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Review of Two Teaching Strategies for the ATINER Conference
No full textIn May 2023 I was able to attend the 25th Annual International Conference on Education at the Athens Institute for Education and Research in Athens, Greece. The conference had about 70 professionals in attendance including: professors, program directors, lecturers and research assistants and was focused on university level instruction. I truly enjoyed the city, peoples, food, and the conference itself. After listening to over 20 presentations from all over the United States and from over twenty other countries I have decided to focus on my two favorite topics.
The first presentation was from Abigail Gonzales, Research Associate, University of the Philippines, College of Education, master’s candidate. Her presentation titled “Popularizing Math: Application of Mathematical Thinking Processes in Citizen Sciences” focused on the integration of the National Council for Teachers of Mathematics (NCTM) five processes within the Science curriculum. The five processes are Problem Solving, Communication, Reasoning and Proof, Connections and Representation and are primarily used within a mathematics curriculum. Ms. Gonzales’ focus was on the integration of these processes in the field of science and their important role in the learning process for science students as well. Given that at least two of the five processes show up in any unit of science, the retention rate among students was more significant. Connections was the most used process which quite literally means connecting the new science topic to ideas familiar to the student. The second most used was Problem Solving which takes students to the most depth of learning. The least popular process was Reasoning and Proof which guides the students into a variety of methods of checking for accuracy and making sure that the answer makes sense. Ironically, the idea of making sure that your scientific observations made sense was the lowest ranking of uses. Her data show both that these NCTM processes do integrate into the science curriculum and are proving to show successes throughout the science field.
The second presentation I would like to highlight is “Training Preservice Mathematics Teachers to Pose Good Questions for an Online College Algebra Course” presented by Dr. Carol Bell, a Professor from Northern Michigan University. Dr. Bell recapped a project her education majors had been working on to improve the writing of good problem-solving questions. The students in the study were junior and senior level undergraduate education majors. They practiced posing good questions, studied why this would be important and practiced the questions on their own classmates. This is intriguing to me because I teach prospective elementary education majors and I see the significance in providing our students with opportunities to see actual problems from the STAAR tests and to develop questions that would provide experience for them to later use in their own classrooms. Dr. Bell’s presentation made me realize the necessity to engage our students with higher-level questioning. As future educators these students will have better success challenging their students. This is a practice that would be very meaningful for the students at SHSU.
I am very appreciative to the Odyssey Program for providing me the opportunity to attend this conference. I found it both educational and engaging. Meeting with colleagues from around the world and listening to their interests in both research and projects was very enlightening. Hopefully this conference will be one of many in the future
Engage Me With IT (Integrating Technology)
No full textThere are many tech tools that can be used for engagement, but how do you know why and when to use IT for engagement. Too many tools in your toolbox can be overwhelming and too few may result in repetition that doesn’t lead to engagement. Participants will be introduced to several digital tools for learning along with why and when to use them. Fill your toolbox with options for digital engagement and a resource to return to when you’re ready to try something new
Exploring the Real-life Impacts of AI in Higher Education and Future Jobs: Ethnographic Insights and Case Studies with AI-generated Personas
No full textGet ready for an enthralling exploration into the influence of AI in higher education! In this captivating session, I will unveil the groundbreaking findings of my ethnographic research, where I collected invaluable data through in-depth, semi-structured interviews with students, faculty, administrators, parents, businesspeople, and community leaders. But I don't stop there! Prepare to be awestruck as I breathe life into these findings through AI-generated personas, who will share real-life quotes and perspectives from our research participants. This unique storytelling approach allows us to go beyond speculation, immersing you in authentic narratives and firsthand experiences that reveal the true impact of AI in higher education
Faculty Resources On Demand: The Challenges of Constructing a Responsive Online Repository
No full textThe Connect Enrichment Library is an online repository of course resources and instructional strategies created for Tarrant County College Connect campus faculty. There were several challenges the ID staff encountered along the way. This presentation will share the problems encountered like organizing content, making content easy to access and use in our LMS, and promoting the resources along with all the solutions we used while constructing this online repository
Learning and practicing dance phrases with and without a mirror: A comparison study
Get PDFMirrors are commonplace in dance studios; however, there has been no research that has looked at when the mirrors are most beneficial during the learning of dance phrases. Mirror visual feedback has been found to increase neural activity for attention and cognitive control (Deconick et al. 2015) as well as enhance performance and induce neuroplasticity (Rjosk et al. 2017). Mixed results have been observed with the use of mirrors during learning. Dearborn and Ross (2006) and Radall and Adame (2003) found a benefit of mirrors for dancers, and power clean movements were better with the use of mirrors (Sewall et al., 1988). However, mirrors were not found to improve balance or Pilates movements (Notamicola et al. 2014; Lynch et al. 2009). The varied results could be due to experience levels or the type of movement activity. The aim of this study was to determine if mirrors were more beneficial at the demonstration and explanation (DEMO) or practice (PRAC) phase for learning the dance phrase. Twenty experienced dancers were