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1.
Older adults, students, professionals, and the general public increasingly turn to the Internet and to Wikipedia for information. Wikipedia, the world's sixth most used website, is by far the most widely used open-source information site. Among its nearly four million English-language encyclopedia articles, how thorough is coverage of key gerontology topics? Focusing on 315 important terms found across four leading gerontology sources, almost 3 out of 10 terms had no Wikipedia article at all, including some surprising omissions. And another 3 out of 10 terms had articles that treated the topic without any specific mention of aging. Only about 4 out of 10 terms had articles with content focusing on aging; however, using various measures, the articles that were relevant rated comparatively high overall. This popular encyclopedia is a work in progress and was found to have considerable room for improvement in its coverage of gerontology. Interested parties can upgrade its content by working as individuals, as organized WikiProjects, or in academic courses. This paper describes how faculty can incorporate assignments where students expand and improve Wikipedia pages based on course research about specific aging topics. While educating their students, they can simultaneously help educate older adults as well as the general public about gerontology. 相似文献
2.
We tested the hypothesis that engagement in a few, brief writing assignments in a nonmajors science course can improve student ability to convey critical thought about science. A sample of three papers written by students (n = 30) was coded for presence and accuracy of elements related to scientific writing. Scores for different aspects of scientific writing were significantly correlated, suggesting that students recognized relationships between components of scientific thought. We found that students' ability to write about science topics and state conclusions based on data improved over the course of three writing assignments, while the abilities to state a hypothesis and draw clear connections between human activities and environmental impacts did not improve. Three writing assignments generated significant change in student ability to write scientifically, although our results suggest that three is an insufficient number to generate complete development of scientific writing skills. 相似文献
3.
Laura A. Guertin Sarah E. Zappe Heeyoung Kim 《Journal of Science Education and Technology》2007,16(6):507-514
The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering
web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise.
College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period
on their engagement level during lecture and perceived learning of course content. Data show that students are able to reflect
on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures
outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments. 相似文献
4.
Elena Neiterman Christine Sheppard Souraiya Kassam Vanessa Bach Saman Husain 《Educational gerontology》2020,46(6):339-349
ABSTRACTIn the study of gerontology, fieldwork with older adults is often used to enhance students’ understanding of the aging process. While assignments based on interactions with older adults are a common practice in teaching students enrolled in gerontology studies, we know less about the impact of such activities on students from other disciplines. This paper summarizes students’ experiences with an assignment offered to a diverse cohort of undergraduate students who took a course in social gerontology. To complete this assignment, students had to interview an older adult, summarize the life story of the participant, apply a theoretical perspective to the older adult’s life story, and reflect on the process. Analyzing data derived from 72 assignments and 10 semi-structured interviews with students who were enrolled in the course, this paper examines students’ experiences with this assignment. Specifically, we identify what aspects of the assignment students found beneficial, what aspects they found challenging, and in what ways this assignment helped students to enhance their understanding of aging. Our findings suggest that students found it challenging to recruit an older adult for an interview and struggled with the semi-structured nature of the interview process. All students found the actual interview process to be extremely rewarding and beneficial for their learning. In discussion, we provide some recommendations on how to offer this type of assignment to a diverse group of students enrolling in the courses on social gerontology. 相似文献
5.
J. Blake Scott 《Technical Communication Quarterly》2004,13(3):289-306
Although service-learning has the potential to infuse technical communication pedagogy with civic goals, it can easily be co-opted by a hyperpragmatism that limits ethical critique and civic engagement. Service-learning's component of reflection, in particular, can become an uncritical, narrow invention or project management tool. Integrating cultural studies and service-learning can help position students as critical citizens who produce effective and ethical discourse and who create more inclusive forms of power. Rather than being tacked on, cultural studies approaches should be incorporated into core service-learning assignments. 相似文献
6.
Mary Prentice 《Academic Questions》2007,20(2):135-145
Outside work can complement what goes on in the classroom in ways that benefit both the community and students. Of course,
AQ readers may have heard of tendentious programs and faculty ideologues, who channel student enthusiasm into partisan activism.
Still, statistical survey analysis presented here by Mary Prentice suggests that participation in service learning can increase
students’ civic engagement, when civic engagement is defined as more than just political action.Outside work can complement
what goes on in the classroom in ways that benefit both the community and students. Of course, AQ readers may have heard of
tendentious programs and faculty ideologues, who channel student enthusiasm into partisan activism. Still, statistical survey
analysis presented here by Mary Prentice suggests that participation in service learning can increase students' civic engagement,
when civic engagement is defined as more than just political action. 相似文献
7.
