticipate that this program will be highly tractable to other universities looking for actionable methods to improve their students' persistence in pursuing STEM degrees.

In this comparative case study of 22 student-mothers in Georgia and New York during the COVID-19 pandemic, we explore the role social capital plays in mitigating participants' challenges. Using Adler and Kwon's (2002) bridging versus bonding forms of capital, we argue participants turned to their internal, primarily women-comprised networks (bonding) to navigate academics and parenting after the pandemic eroded opportunities for bridging capital. We highlight the ways that student-mothers' primarily women-comprised networks stepped in to provide important support to facilitate participants' persistence when higher education institutions were unable to do so. This study challenges dominant notions of social capital and brings to light its often-hidden gendered nature to underscore how a strong internal support network can lead to individual and, ultimately, societal benefits. The results of this study have implications far beyond the COVID-19 pandemic, challenging educators to think critically about how to harness the support networks of minoritized and marginalized students to facilitate student success.

In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative analysis, we identified the types and trends of research carried out in this field. The research falls into three major categories: (a) the need for recommender systems, (b) proposed recommender systems, and (c) implemented recommender systems. From the literature, we found that research has been conducted in seven areas of MOOCs: courses, threads, peers, learning elements, MOOC provider/teacher recommender, student performance recommender, and others. To date, the research has mostly focused on the implementation of recommender systems, particularly course recommender systems. Areas for future research and implementation include design of practical and scalable online recommender systems, design of a recommender system for MOOC provider and teacher, and usefulness of recommender systems.

The importance of updating, expanding and improving what is taught in cybersecurity curricula is increasing as the security threat landscape becomes more dangerous, breaches become more frequent, and the number of deployed Internet of Things (IoT) devices, known for their security challenges, grows exponentially. This paper argues that a profile of "T-shaped" skills, which is known to be desirable in many consulting and design professions, is being reflected in the latest manifestations of cybersecurity curriculum design and accreditation. A model of learning that yields "T-shaped" professionals combines the ability to apply knowledge across domains (breadth) with the ability to apply functional and disciplinary skills (depth). We present the design of a junior- or senior-level cybersecurity course in which the horizontal stroke of the "T" (representing breadth) spans knowledge areas that cut across the people, process and technology triad. The vertical stroke of the "T" (representing depth) is provided by two aspects of the course design: first, learning the foundational principles of cybersecurity, including practical examples from cryptography and network security; and second, applying the principles of cybersecurity to a semester project, allowing students to expand the core "T" of the course to satisfy their own passions and interests. Our paper concludes with student and instructor reflections on the implementation of this cybersecurity course, as well as broader implications of the lessons learned after the initial offering of this course.

This article is a case study of the Morris Justice Project (MJP), a participatory action research (PAR) study in a South Bronx neighborhood of New York City (NYC) designed to understand residents' experiences with and attitudes towards the New York Police Department (NYPD). An illustration of public science, the research was conducted in solidarity with an emerging police reform movement and in response to an ongoing and particularly aggressive set of policing policies that most heavily impacts poor communities and communities of color. The case study describes a set of ongoing participatory, research-action, "sidewalk science" strategies, developed in 42 square blocks of the South Bronx, designed to better understand and challenge the ongoing structural violence of the carceral state. Collaboratively written with members of the Morris Justice collective, we tell our story across three sections that outline the genesis of the project, describe our major commitments, and offers PAR and public science as a possible "intervention" in traditional university practice.

Collegiate flight training curriculum has changed over the past several years. The early era of flight training involved teaching pilots "stick and rudder" skills in conventionally equipped aircraft. With the arrival of the "glass cockpit" or technically advanced aircraft into general aviation, the Federal Aviation Administration (FAA) introduced FAA Industry Training Standards (FITS) curriculum that emphasized risk management, aeronautical decision-making, situational awareness, and single pilot resource management using scenario-based, learner-focused pilot training. Jacksonville University's Aeronautics program, in cooperation with its flight-training provider, participated in the FITS curriculum from fall 2008 through fall 2011. In addition to using FITS, Jacksonville University's flight training provider also moved to a combined Private/Instrument curriculum in technically advanced aircraft. This study examined archival student records of both FITS and non-FITS curriculum, in technically advanced aircraft and conventional aircraft respectively, to assess the role the curriculum had on student total training time and end-of-course check-ride success.