randomly placed in one of three groups. Group one (N=7, age M=21, Dance years M=14 +-2) had DEMO with mirror, PRAC no mirror. Group two (N=7, age M=20, Dance years M= 8+-5) had DEMO no mirror, PRAC with mirror). Group three (N=6, age M=20, Dance years M=9 +-5) had DEMO with mirror, PRAC with mirror. Videos of each participant’s dance performance of the dance phrase were blind reviewed by four independent experienced dance instructors for movement accuracy and timing/musicality errors on scales of one to five, with five equal to no errors and one is equal to seven or more errors. The results of a Kruskal-Wallis one-way ANOVA test were not significant for accuracy (H= 3.53, 2 d.f., p= .171) or errors (H=4.55, 2 d.f., p= .103). Results showed group one, which used the mirror only during demonstration and explanation to have the highest accuracy, while group two, which used the mirror only during practice, showed the best timing. Group three, which used the mirror during the demonstration and explanation phase and the practice phase (similar to traditional dance training), had the most errors in accuracy and the second-most errors in timing. These data suggest there may be learning benefits from removing the mirror during either the demonstration phase of the practice phase as well as that additional research is warranted to determine the effect of experience level and learning strategies used with and without mirrors present
Use and Non-Use of Academic Ebooks a Decade Later [Survey Instrument]
No full textSurvey instrument associated with a study of ebook use by faculty and graduate students at Sam Houston State Universit
Authorship in Academic Librarianship Journals, 2015-2019: Evaluating Author Occupations, National and Institutional Affiliations, and Co-Authorship
Get PDFThis study evaluated authorship in academic librarianship journals by assessing factors such as occupation, institutional affiliation, national affiliation, and coauthor relationships. The findings showed increased coauthorship, reinforcing the findings of previous studies. However, academic library practitioners as authors declined. Authorship was dominated by English-speaking Western nations with very high Human Development Indexes (HDI), and U.S. authorship was disproportionately represented by research-intensive (R1) doctoral institutions. Implications for diversity of representation and relevance to applied practice are discussed, along with suggestions for journal editorial boards to evaluate their content solicitation and promotion, peer review processes, and author support services
Building Healthy Academic Communities Journal [Review]
Get PDFBHAC is a peer-reviewed, open-access journal with no author fees. The journal is affiliated with the National Consortium for Building Healthy Academic Communities and The Ohio State University Libraries. Its documented policies are comprehensive and aligned with COPE standards, and the journal appears to be transparent in policies and practices. Review and publication timelines, with a range from one month to nearly nine months, appear typical for a smaller niche journal whose authors vary in publishing experience. Published content appears appropriate in scope and professionally edited, copyedited, and formatted
DeepGray: A Novel Approach to Malware Classification Using Grayscale Images with Deep Learning
Get PDFIn the ever-evolving landscape of cybersecurity, the threat posed by malware continues to loom large, necessitating
innovative and robust approaches for its effective detection and classification. In this paper, we introduce a novel method,
DeepGray, for multi-class malware classification utilizing grayscale images and the power of deep learning. Our dataset
combines the malware sample from the BODMAS dataset and the benign sample from the DikeDataset. Our approach
involves transforming executable files into a format suitable for deep learning by converting them into grayscale images while
retaining the essentialdata characteristics. During the data preprocessing step, applied Principal Component Analysis (PCA)
was applied to distill the most significant features. To achieve state-of-the-art results in multi-class malware classification,
we harnessed the power of deep learning and transfer learning, employing well-established neural network architectures
such as a customized Convolutional Neural (CNN), VGG16, EfficientNet, and Vision Transformers (ViT). The models were
meticulously trained and rigorously evaluated using a 5-fold cross-validation methodology. Notably, our approach yielded
remarkable results, with ViT achieved an impressive accuracy of 0.95. This research underscores the potential of grayscale
image analysis and deep learning within the domain of multi-class malware classification. The insights derived from this
study contribute significantly to the field of cybersecurity and pave the way for further advancements in the realm of
malware detection and classification
Pandemic Response and the Impact to Police Legitimacy
Get PDFCOVID-19 brought with it new challenges to law enforcement. The immediate government response to COVID-19 was to declare a state of disaster and implement restrictions on the public through executive orders with the intent to slow down the spread of the virus. Some of these public health restrictions, such as stay-at-home orders, shelter-in-place orders, limitations on the number of people who can gather in one place, and state border checkpoints went against basic constitutional rights of the citizens. This caused ethical dilemmas for law enforcement who are trained that a fundamental duty is to respect the constitutional rights of citizens. Even though the public health orders were issued through legal means, the content of the orders was problematic when compared to the rights of citizens. The dilemma for law enforcement grew as the pandemic response became politicized and society became more divided on a fundamental belief between freedom and security, which had a direct impact on how a divided society wanted law enforcement to respond to COVID-19. Conflicting messaging from government officials, prolonged use of governance through executive order as opposed to the legislative process, as well as wide variances in enforcement methods of public health orders by the police, reduced the public’s perception of government legitimacy and police legitimacy. For these reasons, police departments should not serve as the enforcement mechanism to pandemic-related public health orders, especially when questions of constitutionality have not been settled. Moving forward, law enforcement agencies need to promote more foundational training based on the understanding and importance of police legitimacy and procedural justice.LEMI