140816 research outputs found
Sort by
Dataset for The Role of Metacognition and Confidence in Quantitative Reasoning in College Biology Courses
No full textQuantitative modelling is a fundamental skill for biology students with performance determined by a host of cognitive and metacognitive resources and requiring instructors to integrate key quantitative dimensions into teaching biology. Using an assessment of quantitative modelling in biology, we explored biology students’ (n = 930 higher education students) modelling practices (i.e., abilities to create, test, revise), metacognition about the nature of models and confidence in their capabilities to model. Students performed best on items related to understanding variables used in models and performed more poorly on items related to interpreting, creating, and using models to understand biological phenomena. Students possessed a high level of metacognition about the nature and purpose of models for science and were highly confident, even overconfident, in their abilities to use, create, and interpret models in science. Students’ metacognition of models and confidence were significantly correlated with performance on modelling practices, suggesting that knowing the nature of models in science and confidence in one’s abilities can relate to model use. Improving the knowledge, skills, and abilities of biology students to perform quantitative interpretations and quantitative modelling and supporting their metacognition about and confidence in their abilities may be a crucial step toward better preparing students for careers in biology fields
Applications of Systems Thinking in Honors Education: The Justice Challenge
No full textHonors education has long been praised for its potential as a test bed for curricular innovation. A wide variety of high-impact practices have been employed to prepare honors students to think critically and tackle complex problems. Examination of the use of systems thinking within pedagogical practices in honors education is, however, nearly nonexistent in the literature. The authors present a brief introduction to systems thinking; review its use within honors curricula; and examine how a nationwide collaborative of honors educators equips students with systems thinking tools to learn about and engage with complex interdisciplinary problems. The authors characterize systems thinking methodologies and then demonstrate how—through a yearlong series of learning opportunities—students enhanced their knowledge base and gained experience with the application of these concepts and skills to address the complex problems of food justice and climate justice
Microcredentials for Honors Healthcare Students: Translating Academic Achievement to the Resume
No full textIn healthcare disciplines, honors students need opportunities to develop research skills in line with current trends and advanced degree requirements. The authors present a pilot program offering a series of online, self-paced microcredentials to enhance scholarly and clinical research competencies. Instructional modules in three areas (introduction, research tools, applied scholarly communication) include activities and assessments for demonstrating competency. Each student works with a faculty member to develop a specific topic and apply elements of scholarly communication and documentation such as research methodology, APA style, data analysis, implications for clinical practice, and directions for future research. Successful completion of microcredentialing culminates in Lyceum presentations of student work. The authors conclude that by assessing an individual’s knowledge, skill, and performance level in the early stages of the research project, standardized and customizable microcredentialing provides an efficient instructional experience that enhances student resumes and prepares them for success in healthcare professions
Sharing the Stage with the Future: Humans and Robots Together at Last
No full textThis essay presents a co-curricular collaboration bringing ancient comedy to a modern audience. Students and faculty at a large, public R1 university combine art and engineering to create a STEAM-based approach to theatrical production. The author describes how integrating classical text, creative expression, and transformational technologies demonstrates that collaboration between disciplines can produce gains for each, fostering advancements and human understanding that would be unattainable independently. Script writing, casting, stage production, and outcomes are presented
Rancher Preferences for Grassland Conservation in the Great Plains
No full textDiscusses why grasslands matter, the role of the Grassland Conservation Reserve Program and how the program works, and then describes the study, Understanding Rancher Preferences and Barriers to Participation in the Grasslands CRP, including providing policy and program implications.