Unmanned Aerial Systems (UAS), or drone applications have experienced tremendous growth over the past several years. Their capabilities and technology have penetrated many aspects of the modern world. They are being used for everything from emergency response and agricultural research, to entrepreneur businesses and package deliveries. Experienced aviators and amateurs alike are being tapped as operators. At present, the Federal Aviation Administration estimates there will be 1.3 million certified UAS pilots by the year 2020 (Moore, 2017). Aircraft Owners and Pilots Association, which has the most significant membership of any association in the aviation industry, has recently added a new line of membership for drone pilots (Moore, 2017). New regulations, 14 CFR Part 107 have also been created, by the FAA, to adopt specific rules for the operation of small Unmanned Aircraft Systems in the National Airspace System (Federal Aviation Administration, 2016). Because of this growth, the authors of this paper, examine collegiate aviation programs and their curriculums to understand better how aviation education is evolving and educating students for this ever-changing and dynamic new industry.

Coding bootcamps number in the hundreds world-wide despite repeated predictions of their demise over the past few years. Fueled by a resurgent economy and a persistent shortage of app developers and computer systems engineers, bootcamps tout a fast-track to a six-figure salary for as little as one-eighth the tuition dollars or time investment of a nominal four-year information systems baccalaureate degree. Bootcamps represent an enticing opportunity for: a) high school graduates unconvinced of the return on the time and money investment in a liberal arts education, b) college graduates who find their career potential limited by their baccalaureate major, or c) experienced workers seeking a change of profession. Although potentially disruptive, and generally neither accredited nor affiliated academically, bootcamps introduce opportunities for innovation in terms of structure, organization, curriculum, and pedagogy for traditional computing education in higher education, which we explore in this paper.

The under-representation of women in computer science education courses is well documented, and the social and commercial need to address this is widely recognised. Previous literature offers some explanation for this gender imbalance, but there has been limited qualitative data to provide an in-depth understanding of existing quantitative findings. This study explores the lived experiences of female computer science students and how they experience the male dominated learning environment. Female computer science students from eight universities were interviewed (n = 23) and data were analysed using template analysis. Whilst these women have not been troubled by their sense of fit at university, a combination of stereotypical assumptions of male superiority in this field, and a masculine, agentic learning environment, has left them feeling less technologically capable and less motivated. The findings are discussed in terms of Cheryan et al.'s tripartite model for women's participation in STEM (2017) and we recommend that computer science departments should consider feminist pedagogy to ensure that all learners can be well supported.

Agentic engagement, or attempts to proactively influence instruction, predicts positive classroom climate and students' motivation. As such, it is a potentially effective target for intervention, though causal evidence is limited. This investigation explored whether an agentic orientation could be cultivated through a brief, online intervention for university students and the potential benefits of such an intervention. Three randomized field experiments with college students in psychology (Study 1 and Study 2) or introductory physics and chemistry courses (Study 3) tested the effects of an agentic orientation intervention compared with an alternative study skills intervention or an inactive control condition. The intervention encouraged students to view their motivational experiences in class as malleable and responsive to agentic behaviors they were encouraged to use. Relative to the alternative intervention (Studies 1 and 3) and inactive control (Studies 1, 2, and 3), students exposed to the target intervention at the beginning of the semester later reported a more agentic mindset. Indirect effects indicated that the intervention predicted greater student-reported in-class agentic and other forms of engagement, instructor autonomy support, need satisfaction, domain personal interest, and intention to persist in the field at the end of the semester via an enhanced agentic mindset. Multigroup comparisons suggested that the intervention worked similarly for students who have been traditionally underrepresented in science compared with their counterparts, with limited evidence of variation on certain outcomes. The investigation provides preliminary causal evidence regarding the benefits of intervening on an agentic orientation.

