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Gallup StrengthsFinder in engineering
No full textThe Gallup StrengthsFinder® Inventory identifies individual\u27s top-five Strengths from the 34 themes in the inventory [1]. Strengths such as Activator, Deliberative, and Restorative are grouped into four domains: executing, influencing, relationship building and strategic thinking. All of our first-year students at Elizabethtown College complete the Strengths Inventory. Throughout the two-semester Introduction to Engineering (ItE) course sequence, we contextualize Strengths for engineering students by contrasting strengths and skills. We use the StrengthsFinder to capture personal strengths and define engineering skills through the lens of the ABET a-k outcomes. We frame developing the required engineering skills from the foundation of their individual strengths. Our One-Minute Engineer assignment requires students to describe why they are pursuing engineering as a career path. Again, the framework of StrengthsFinder helps students clearly express their motivations. Team projects form the framework for ItE course sequence. We sort students into teams with diverse Strengths [2]. Students utilize team contracts in which they develop team roles based on individual Strengths [3]. A team mapping exercise reveals that our engineering students tend to overpopulate the executing and strategic thinking domains of Strengths. Less stereotypical engineering students with Strengths in relationship building and influencing realize their position to uniquely contribute in areas that are often undervalued in student engineering teams. This paper will examine our use of Gallup StrengthsFinder as a case study. Additionally, we compare the distribution of Strengths among our engineering students to those college-wide and at engineering students at MacEwan University. We found that using this approach helps students capitalize on unique strengths, build more diverse teams, foster student confidence, and fight imposter syndrome
To What Extent Does Haidt\u27s Moral Foundations Theory Reveal Liberal or Conservative Biases When Applied to Selected State\u27s Citizenship and Government Curriculum?
Get PDFThis paper begins with an overview of the evolution of social studies education overtime, from moral education to civic education. It then analyzes the compatibility of the current form of social studies education with the national standards for education. The literature introduced in this paper looks at the social studies curriculum from three selected states, California, Texas and Pennsylvania. Furthermore, Dr. Jonathan Haidt’s Moral Foundations Theory, which contends that all humans use five foundations when engaging in moral decision-making, will be used as a framework to analyze the selected states’ curricula. The purpose of this research study then, is to determine whether or not these three states emphasize specific moral foundations in their social studies curricula and standards utilizing Haidt’s framework
How Do Current World History Curricula Map to a Global Perspective Approach to Multicultural Education?
Get PDFoai:jayscholar.etown.edu:edstu-1000This thesis explores the way local world history curricula do well, and not so well, at incorporating a global perspective approach to multicultural education
Examining Moral Foundations and Thinking Styles
Get PDFIntuition and moral beliefs are used unconsciously in every day decision making, with intuition being the main decision maker and moral foundations providing reasoning for a decision. Intuition refers to the gut feelings a person may have about a situation or decision. Moral foundations refer to themes of morality that individuals may rely on. Under varying circumstances, different moral beliefs may be more salient and important when making a judgement. Given the role that both of these play in everyday decision making, this study aimed to explore the relationship between the three types of intuition (holistic, inferential, and affective) and the five moral foundations (harm/care, fairness/cheating, loyalty/betrayal, authority/subversion, and sanctity/degradation) and how different thinking styles, namely analytic and intuitive thinking styles, would influence the moral foundations that are relied on when making moral decisions. It was hypothesized that the three types of intuition would be related to the sanctity/degradation moral foundation and that these relationships would be positive. Furthermore, it was expected that participants under cognitive load would rely more on individualizing moral values when making moral judgements. Results showed the strongest relationship between the harm/care moral foundation and affective intuition. Thinking styles did not affect the moral foundations that participants relied on when making moral decisions
Effects of urbanization on the population structure of freshwater turtles across the United States
No full textLandscape-scale alterations that accompany urbanization may negatively affect the population structure of wildlife species such as freshwater turtles. Changes to nesting sites and higher mortality rates due to vehicular collisions and increased predator populations may particularly affect immature turtles and mature female turtles. We hypothesized that the proportions of adult female and immature turtles in a population will negatively correlate with landscape urbanization. As a collaborative effort of the Ecological Research as Education Network (EREN), we sampled freshwater turtle populations in 11 states across the central and eastern United States. Contrary to expectations, we found a significant positive relationship between proportions of mature female painted turtles (Chrysemys picta) and urbanization. We did not detect a relationship between urbanization and proportions of immature turtles. Urbanization may alter the thermal environment of nesting sites such that more females are produced as urbanization increases. Our approach of creating a collaborative network of scientists and students at undergraduate institutions proved valuable in terms of testing our hypothesis over a large spatial scale while also allowing students to gain hands-on experience in conservation science
Split Tickets? On the Strategic Allocation of Presidential Versus Vice Presidential Campaign Visits in 2016
No full textThis article analyzes the strategic allocation of presidential campaign visits in 2016. In particular, we test whether each campaign disproportionately targeted its presidential versus vice presidential candidates’ visits toward voters with whom they shared a salient demographic or political characteristic. Our purpose in doing so is to discern whether—and, if so, among which groups—the campaigns perceived the candidates as having a strategic advantage in appealing to affiliated voters. To this end, we analyze an original database of 2016 campaign visits that includes local population characteristics for each host site. Our results indicate that each ticket’s visits were highly coordinated across states, but frequently divergent within states. At the substate level, we find several systematic differences in the populations visited by presidential versus vice presidential candidates—in some cases aligning with a candidate’s personal characteristics. We discuss these findings’ implications with respect to campaign strategy and vice presidential selection
Vocational exploration as transformative pedagogy: Retrieving the affective, educating for difference
No full textThis chapter argues that the shape and style of classroom teaching make a tremendous difference in the work of bringing vocational reflection into a multi-faith environment. The author draws on insights from a variety of fields, including psychology, philosophy, and educational theory, to provide specific guidance about the geography and atmosphere of the classroom and about the kinds of learning that need to take place there. Greater attention to the affective domain, coupled with the creation of classroom spaces that students see as respectful of their particularities and differences, can create a positive space for vocational reflection and discernment across a variety of lifestances. The second half of the chapter offers a number of specific pedagogical exercises to accomplish this work, along with a discussion of how student engagement in this project might be appropriately evaluated. A rubric for such evaluation is also included
Third-screen teaching: Enhancing classroom learning with mobile devices
No full textThis chapter examines the role of mobile devices in the classroom, offering a context for reassessing their pedagogical promise. It qualifies discussions of “digital natives” and “learning styles” to account for why teachers struggle to fit third screens (i.e., smartphones) into educational environments. In response, it offers an alternative pedagogy that reimagines smartphones as learning tools. The chapter presents a review of practical tactics and considerations for using third-screen devices in religious studies classrooms of all kinds