15133 research outputs found
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Utilizing Generative AI to Counter Learner Groupthink by Introducing Controversy in Collaborative Problem-Based Learning Settings
No full textThis article highlights the foundational challenge of rapid interprofessional student team formation and the potential challenges that groupthink poses for newly-formed teams participating in collaborative problem-based learning activities. This article describes a mixed-methods study that addresses groupthink by introducing a generative artificial intelligence-based agent (genAI agent) into the small group processes of student teams engaging in a session of a well-established virtual interprofessional education methodology. The integration of this novel genAI tool into each student team was an intentional pedagogical technique, introduced in response to the challenges that newly-formed student teams may encounter as they rapidly come together and potentially contend with the many factors that may contribute to a state of groupthink. This study’s findings regarding: student perceptions of the GenAI agent; its integration into their team processes; its influence on team discussion and outcomes; the influence of faculty facilitators on acceptance of the genAI agent; and findings regarding the introduction of controversial viewpoints by a genAI agent as a mechanism to counter groupthink, are reported and discussed alongside recommendations for further research and utilization of this instructional approach
Challenge Based Learning for Social Entrepreneurship Education
No full textChallenge Based Learning (CBL) provides a promising educational framework for teaching social entrepreneurship, addressing the persistent gap between theoretical knowledge and practical implementation. Through a comprehensive analysis of existing literature and theoretical frameworks, this paper demonstrates how CBL’s seven key elements-authentic challenges, stakeholder involvement, interdisciplinary approaches, student agency, work and life skills development, entrepreneurial mindset cultivation, and impact focus-directly align with and support core social entrepreneurship competencies. The integration of Kolb’s experiential learning theory, Santos’ social entrepreneurship framework, and Rogers’ innovation diffusion theory provide a basis for understanding how CBL can enhance social entrepreneurship education. Evidence suggests that CBL particularly excels in developing three critical areas: (1) students’ ability to identify and validate social entrepreneurship opportunities through real-world engagement, (2) their capacity to build and manage multi-stakeholder collaborations, and (3) their competency in measuring and communicating social impact. While implementation of CBL is sometimes demanding, particularly related to resource allocation and stakeholder coordination, our analysis provides specific strategies for addressing these barriers through phased implementation and structured support systems. This paper advances both theoretical understanding and practical application of social entrepreneurship education by providing a comprehensive framework for curriculum design and implementation
2004, November, Jennifer Glaser, Megan Jane Laverty, Laurance J. Splitter and Christine Gehrett at a philosophy for children seminar at Montclair State University
No full texthttps://digitalcommons.montclair.edu/iapc_lsplitter_gallery/1002/thumbnail.jp
Work demands and mental health: the mediating effects of resilience and sense of belonging among college students
No full textObjective: This study investigates the relationship between work demands and mental health among college students and the mediating effects of resilience and sense of belonging. Participants: Data was collected from 3,082 undergraduate students at a mid-sized public University in the Northeast on work demands, resilience, sense of belonging, and number of poor mental health days. Methods: Structural equation modeling (SEM) was used to analyze the data for students who reported at least one job (n = 2,083). Results: Higher work demands were positively associated with more poor mental health days. Resilience significantly and negatively mediated this relationship. In multiple-group SEM analyses, students working one job (vs multiple jobs) and those working a higher number of work hours (vs lower) exhibited a stronger negative indirect effect through the resilience mediating factor. Conclusions: Findings highlight the crucial role of resilience in managing work-related stress and suggest areas for further research to enhance student well-being
De acordo com a…: Lexical Bundles and Disciplinary Variation in Academic Brazilian Portuguese
No full textResearch on formulaic language has shown that few lexical bundles overlap across disciplines in expert academic writing, with disciplinary writing being characterized by specific bundles. This was proven to be the case in both English (Hyland, 2008) and Spanish (Cortes, 2008). This paper explores the use of lexical bundles in Portuguese academic writing in two disciplinary groups, life sciences and humanities. Using a corpus of research articles written by Brazilian scientists, four-word bundles were extracted and compared for their function (Biber; Conrad; Cortes, 2004) and structure (Biber; Johansson; Leech; Conrad; Finegan, 1999). The results of this study indicate that writing for life sciences contains more formulaic language, with referential bundles being used more frequently to refer to research participants and places; and humanities writing contains fewer bundles overall and more diversity in function types than life sciences. The results of this paper can help us understand the use of lexical bundles in Portuguese and inform the development of materials for teaching Portuguese as both an L1 and L2
