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Direct linkLydia Horne; Amanda Manzanares; Nicholas Babin; Emily A. Royse; Lee Arakawa; Eunice Blavascunas; Lisa Doner; Daniel Druckenbrod; Ennea Fairchild; Meghann Jarchow; Barry R. Muchnick; Prajjwal Panday; Denielle Perry; Rebecca Thomas; Anne Toomey; Brian H. Tucker; Camille Washington-Ottombre; Shirley Vincent; Steven W. Anderson; Chelsie Romulo – Journal of Geoscience Education, 2024
Interdisciplinary environmental and sustainability (IES) programs are different from other fields because they focus on a complex integration of humanities, social, and natural sciences concepts centered on the interactions of coupled human and natural systems. The interdisciplinary nature of IES programs does not lend itself to traditional…
Descriptors: Interdisciplinary Approach, Environmental Education, Sustainability, Higher Education
Phyllis Araneo – Environmental Education Research, 2024
This paper aims to contribute to the field of knowledge surrounding Education for Sustainable Development (ESD) curricula with a view to filling a gap in ESD literature by identifying features that may help ESD course designers. The study asks the questions: what is taught in ESD courses in higher education? and what content do students say they…
Descriptors: Sustainable Development, Higher Education, Course Content, College Students
Peer reviewedRyan A. Burke; Jamie J. Jirout; Bethany A. Bell – Grantee Submission, 2024
Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual…
Descriptors: Student Participation, Learner Engagement, Computer Mediated Communication, Asynchronous Communication
Logan Rutten; Danielle Butville; Boaz Dvir – Journal of Teacher Education, 2024
Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or…
Descriptors: Political Issues, School Districts, Communities of Practice, Controversial Issues (Course Content)
Anne Gill; Olivia G. Stewart – Journal of Adolescent & Adult Literacy, 2024
This study explores the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This 10-week, critical media-framed study examines how eight 16-18-year-old students, taught synchronously on Zoom, engaged in weekly podcast-based lesson activities, selecting podcast…
Descriptors: Critical Literacy, Media Literacy, Electronic Publishing, Information Dissemination
Joseph Siegel – ELT Journal, 2024
Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As the number of students taking content courses in their L2 in English medium instruction contexts grows, L2 notetaking abilities are beginning to receive much-needed pedagogic and…
Descriptors: Notetaking, English (Second Language), Second Language Learning, Second Language Instruction
Sarah Rose Fitzgerald; Christine Turner; Anne Graham – College & Research Libraries, 2024
This study investigates how instructors consider resource cost and availability when compiling assignments in their course syllabi. It uses the academic planning model from Lattuca and Stark to frame the influences on instructional material selection. It employs a critical incident technique method, asking instructors to take into account one…
Descriptors: Higher Education, Student Costs, Instructional Materials, Educational Resources
Rebecca April Gibson – School-University Partnerships, 2024
Purpose: This case study sought to investigate the relationship between pre-service teachers' participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction. Design/methodology/approach: The study was embedded within a 4000-level course in the…
Descriptors: Literacy Education, Intervention, Beginning Reading, Preservice Teachers
Benjamin C. Herman; Sarah Poor; Michael P. Clough; Asha Rao; Aaron Kidd; Daniel De Jesús; Davis Varghese – Journal of Research in Science Teaching, 2024
Informed scientific thinking is a vital component of engaging all socioscientific issues (SSI) such as climate change and the COVID-19 pandemic. However, socioscientific engagement may be influenced by sociocultural factors and mis/disinformation efforts to the widespread detriment of human and environmental well-being. The purpose of this…
Descriptors: Controversial Issues (Course Content), Undergraduate Students, Beliefs, Misinformation
Graham F. Hunter – Journal of Student Affairs Research and Practice, 2024
Utilizing interviews with 44 full-time HESA faculty members, this study explores how they describe planning for individual courses. Findings suggest a model of course planning in which faculty members enter the process with particular beliefs and then make decisions as they consider existing syllabi, course objectives, course content, and student…
Descriptors: Curriculum Development, Courses, Course Descriptions, Course Content
Download full textAmanda H. Sugar; Rebecca Ozelie; Kristi Turner – Journal of Occupational Therapy Education, 2024
Despite occupational therapy's critical role on the rehabilitation team for individuals with upper limb loss or difference (ULL/D) and prosthetics, this population is not extensively covered in many occupational therapy (OT) program curricula. As such, many clinicians work with patients with ULL/D with little expertise or confidence for this…
Descriptors: Occupational Therapy, Allied Health Personnel, Rehabilitation, Physical Disabilities
Ulla A. Saari; Merle Ojasoo; Urve Venesaar; Ilmari Puhakka; Petri Nokelainen; Saku J. Mäkinen – European Journal of Engineering Education, 2024
Ethical and sustainable thinking is an important competence in the engineering education to support students' abilities to act and perform in a responsible manner in corporate contexts, and consequently contribute to a sustainable future. This paper investigates engineering students' attitudes towards ethical and sustainable thinking focusing on…
Descriptors: Engineering Education, Undergraduate Students, Student Attitudes, Sustainability
Sharon Tettegah; Ebenezer Larnyo; Charles Terry; Jessica Young; Dave Vallett; Alan B. Craig; Yingtao Jiang – Schools: Studies in Education, 2024
Increasing diversity and broadening participation in engineering programs has been a persistent challenge due to various factors. Despite efforts to enhance engineering education, we have not seen a significant increase in matriculation, retention, and graduation rates in certain engineering fields. For decades, academic institutions have received…
Descriptors: Engineering Education, Disproportionate Representation, Access to Education, Minority Group Students
Brette Garner; Jen Munson; Gladys Krause; Claudia Bertolone-Smith; Evthokia Stephanie Saclarides; Amy Vo; Han Sol Lee – Journal of Mathematics Teacher Education, 2024
The adequate preparation of future teachers of mathematics is critical, requiring sufficient opportunities to develop both pedagogical skill and content knowledge. Yet, despite new recommendations for mathematics teacher preparation, we know little about the landscape of course-based learning opportunities in US elementary teacher education…
Descriptors: Elementary School Mathematics, Teacher Education, Teacher Education Programs, Course Content
Yvonne Allsop; Arianna Black; Shantanu Tilak; Eric M. Anderman – RMLE Online: Research in Middle Level Education, 2024
Sexual health education in the United States is seeing increased attention and is often viewed as a controversial topic. To better understand young adolescents' experiences within an LGBTQ+ inclusive sexual health education program ("Get Real"), we utilized Situated Expectancy-Value Theory to investigate 53 responses from 30 students…
Descriptors: Grade 7, Grade 8, LGBTQ People, Health Education
