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Disagreeing softly: Supporting students in managing disagreement in peer critique
Full text linkDisagreement is often perceived negatively, yet it can be beneficial for learning and scientific inquiry. However, students tend to avoid engaging in disagreement. Peer critique activities offer a promising way to encourage students to embrace disagreement, which supports learning as students articulate their ideas, making them available for discussion, revision, and refinement. This study aims to better understand how students express disagreement during peer critique within small groups and how that affects moving their inquiry forward. It explores 5th-grade students’ management of disagreement within a computer-supported collaborative modeling environment. Using conversation analysis, we identified various forms of disagreements employed by students when engaging with different audiences. We observed a tendency for students to disagree softly; that is, disagreement was implied and/or mitigated. Students’ resolution of both direct and soft disagreements effectively promoted their collective knowledge advancement, including building shared scientific understanding and improving their models, while maintaining a positive socio-emotional climate. These findings have implications for designing CSCL environments with respect to supporting students in providing and responding to peer critiques at the group level
How Do Students Research: What Students Struggle with and How We Can Help
Full text linkLiu, Y. (2025, November 7). How Do Students Research: What Students Struggle with and How We Can Help [Symposium presentation slides]. 20/20 on Teaching, Learning & Research Symposium, Indiana University Kokomo, Kokomo, IN, United States. https://hdl.handle.net/2022/3451
Collaborative Game-based Learning Analytics: Predicting Learning Outcomes from Game-based Collaborative Problem Solving Behaviors
Full text linkSkills in collaborative problem solving (CPS) are essential for the 21st century, enabling students to solve complex problems effectively. As the demand for these skills rises, understanding their development and manifestation becomes increasingly important. To address this need, we present a data-driven framework that identifies behavioral patterns associated with CPS practices and can assess students’ learning outcomes. It provides explainable insights into the relationship between students’ behaviors and learning performance. We employ embedding and clustering techniques to categorize similar trace logs and apply Latent Dirichlet allocation to generate meaningful descriptors. To capture the temporal evolution of student behaviors, we introduce a graph-based representation of transitions between behavior patterns extracted using constraint-based pattern mining. We map behavioral patterns to a CPS ontology by analyzing how action sequences correspond to specific CPS practices. Analysis of semi-structured trace log data from 61 middle school students engaged in collaborative game-based learning reveals that the extracted behavioral patterns significantly predict student learning gains using generalized additive models. Our analysis identifies patterns that provide insights into the relationship between student use of CPS practices and learning outcomes
Capturing Monon South through Plein Air
Full text linkThis report documents a 2025 plein air painting initiative organized by Indiana University’s Eskenazi School of Art, Architecture + Design and the Center for Rural Engagement in partnership with Radius Indiana. The project invited students to paint scenes from communities along the proposed Monon South Trail—a 57-mile corridor connecting eight towns in southern Indiana—during its early construction phase. The effort aimed to celebrate rural culture, foster community engagement, and create an annual event to support local vitality. The document includes project background, participating artists, and selected award-winning works
[Public Service Crisis: Leadership and Austerity]
Full text linkPublic service in Mexico has evolved from a model based on honor and responsibility to an institutionalized system facing serious operational and legitimacy deficiencies. The expansion of the state throughout the 20th century strengthened its role in strategic sectors but also led to structural issues such as corruption, clientelism, and excessive bureaucracy. In recent decades, reforms aimed at professionalization and transparency have proven insufficient, while austerity policies have exacerbated systemic failures. This study examines the factors that have weakened institutional efficiency, with a focus on the impact of leadership, regulatory frameworks, and resource reductions in public administration. Findings reveal that the lack of incentives and arbitrary evaluations have fostered a culture of minimal effort, reducing productivity and compromising service quality. The elimination of merit-based selection processes has eroded the principle of meritocracy, allowing discretionary appointments and undermining sector professionalization. Austerity measures have had unintended consequences, including staff reductions in critical areas, increased workloads, and the loss of institutional expertise. Additionally, inconsistencies in the application of regulations have created uncertainty in decision-making and weakened public trust in government institutions. What are the most effective strategies to reverse this crisis? How can public administration regain legitimacy and efficiency in a context of limited resources? These questions are central to understanding current challenges and outlining a viable path for the future of Mexico’s public service
Printers Alley Murals Poster
Full text linkThe Rural Placemaking Studio, a partnership between the Eskenazi School of Art, Architecture, and Design and the Center for Rural Engagement, worked with residents to design two murals, one honoring the philanthropy of the Franklin County Community Foundation and the other honoring 200 years of local journalism, as part of activating Printers Alley, located off Main Street, Brookville
Belonging in Action: Strengthening Community Through Curriculum Based Freshman Peer Mentorship Program
Full text linkByrd, S., & Leicht, A. (2025, November 7). Belonging in Action: Strengthening Community Through Curriculum Based Freshman Peer Mentorship Program [Symposium presentation slides]. 20/20 on Teaching, Learning & Research Symposium, Indiana University Kokomo, Kokomo, IN, United States. https://hdl.handle.net/2022/3449
ADDRESSING EXECUTIVE DYSFUNCTION IN THE VOICE STUDIO: WHY EVERY SINGER CAN BENEFIT FROM SYSTEMS AND STRUCTURE
Full text linkThesis (DM) – Indiana University, Music, 202
Examining Engagement, Note-Taking, and Multitasking in Podcast-Based Learning
Full text linkThis is an Accepted Manuscript of an article published by SAGE Publications Inc. in Teaching Sociology on March 29, 2025, available at https://www.scopus.com/inward/record.uri?eid=2-s2.0-105002035392&doi=10.1177%2f0092055X251327956&partnerID=40&md5=64920d8a6d76382adcc622805f6665e2
It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.”In this follow-up study, we examined mode of accessing assigned podcasts (listening to podcast audio, reading the transcript, or both) relative to exam performance while explicitly measuring note-taking and multitasking. We collected data between fall 2020 and spring 2022 at two midwestern regional public universities and conducted bivariate cross-tabulations and multivariate logistic regression analyses. We found mode of access less important for exam performance than students’ engagement with the material. Some types of notes conferred advantages, whereas multitasking disadvantaged students relative to exam performance. Still, students who listened to assigned podcasts were the least likely to take notes and most likely to multitask, meaning mode of access was not entirely unimportant. Additionally, note-taking and multitasking were connected: Notetakers were less likely to multitask. As suggested in previous research, offering students multiple modes of access and instructing students how to best engage with assigned content remain best practices. © American Sociological Association 2025