The findings of this study reinforce a central lesson from decades of conservation-program evaluation: producers are most responsive to voluntary, flexible, and financially sufficient payments. Flexibility matters because the way to manage grazing lands can change year to year largely driven by weather and grass availability. Shorter contracts reduce producer risk, while clear payment structures and meaningful cost-sharing support enrollment. Mandates to engage in rotational grazing or management-intensive grazing can discourage participation. However, promoting existing practices can effectively support both ranchers and grassland ecosystems. Ultimately, the Grassland CRP reflects an important shift in United States conservation policy, moving from land retirement towards working land programs with the overall objective of reducing land conversion from grass to crops. Enhancing outreach and awareness, encouraging rather than mandating new practices, and prioritizing flexibility will allow Grassland CRP to align with broader conservation goals and with ranchers already practicing good grazing management
Geophysical Tools for Agricultural Management: Trends, Challenges, and Opportunities
No full textAgrogeophysics is a convergence of proximal soil sensing and hydrogeophysics in which geophysical methods are used to describe soil patterns and dynamics that shape agronomic management (including precision agriculture). To fully realize its potential for optimizing agricultural production, current barriers and targets for future agrogeophysics research must be identified. In this review, we compare the trajectory of agrogeophysics within peer-reviewed literature, patents, and the US university extension literature and examine the current challenges and opportunities for supporting agricultural production and sustainability with agrogeophysical tools. We conducted a repeatable search of Web of Science and Scopus for seven geophysical methods (electromagnetic induction, electrical resistivity, ground-penetrating radar, optical sensing [visible and near-infrared reflectance spectroscopy; Vis-NIR]), gamma-ray spectroscopy, cosmic-ray neutron sensing, and seismic sensing), used cooperative patent classifications to search Google Patents, and used Google to search land-grant university extension websites. The timeframe searched was from January 1986 to December 2024. We found that peer-reviewed literature on agrogeophysics began to grow in 2001, extension articles have marginally increased since 1993, and patents boomed in 2020. Electrical resistivity, electromagnetic induction, and Vis-NIR were the most prevalent geophysical methods used in agricultural settings across the three knowledge bases. We identified five categories of challenge and opportunity in agrogeophysics: pedophysical relationships, scale, usability, profitability, and soil organic carbon accounting. As the upward trend in agrogeophysics research and patents continues, strategic focus on the challenges and opportunities outlined in this review will propel geophysical tools toward playing a valuable role in agricultural management
Honoring the First-year Seminar: Exploring High-impact Learning Experiences for the First Year in Honors
No full textAcknowledgments
Introduction: Strategies and Structures for the Honors First-Year Seminar, Anton Vander Zee
Westminster University: Program Profile, Richard Badenhausen
Keeping Company: Genuine Conversation as a First-Year Honors Seminar Pedagogy, Richard Badenhausen
Oregon Institute of Technology: Program Profile, Christopher J. Syrnyk Bringing the Idea of Ideas to Life, Christopher J. Syrnyk
College of Charleston: Program Profile, Trisha H. Folds-Bennett, Jesslyn Collins-Frohlich, and Robert Maynor
Disrupting Privilege: Community Engagement in the First Year, Trisha H. Folds-Bennett, Jesslyn Collins-Frohlich, and Robert Maynor
Virginia Commonwealth University: Program Profile, Christy Tyndall and Jacqueline Smith-Mason
Flourishing in the First Year and Beyond: Promoting Personal Wellbeing and Mindfulness in an Honors First-Year Seminar, Christy Tyndall and Jacqueline Smith-Mason
Southwest Baptist University: Program Profile, Jodi Meadows
Know Thyself: A Model for Integrating Gifted Research into the Honors First-Year Seminar, Jodi Meadows
Kennesaw State University: Program Profile, Michelle Miles and Rita L. Bailey
The Impact of Daybook Reflection Practices in the Honors First-Year Seminar, Michelle Miles and Rita L. Bailey