One-to-one work with students remains at the core of many higher education career services in the UK, but there is limited empirical evidence detailing the nature of these interactions. Drawing together existing strands of literature on the process and effectiveness of one-to-one career conversations, career decision-making difficulties, and career practice training, we report the findings of interviews with 22 career professionals in HE in the UK who were invited to reflect on their one-to-one practice with university students, describe their approaches and techniques and to identify any challenges they face. Through template analysis, we identified three key aspects to the career professionals' practice: the relationship, the structure of the conversation and specific techniques. The participants described aspects of their practice which diverge from the approaches they were taught during their initial professional training, notably the use of a flexible conversation structure and limited use of career development theories. We identified that the key challenge practitioners reported was feeling that they disappoint some of their clients. We highlight some theoretical implications and offer some recommendations for practitioner training.

New Zealand schools are increasingly digitally infused with computer applications and tools underpinning education and influencing teachers' work. Teachers entering the profession need to develop professional digital competence and while existing frameworks can guide initial teacher education (ITE), they might not be appropriate because student teachers have different needs to experienced teachers. This article evaluates three frameworks (DigCompEdu; International Society for Technology in Education standards; and the Norwegian professional digital competence framework for teachers) against the context of preparing teachers to teach in digitally infused schools. Findings conclude that the frameworks align with stages of digital integration and although developed for experienced teachers, could be applied to ITE. However, where ITE is underpinned by professionalisation of teaching, a framework that prepares teachers for digitally infused schools should include three dimensions: being a member of the profession; how to teach; and what to teach.

A lack of connectedness between local and international students in the higher education context is a perennial concern that negatively impacts the student experience. This study draws on two surveys, focused on intercultural communication and friendship-forming, to examine the preconceptions and actual experiences of local and international students at the beginning and end ­of their first term of study. It was found that, while intercultural friendships were important to both groups at the outset, they construed these relationships in distinct ways. The local group reported positive experiences and claimed responsibility for those successes, whilst the international group was dismayed at the difficulties they had forming intercultural friendships and felt that the onus for this fell largely on them. Central to the disconnect was a lack of communication skills, which both groups reported did not improve as much as they had anticipated. Strategies for helping students improve their communication skills, foster intercultural friendships and work toward greater connectedness are then given.

Many cultural and institutional barriers have prevented chemistry from realizing greater calls for diversity in academia. Though recent work has elucidated how the measures of success used in academia can disadvantage students from underrepresented groups at the undergraduate level, thorough understanding of how success metrics are valued by minoritized students at the graduate level is lacking. Here, we use data generated from the UC Berkeley Department of Chemistry's student-led climate survey to investigate both how graduate students prioritize and how faculty employ common metrics for graduate student success. Results revealed that faculty undervalued metrics preferred by students from underrepresented groups (URGs) in STEM such as underrepresented people of color, women, LGBTQ+ students, and first-generation students. Priorities of students that do not identify as underrepresented displayed no statistically significant differences compared to faculty values. Questions regarding publication record, one of the often-used measures of success in STEM academia, suggest that graduate students, particularly those belonging to URGs, challenge the use of publication record as the primary metric of success in graduate school. These findings highlight some of the ways that definitions of academic success can be exclusionary for graduate students from underrepresented backgrounds and encourage re-envisioning graduate school success in ways that reflect the values of diverse student populations.

As industry embraces the agile methodology for application development, universities are shifting their curricula to teach agile principles along with traditional waterfall concepts. This paper describes a simulation game offered to students in a first-year computing concepts course to introduce both models of application development. Students work in development teams to design, build, and test paper airplanes following both waterfall and agile principles to experience the roles, processes, and challenges of each. Participants track their team's progress throughout the activity, so they can draw conclusions about the benefits and challenges of each approach. Survey results indicate that students learned the various roles and approaches of both methods through this experience.