Many students enroll in video production courses in high school as part of a vocational, career, or technical program. While there has been an explosion of scholarly work in digital literacy in informal settings, less is known about how digital and media literacy competencies are developed through school-based video production courses. This study explores the relationship between civic engagement and the various multimedia instructional practices used in a high school video production course with a single-school convenience sample and an ethnically diverse population of students. Findings reveal that the best predictors of the intent to participate in civic engagement are having positive attitudes about news, current events, reporting, and journalism. Media literacy attitudes and a range of in-classroom learning experiences with video production are also associated with civic engagement. 相似文献
8.
Csilla Weninger Ee Moi Kho 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):611-624
This article provides a historical overview of civic educational policy and political discourse in Singapore from 1959 to 2011, focusing on changes in the role attributed to students in the education process. A review of educational programmes and analysis of political speeches reveals that an earlier transmissionist approach that focused on value inculcation and factual knowledge has been supplemented recently by policy and discourse emphasizing student engagement. The authors link their analysis to larger political changes that have been taking place in Singapore. They argue that the push for more participatory forms of civics education parallels an ongoing shift in the ruling party's political ideology from economic pragmatism to a communitarian ideology that emphasizes citizens' responsibility. From the point of view of political rationality, promoting active student engagement in civics education can be seen as governmental efforts to build a strong civil society through early socialization into civic responsibility and voluntarism. Viewed as a technology of power, engagement is also seen as a new biopolitical intervention aimed at regulating political participation. 相似文献
9.
The study discussed in this article examined the benefits of service-learning using both (a) pre- and postcourse questionnaire data and (b) answers to open-ended questions from 214 students across four semesters of an undergraduate adult development and aging class. Of these 214 students, 117 (55%) opted for service-learning. Although service-learning in this course did not seem to have an effect on questionnaire scales assessing personal social values, civic attitudes, or academic achievement, data from the open-ended questions revealed numerous benefits associated with service-learning. Advantages of service-learning included improving understanding of course concepts, dispelling myths about aging, and reinforcing career choices. The main disadvantage mentioned by students was the time commitment involved in participating in service-learning. Students believed they learned more in a course based on service-learning than in a traditional lecture-based course. Thus, when appropriately used this instructional method is an effective means of engaging students in the learning process, reducing myths about aging, and introducing students to careers in gerontology services. 相似文献
10.
Amy Krings Elizabeth A. Austic Lorraine M. Gutiérrez Kaleigh E. Dirksen 《Equity & Excellence in Education》2015,48(3):403-417
This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students’ commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education course types (service learning, intergroup dialogue, or lecture-based diversity classes) or in an “introduction to psychology” course (the non-intervention group). After completion of a social justice education course, students reported an increase in political participation and multicultural activism, whereas students enrolled in the non-intervention group reported no changes in these measures. Service learning course participants started and ended their course with the highest reported levels of political participation, civic engagement, and multicultural activism but did not demonstrate an increase in any of the three outcomes. Intergroup dialogue participants demonstrated increases in all three outcomes, while participants of lecture-based classes focusing on social justice issues demonstrated increases in political participation and multicultural activism, but not civic engagement. Our findings suggest that participation in social justice education courses is associated with increases in political participation and multicultural activism. 相似文献
11.
David Haber 《Educational gerontology》2013,39(6):477-488
It is a challenge to attract undergraduate students into the gerontology field. Many do not believe the aging field is exciting and at the cutting edge. Students, however, can be convinced of the timeliness, relevance, and excitement of the field by, literally, bringing up today's headlines in class. The author collected over 250 articles during the first nine months of 2007 and incorporated the content into his Health and Aging course. Gerontology faculty members who make the connection between current news events and course material, as well as incorporate that connection into their recruitment efforts, will discover an opportunity to promote their discipline. 相似文献
12.
Increasingly, adult mentors in informal, media-rich settings, like libraries and museums, seek to integrate both learning and civic engagement opportunities for youth into designed programming. This article illustrates how youth open and sustain opportunities for civic engagement over the course of a six-month, youth-driven program – Metro: Building Blocks (MBB) – housed within a digital media learning lab in an urban public library. Analysis develops the concept of civic rhythms as a means to feel out the social and affective contours of civic engagement that emerge in MBB. To better understand the civic rhythms of MBB, analysis focuses specifically on three rhythmic elements: pulsation, reciprocation, and oscillation. The article concludes suggesting that future research develop principles for designing-in-time that assist researchers and mentors in attuning to the youth-driven rhythms that sustain informal, media-rich programs. 相似文献
13.
Reviewed by Eleanor Krassen Covan 《Educational gerontology》2013,39(4):377-378
In this article the authors share their experience in developing teaching and learning content on aging and sexuality. It includes suggestions for a course outline and experiential learning for students and a summary of findings, which has implications for educators in gerontology. 相似文献
14.