Mismeasuring STEM?: Assessing STEM Course Taking Among US Bachelor’s Degree Graduates
No full textSTEM refers to four fields of study and occupation: science, technology, engineering, and mathematics. But STEM has taken on social and political meaning far beyond the sum of its component parts. Public and policy discussions of STEM, whether in education or employment, rest on a startling lack of clarity about what counts as STEM. Most studies of postsecondary STEM education focus on students’ programs of study as the measure of STEM education, but we find this metric leads to substantial mismeasurement. Instead, we argue that examining STEM course taking is a more accurate measure of STEM preparation among college students. This descriptive study establishes conceptual and operational definitions of STEM coursework and uses nationally representative college student transcript data to develop a more accurate measure STEM course taking. Finally, we analyze the extent of potential mismeasurement and estimate STEM course taking using this revised classification system. Among bachelor’s degree students, we find wide variation in the number of STEM courses completed by students both within and between programs of study. Moreover, we find that many students in non-STEM programs of study complete substantial amounts of STEM coursework at levels comparable to that of many STEM students
Judgment in the presence of multiple conflicting anchors
No full textIn uncertain environments, individuals often use external cues to guide their judgments and decisions. Anchoring refers to the finding that numerical judgments often gravitate towards previously considered standards. Although an extremely robust effect, prior research on anchoring largely focused on single-anchor paradigms. The present study instead investigated how multiple anchors affect numerical judgments. In Experiment 1, participants exposed to both a low and high anchor provided judgments that were between judgments made by participants exposed solely to low or high anchors. However, anchors that were encountered first exerted a disproportionate influence on subsequent judgments. Experiment 2 replicated this primacy effect both when anchors were plausible or implausible standards. Finally, Experiment 3 demonstrated that this primacy effect was reduced to non-significance by inserting a secondary distraction task following the exposure to each anchor. Implications of the current multiple-anchor results for various theories of anchoring effects are discussed
Special Issue on Justice, Legitimacy, and Technology
No full textThis special issue explores the intersection of justice, legitimacy, and technology to illuminate connections among these inter-related concepts and provide much-needed data that have the potential to inform gov ernmental actors and institutions. This Introduction begins with a discussion of the motivating influences and goals for the special issue, followed by a summary of the articles we selected for inclusion
Urgent issues and prospects in guilty plea research and practice
No full textCriminal legal systems around the world rely heavily on defendants foregoing their right to trial and pleading guilty. However, legal scholars, social scientists, and practitioners have identified and empirically examined numerous problems with pleas, such as the high potential for coercion, innocent defendants falsely pleading guilty, and undue incentives in exchange for accepting plea offer. In this article, leading guilty plea experts (practitioners and researchers) were asked to identify what they considered to be the most urgent questions surrounding pleas. Across nine commentaries, three primary themes emerged. First were calls for increased transparency in pleas, specific to rules of discovery and access to exculpatory information, and in uncovering the hidden nature of the plea negotiation process. Second were concepts of fairness and voluntariness, such as uncounseled pleas, particularly for misdemeanour defendants, and the dubious assumptions made by courts regarding the presumption of voluntariness. Third was the theme of fair and just outcomes, particularly false guilty pleas. Four of the commentaries focused on innocence, describing and encouraging more research on the factors that increase false guilty pleas, including excessive plea discounts, specialized sentencing offers for juvenile defendants, and ‘time-served’ offers, either to induce initial guilty pleas (pre-trial phase) or to avoid official exonerations of those wrongly convicted (post-conviction phase). Across all commentaries, experts identified areas in need of future research, both in continuing to understand the problems known to plague systems of pleas and in developing improved methods to ensure the guilty plea process is transparent, voluntary, and just