A pilot study was conducted to explore student preferences, performance, and perceptions of experiential learning assessment following experiential learning instruction. A learning experience, using semi-directed instruction and experiential learning methods, was given to 13 student volunteers who were then assessed using a case study, presentation, journal, and essay, representing both group and individual assessment. Student performance in terms of their understanding and their engagement was compared to student perceptions and preferences. Student performance indicated that although the journal (individual assessment) appeared to be the best venue for students to express their understanding, they were the least engaged in it. The case study and the presentation (group assessments) were most preferred overall and students also perceived these to be the best forms of assessment in a number of aspects (helpful, beneficial, engaging, challenging, etc.). It is possible that the collaborative nature of the group assessments matched the teaching style suggesting that the mode of assessment should follow a similar format to the learning experience in courses that use experiential learning methods. The essay, as a traditional form of assessment, was valued for its structure, possibly reflecting student familiarity with that type of assessment, but less so overall because it was also an individual exercise. Each assessment method used in the pilot demonstrated value, albeit in different forms and this finding speaks to assessing both authentically and using a mixture of methods.

The challenges of gaining access to opportunities to use the target language in contexts of study abroad, international education, and migration are well documented. In this Sydney-based study, these are reconceptualized as challenges of access to English in an English-speaking but increasingly multilingual, city. The notion of "context" in overseas study is also reconceptualized in spatial terms as the environmental circumstances of students' everyday lives, which are partly fixed in advance of their arrival but also shaped by their agency. A narrative case study of a recently arrived international student's daily activities and language use draws on online diary and stimulated recall interview data. The case study illustrates both the importance of the spatial dimensions of her everyday life to her use of languages and the how she manages these spatial dimensions to enhance her access to opportunities for English language use and learning.

This research introduces a unique multiple choice exam design to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, an empirical experiment is conducted to determine whether random seat assignment deters cheating relative to a control group of students allowed to choose their seats. Empirical results demonstrate a significant decline in measured cheating within the assigned seating sample. This study contributes to the literature by providing a measurement of actual cheating frequency among students, as opposed to relying on reported cheating in anonymous surveys, and by demonstrating that an easily implemented deterrent can significantly reduce instances of cheating.

In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported by mindfulness instruction to teach these skills, can make learning about emotional intelligence accessible and meaningful to undergraduate students. Using peer emotional intelligence assessment scores as a measure of emotional intelligence growth, the study showed a statistically significant impact on the growth of emotional intelligence skills from using a blended approach including direct instruction in mindfulness techniques. Supporting this finding, students clearly expressed a noticeable growth in their emotional intelligence and in that of their peers in interviews conducted at the end of the study. In light of these findings, we propose the RESET cycle model (Recognizing and regulating Emotions through Social and Emotional Team-based learning supported with mindfulness) as a potential foundation for a program to teach EI skills.

Counselors-in-training may struggle in working with addictions populations for various reasons, including limited training, pre-existing stigma toward the population, and low self-efficacy treating substance use disorders. This is concerning because professional counselors have the highest proportion of clients with a primary substance abuse diagnosis. The authors explored the experiential learning approach of an abstinence project within an addictions course in an attempt to give students a genuine experience that parallels what an individual with an addiction may experience. The authors utilized generic qualitative analysis to explore the experience of 17 counseling students completing the abstinence assignment. The emergent themes of (1) concrete experiences, (2) dealing with cravings, (3) student's self-reflection of learning, and (4) empathetic understanding and challenging attitudes are presented. Finally, future areas of research and implications for counselor educators are discussed.

Bridge-funding by tertiary-educational institutions allows researchers to continue their research in times of funding loss. With the ever-declining funding rates for major medical research institutions in North America, and the global economic downturn, it is crucial to critically assess institutional policies surrounding the allocation of bridge-funding. We review the theoretical framework of bridge-funding decisions and present theoretical factors that determine the success of bridge-funding. We also report the results of an online survey of bridge-funding policies in major medical research institutions in North America.

Evidence suggests that occupational prototypes have an impact on career decisions yet literature provides only a limited understanding of the nature of these prototypes. This paper presents a small-scale grounded theory study to explore the prototypes of four occupations. Data were collected from 24 psychology undergraduates through four focus groups. Participants were asked to evoke a typical member of each of four occupational groups and describe their prototype in detail. A classic grounded theory analysis identified the characteristics which were symbolised by the features of the prototypes and resulted in eight dimensions: warm, energetic, fun, intelligent, conventional, highbrow, successful and cool. The discussion explores the dimensions in the light of existing literature and suggestions are offered for practice.