This study examined civic engagement in a sample of 790 undocumented Latinx undergraduates (aged 18–30). The relations between social supports (campus safe spaces and peer support) and civic engagement and whether a strong sense of undocumented identity mediated this relation were examined. Competing statistical models examined the role of participants' status (whether or not they received temporary protection from deportation with Deferred Action for Childhood Arrivals [DACA]) in this mediational process. Results revealed that having a strong identification with being undocumented mediated the role of social supports on civic engagement in the overall sample, and that this process was specifically important for those with DACA status. The intersection of policies such as DACA and the lived experiences of Latinx undocumented college students are discussed. 相似文献
15.
Paula M. Usita 《Educational gerontology》2013,39(2):89-98
The life course perspective is a dynamic framework that attends to individual and family lives within historical, geographical, and cultural contexts. Students of the life course are increasingly interested in how such a perspective can be used to understand family lives. Opportunities for students to examine the utility of the life course perspective to family gerontology may enhance their understanding of the perspective's content and application with older family relationships. Students in a graduate course with a focus on life course and family gerontology completed a project in which they identified life course concepts and developed a model that could be used to explain relationship interactions between immigrant mothers and their adult daughters. Student feedback indicated that the assignment sharpened their knowledge of life course concepts, made the concepts more "real," and increased their understanding of the connections between life course concepts. Suggestions for incorporating this project in another graduate course and using a similar project in an undergraduate course are provided. 相似文献
16.
《Journal of moral education》2012,41(1):34-50
This study explored gender differences in moral motivations and civic engagement among adolescents to add to existing explanations for the gender gap in political engagement in the US. We examined moral motivations for civic engagement in a sample of 1578 high school seniors, using a mixed-methods analysis of survey and interview data. Multiple regression confirmed that girls were more civically involved and expressed greater future civic intention. However, analysis of motivations suggested that differences in moral motivations might impact ongoing political development, as girls were more likely to take political action out of desire to help, while boys were more often motivated to act on values. Case studies of two interviewees—one male and one female—were analyzed to examine how civic commitment emerges in the interaction of desire to help, to act on civic values and another moral motivation that emerged in the qualitative analysis—to empower others. 相似文献
17.
This research examines the application of mastery learning theory to the teaching of criminal justice research methods. Mastery learning has students learn each module before proceeding to the next one. Criminal justice research methods is amenable to mastery learning because the course content is cumulative; students need to know each step before proceeding to the next one. Mastery learning was implemented by having students rewrite exercises until they obtained perfect scores. It was tested in three classes taught by the same instructor. Student learning was measured by comparing the difference in scores on a pretest examination with scores on a post-test examination. The results indicated that the better students performed on the exercises, the more they improved on the final examination over the initial examination. The more students rewrote assignments, the better they performed on the assignments and subsequently, the more they improved on the final examination. Students who averaged between one and two rewrites maximized improvement on the examination. The results suggest that mastery learning theory is an effective method of teaching research methods. Although it is more time consuming than traditional methods, it is beneficial to students who are trying to learn difficult material for the first time. 相似文献
18.
Tania D. Mitchell 《理论付诸实践》2015,54(1):20-28
This article highlights elements of civic engagement programs that have the rich potential to facilitate civic identity development. Focusing on research with alumni, the study examines 3 civic engagement programs, the approaches of which are guided by critical service-learning. It explores elements of the experiences that alumni name as influential to their learning, development, and present commitments to understand the ways that civic engagement programs based in a critical service-learning approach can encourage them to develop commitments to active citizenship as exemplified by Knefelkamp's (2008) vision of a mature sense of civic identity. 相似文献
19.
20.
The Software Engineering Apprentice 总被引：1，自引：1，他引：0
John Dalbey 《Computer Science Education》2013,23(1):16-26
The Software Engineering Apprentice is a model of programming instruction that focuses on “programming in the large.” We have developed a set of innovative laboratory programming exercises that can be used in a Fundamentals of Computer Science course sequence. The exercises revolve around a series of sophisticated “case studies”: complete software applications that we developed to exemplify good software engineering methods. In addition to functioning source code, the case studies include other software development artifacts: specifications, test plans, and design documents. As an alternative to the “build it from scratch then throw it away” mentality of most assignments in a first course, the Software Engineering Apprentice approach demands that students build upon large pre-existing software applications. Instead of the “language feature of the week” program assignments that are typical in these courses, the exercises we developed are modelled after tasks found in a real software development environment—testing, code comprehension, maintenance, modification, and enhancement. 相似文献