Indiana University – Purdue University Columbus

Implied by the university teaching contract, rather than explicitly detailed, is the expectation that faculty will make the very best possible effort to help the student "learn" the subject matter under instruction. One aspect of teaching relegated to the "have always done it that way" is homework. Some would call homework an "intuitively obvious" technique. However, just what constitutes homework and how it could be utilized is seldom usefully defined or sufficiently detailed to really help the new professor in his expected duties. A large number of studies have consistently shown that students benefit greatly from active learning programs such as those that require work outside of the classroom. Workshops, courses or programs that address appropriate application of homework seem to be rare This paper addresses some of the reasons why homework is an appropriate technique to be included in any teaching portfolio. It defines the four basic types of homework, how the homework assignment should be processed, and what the instructor and the student can expect from well designed and executed homework assignments. Examples of course objectives and homework designed for freshman technology courses are presented. A scheme for recording and reviewing the homework design is also suggested.

In the typical, academic career path, individuals enter faculty roles immediately after graduate school, commencing their academic careers with research skills and a fledgling research agenda. Many faculty, however, take an indirect route to research. They may work in the commercial or nonprofit sector for years before joining the academy, allowing their research skills to fade. Some individuals who never completed research training are recruited as faculty due to their years of professional experience; this is especially true in business, engineering, and health care. When institutional expectations and personal goals change, however, these individuals may suddenly face the need to conduct research. They have the motivation but lack the necessary skills and confidence. This is especially true when institutions decide to seek accreditation that requires research activity among faculty. To help Bolivian faculty achieve research success, we developed a condensed workshop on qualitative, applied research and conducted it four times, in-person and online, following the action research model. The condensed workshop proved effective in helping faculty boost their research productivity, though participants expressed a desire for more extended coaching and support. Future workshops will include increased opportunity for collaboration. The workshop can be adapted to other regions.

Learning to be a teacher through teaching practicum is viewed as a highly complex process in which multiple dilemmas and tensions emerge. These tensions may influence student teachers’ motivation for teaching. However, previous studies on teacher motivation have mainly focused on social status and welfare, seldom taking their emotion regulation into account. Sampling 752 student teachers from 15 teacher education institutes in China, this study examined the relationships between student teachers’ emotional labor strategies, professional identity tensions, and motivation for teaching during their practicum. The results indicated that emotional labor strategies were found to be important resources for student teachers to cope with the challenges brought by the tensions of professional identities in teaching practicum. In particular, deep acting and expression of naturally felt emotions enhanced student teachers’ intrinsic motivation to become a teacher. The results indicated that student teachers should perform emotional labor strategically, which may motivate them to be a teacher intrinsically.

Media shapes public perceptions about sex trafficking; how and under what circumstances sex trafficking occurs and by who and to whom are framed by news reports. This study examines a four-year span of U.S. news reports of law enforcement and judicial actions against sex traffickers (2017-2021). Articles were coded to determine the frames presented to readers. The results confirm that journalists continue to reduce trafficking to a crime problem, over-represent certain kinds of victims and perpetrators, and fail to educate readers about the definition of, causes of, and remedies for sex trafficking. Such reporting needs to improve the way it educates audiences about causes, solutions, perpetrators, and survivors. This is vital to better prepare the public—and law enforcement—to participate in combatting sex trafficking through reporting, funding services, and shaping effective public policy.

Clypeocaenis malzacheri sp. nov. is described from the Kottakudi River in southern India, based on larvae and eggs. Clypeocaenis malzacheri sp. nov. appears to be closely related to C. bisetosa Soldn. The new species is distinguished from this species and other congeners based on the structure of the frons; the structure, setation, and maculation of legs; the shape and orientation of the abdominal tergum II projection; and by the shape and denticulation of abdominal sternum IX. Updated couplets for an identification key to Clypeocaenis larvae in the Indomalayan region are provided. The total number of Clypeocaenis species is thereby increased to twelve in the world and seven in India.

Justice-involved youth (JIY) have high rates of behavioral health disorders, but few can access, much less complete, treatment in the community. Behavioral health treatment completion among JIY is poorly understood, even within treatment studies. Measurement, reporting, and rates of treatment completion vary across studies. This systematic review and meta-analysis synthesizes the literature on rates of treatment completion among JIY enrolled in research studies and identifies potential moderators. After systematically searching 6 electronic databases, data from 13 studies of 20 individual treatment groups were abstracted and coded. A meta-analysis examined individual prevalence estimates of treatment completion in research studies as well as moderator analyses. Prevalence effect sizes revealed high rates of treatment completion (pr = 82.6). However, analysis suggests a high likelihood that publication bias affected the results. Treatment groups that utilized family- or group-based treatment (pr = 87.8) were associated with higher rates of treatment completion compared to treatment groups utilizing individual treatment (pr = 61.1). Findings suggest that it is possible to achieve high rates of treatment completion for JIY, particularly within the context of family- and group-based interventions. However, these findings are limited by concerns about reporting of treatment completion and publication bias.

In a blended undergraduate thermodynamics course, affordances within a learning management system (LMS) were used to highlight student learning outcomes, require foundational course content to be completed before attempting more complex topics, provide mastery-oriented feedback, allow students to track their progress, and promote metacognitive reflection. This paper describes the use of these options within the Canvas LMS. Additionally, this study investigated whether student self-regulatory behaviors changed during the course. Students were asked to complete a survey about their metacognitive self-regulatory activities related to studying for this course. The first survey was completed during the fifth week of the course, after most students had completed two reflection assignments. The same survey questions were administered a second time, during the final two weeks of the course. Survey results suggest some increase in student self-regulatory behaviors during the course. These results suggest that, near the end of the course, students were more likely to set study goals for themselves.