West Chester University of Pennsylvania: Program Profile, Kevin W. Dean and Zachary
Wooten Reflection in First-Year Honors Courses: Why We Can’t Take It for Granted, Kevin W. Dean and Zachary Wooten
University of Missouri–St. Louis: Program Profile, Kimberly Baldus
Developing Peer Mentors as Co-Educators for the Honors First-Year Seminar, Kimberly Baldus, Gerianne Friedline, and Ann Torrusio
First-Year Seminar Program Profile Supplement University of Mary Washington: Program Profile, Kelli M. Slunt and Mara N. Scanlon
Rutgers University–Camden: Program Profile, Lee Ann Elliott
Westman Grand Rapids Community College: Program Profile, Michael Schavey
East Carolina University: Program Profile, Todd Fraley
Colorado School of Mines: Program Profile, Lauren Shumaker, Carrie J. McClelland, Toni Lefton, and Sarah Jayne Hitt
University of Maryland, College Park: Program Profile, Christine A. Jones
Elon University: Program Profile, Steve Bednar
Eastern Kentucky University: Program Profile, David Coleman
University of Massachusetts Dartmouth: Program Profile, Amy M. Shapiro and Brian J. Ayotte
Elmhurst University: Program Profile, Mary Kay Mulvaney
About the Authors
About the NCHC Monograph Serie
West Chester University of Pennsylvania: Program Profile
No full textFounded in 1871, the institution, which eventually became West Chester University (WCU) of the Pennsylvania State System of Higher Education, transitioned in 1927 from a Normal School to a State Teachers College. In 1960, the institution introduced a liberal arts program, turning the one-time academy into a comprehensive college. Finally, in 1983, the institution attained university status. Located in the heart of Pennsylvania’s Brandywine Valley in Chester County, WCU sits 25 miles west of Philadelphia and 17 miles north of Wilmington, Delaware. WCU is a public, comprehensive institution offering undergraduate education and graduate programs. In fall 2024, the university enrolled 3,005 new students and had a total enrollment (undergraduate and graduate) of 17,171 students. Among undergraduates, 58% identify as female. The university has a racial/ethnic composition of 73% White, 10% Black (non-Hispanic), 8% Hispanic, 3% Asian, 4% multi-racial, 2% undeclared, 0.1% American Indian or Alaskan Native, 0.01% Native Hawaiian or Other Pacific Islander, and 0.2% international. WCU reports 63.2% of faculty are full-time and the faculty to student ratio is 20:1
University of Mary Washington: Program Profile
No full textLocated in Fredericksburg, Virginia, situated between the nation’s capital and the capital of the Commonwealth of Virginia, the University of Mary Washington (UMW) is a public, co-educational, and predominately four-year liberal arts and sciences institution. The university is committed to the shared values in our ASPIRE principles: accountability, scholarship, personal and institutional integrity, respect and civility, and engagement. Founded in 1908, UMW has evolved from a normal and industrial school for women to a university that offers 48 majors, 44 minors, and 3 graduate programs. In fall 2023, UMW enrolled 3,611 undergraduates and 197 graduate students. Fifty-five percent of the students reside in on-campus housing. Ten percent of the student body is from out of state, and 40% identify as racially or ethnically diverse. Seventy percent of the faculty are full-time; classes are taught by faculty or adjunct experts in the field; and the faculty-student ratio is 13:1
Rutgers University–Camden: Program Profile
No full textRutgers, the State University of New Jersey, was founded in 1766 and is the eighth-oldest university in the nation. Rutgers has three regional campuses: Rutgers–Camden, Rutgers–Newark, and Rutgers–New Brunswick. The Camden campus was founded in 1926 as the South Jersey Law School and College of South Jersey; it merged with Rutgers University in 1950. Academic offerings at Rutgers–Camden include 38 undergraduate majors and 29 graduate programs. An R2 research facility, Rutgers–Camden had 6,075 undergraduate and graduate students in the spring 2024 semester. Rutgers–Camden is designated as a Minority Serving Institution, with more than 50% of the student population identifying as African American, Latino, and/or Asian; 60.8% of enrolled students are female; and 92.5% of the students are New Jersey residents. The average class size is 24 students