The purpose of this study was to test the perceived effects of psychological skills training (PST) on anxiety and anaerobic performance in college-aged students. Fifty-five college students (44 females, 11 males) volunteered to complete an online survey instrument. Participants were recruited via convenience sampling methods to answer questions built through a Qualtrics online survey. The questionnaire was split into two sections. The first section asked participants to identify psychological skills, their familiarity with them, and their frequency of use. The second section consisted of categorizing each skill so participants could mark the extent to which it influences their training goal. Data analysis showed males were more familiar with five out of six psychological skills when compared to females. This is result is likely due to males showing higher stress levels during training and performance compared to females. The findings of this study confirm the importance of mental health education and PST in college students.

Counselor education departments have a unique opportunity to implement feedback informed treatment (FIT) systems that serve as continual assessment procedures by informing counselors, clients, supervisors and educators about client functioning and progress toward goals. These systems hold potential benefits within counselor training such as a positive impact on supervision, student development and student learning outcome evaluation. This article contains an overview of what a FIT system is, reviews of the psychometric properties and steps for administering and scoring three main FIT systems, and a synopsis of the potential benefits and utility of FIT systems within counselor education. Implications for counselor education are discussed.

This institutional self-study investigated the use of text-matching software (TMS) to prevent plagiarism by students in a Canadian university that did not have an institutional license for TMS at the time of the study. Assignments from a graduate-level engineering course were analyzed using iThenticate®. During the initial phase of the study, similarity scores from the first student assignments (N = 132) were collected to determine a baseline level of textual similarity. Students were then offered an educational intervention workshop on academic integrity. Another set of similarity scores from consenting participants' second assignments (n = 106) were then collected, and a statistically significant assignment effect (p < 0.05) was found between the similarity scores of the two assignments. The results of this study indicate that TMS, when used in conjunction with educational interventions about academic integrity, can be useful to students and educators to prevent and identify academic misconduct. This study adds to the growing body of empirical research about academic integrity in Canadian higher education and, in particular, in engineering fields.

Studies have been conducted on university students' continuous intention to learn online from the perspectives of learning motivation and capability, perceptions or attitudes, and online learning experiences. However, few have examined how the above factors will relate to each other and contribute to students' online learning intention. This research explored 94 university students' online learning attitudes and experiences in a blended course. The researchers investigated the changes in the participants' attitudes toward online learning and the relationships between their self-regulated learning capability, online interactions, attitudes, and online learning intention. These students participated in a pre- and post-survey at the beginning and end of the course. They also completed six weekly reports commenting on their learning activities of the week. At the end of the course, interviews were administered to eight participants to gather detailed information about their online learning experiences. It was found that (a) the participants' online learning attitudes were generally positive and increased when completing the course; and (b) the participants' continuous intention to learn online was significantly predicted by four self-regulatory factors and attitudes, mediated through perceived online social interactions. The analysis of the interviewees' further comments provided more insights about the potential factors contributing to their online learning attitude changes. The strategies for future online course design with a view of improving students' self-regulated learning skills are discussed in this paper.

The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL) at an institutional level. The origins of EL are found in the work of Dewey (1938), later modified by Kolb and Fry (1975). Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey.

While the population of America's public schools is becoming more diverse, the percentage of minority teachers is steadily decreasing. While over 44% of all students in America are minority, only 12-14% of teachers are minorities and less than 2% are African American males. The challenge for colleges of education is to recruit more African American male teachers. Therefore, this study was undertaken to explore the concept of grit and its impact on African American males entering the teaching profession.

This study represents an extension of longitudinal studies regarding personal financial literacy. Graduating college students must have a financial plan in place as they enter the workforce along with a "game plan" on how to attack their college debt. A college personal finance course can help each student develop their personalized financial plans. However, other college or university disciplines can help reinforce sound financial principles in their courses. If you think about it, "money" is a common denominator that links everyone together in our society. Shouldn't our universities and colleges be responsible for helping their students become excellent "money managing" stewards?