Getting it to Work

ABSTRACTThis paper discusses the development and results of a new tool used for measuring shifts in students' perceptions of earth and ocean sciences called the Student Perceptions about Earth Sciences Survey (SPESS). The survey measures where students lie on the novice–expert continuum, and how their perceptions change after taking one or more earth and ocean science course(s). The survey is composed of 29 statements that have been validated with expert responses and student interviews. Factor analysis was used to group statements into seven categories, which provide instructors with valuable information to guide pedagogical change in their classes. Overall student perceptions in earth and ocean sciences show little change over the course of the term, in contrast to novice shifts in perceptions seen in other science disciplines. Students in earth and ocean sciences also do not display any gender differences, unlike those seen in these other disciplines. However, differences are seen between face-to-face and distance education versions of a course, between earth and ocean science majors and nonmajors, and between a community college and a large research institution. The former of each pair are more expert-like.

4-H Summer of STEM is a workforce readiness program for high school youth. The goals of the program are to increase students’ interest in STEM careers, improve college and workforce readiness, and connect youth to businesses and industries in the local community. Selected youth receive hands-on development of workforce readiness skills, are paired with a STEM mentor for job shadowing, and participate in college campus visits. Preliminary findings show that participants reported having a positive relationship between participation in 4-H youth development programs and career skills. This article introduces the 4-H Summer of STEM and offers suggestions for implementation.

This study employed structural equation modeling to analyze the impact of the "rural living program" on rural decline, population decrease, and the necessity of the program. The rural living program, a social program that provides participants with opportunities to reside in rural areas for short or long periods and form relationships with the local community, has been recognized as a key approach to securing the "relational population" in response to rural extinction. Analyzing young people in their 20s and 30s, who have a high potential as a relational population due to recent migration and increased interest in rural areas, the following findings were observed. Firstly, the rural living program facilitated a shift in perception among young people toward rural areas. Particularly, it had a significant impact on their positive perception of the physical environment of underdeveloped rural areas. Secondly, it was observed that the sense of community formed through the program influenced the formation of relational population. Young people formed relationships with the local community and residents, developing a sense of belonging, interaction, and attachment to the area through the program. Thirdly, while the program did not have a direct impact on the formation of relational population, it facilitated the formation of relational population by mediating through the developed sense of community. To validate the results, interviews were conducted with 10 young people who participated in the program, revealing their desire to establish relationships with the local community and their intention to revisit in the future.

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and interests of non-mainstream students and urban students whose representation in this study was limited; (b) investigation of topics where students expressed low interests topics; and (c) development and design of authentic communities of practice in the science classroom.

STRUCTURED ABSTRACT Context: This research is embedded within the Academic Master's program in Administration at the Graduate Program in Administration (PPGAdm) – UFU/FAGEN, focusing on the importance of entrepreneurship in various contexts, including education and the public sector. It highlights the economic and social benefits of entrepreneurship, as well as the relevance of entrepreneurial education for student learning and skill development. The research proposal specifically focuses on the implementation of the entrepreneurial education project called the "Entrepreneurship Pathway," developed by the Center for Incubation of Entrepreneurial Activities at the Federal University of Uberlândia (CIAEM/UFU), involving students from the College of Application School of Basic Education at UFU (CAp/Eseba UFU). Objective: The general objective of this study is to analyze the activities developed by the Center for Incubation of Entrepreneurial Activities at the Federal University of Uberlândia (CIAEM/UFU), specifically through the project aimed at promoting entrepreneurial education among students of the College of Application School of Basic Education at the Federal University of Uberlândia (CAp/Eseba UFU). The specific objectives include: describing the conception and development of the entrepreneurial education project; analyzing its trajectory and execution over time; and evaluating the results and implications of implementing the entrepreneurial education project. Method: The classification of methodological procedures used in the research was based on their approaches to objectives, as descriptive research. As it was submitted on the 22/10/2023 and approved by the Ethics Committee CAAE: 74490723.7.0000.5152. Its epistemological anchor is based on the qualitative approach, while the method for the procedure adopted is a case study. Sources for the research include documentary analysis of the 'Entrepreneurship Pathway' project and data from CIAEM/UFU and CAp Eseba/UFU. Data analysis techniques involved participant observation, documentary analysis of the 'Entrepreneurship Pathway' project, and conducting semi-structured interviews with teachers and managers from CAp Eseba/UFU and CIAEM/UFU. Results: The research aims to provide an understanding of how entrepreneurship in basic education contributes to student formation, developing specific skills. It will monitor how students structure acquired knowledge into ideas and project proposals, potentially presented throughout the course. Alignment of the research with the concentration area of the PPGAdm (Regionality and Management) and with the research line: The research is part of the research line "Organizational Management and Regionality – General Themes," justified by the emphasis on managing educational institutions, exploring the dynamics between entrepreneurship, education, and the regional context. The analysis of entrepreneurial practices at the College of Application, associated with the incubator's activities and their impact on the local community, directly reflects the scope of the research line. The research seeks not only to understand organizational practices within the educational scope but also to investigate how these practices are related to promoting regional entrepreneurial vocation. It will explore how basic education of students can foster and guide entrepreneurial initiatives that impact local economic development. Impact and innovative character in intellectual production: The research promises to fill a gap in academic literature by addressing the intersection of entrepreneurship, education, and regional management. Its innovative character lies in the specific analysis of entrepreneurial practices in basic education and the evaluation of the role of an incubator in this process, offering new perspectives on promoting entrepreneurship in education. Economic, social, and regional impact: The research aims to contribute to understanding how entrepreneurship in basic education, driven by an incubator, can positively impact the local economy, generate jobs, and enhance community quality of life. By identifying effective practices, the research has the potential to guide policies and strategies that promote economic and social development through entrepreneurial education. Additionally, it seeks to comprehend how entrepreneurial practices in education can influence local community development and provide replicable insights for other regional contexts. To assess the effectiveness of these initiatives, given that impacts will become more evident in the future, qualitative indicators will be employed. These will include teachers' perceptions of students' entrepreneurial skill development, such as academic knowledge acquisition, socio-emotional skills enhancement, and stimulation of creativity, critical thinking, and problem-solving abilities. Sustainable Development Goals addressed in the research: The research contributes to several Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation and Infrastructure), SDG 10 (Reduced Inequalities), SDG 12 (Responsible Consumption and Production), and SDG 17 (Partnerships for the Goals). It promotes entrepreneurial education, explores economic impact and job opportunities generated, analyzes how innovation and entrepreneurship can contribute to regional development, reduces inequalities by offering inclusive economic opportunities, encourages sustainable consumption and production practices, and underscores the importance of cross-sector partnerships for effective SDG implementation. Keywords Entrepreneurship; Innovation; Entrepreneurial Education; Business Incubator; Regionalism.

Purpose of the Study: This article describes an innovation designed with the goal of enhancing students’ perceptions of sales careers and salespeople through a series of educational sales modules. The innovation was delivered online through a learning management system as part of a Principles of Marketing course. Design and Sample: The innovation, referred to as The Professional Selling Workshop (PSW), was developed as a stand-alone course shell in the university’s Learning Management System (BbLearn). The PSW, consisting of ten sales modules, was administered in multiple sections of a Principles of Marketing course. One hundred and sixty eight undergraduate business students at a public university in the southwest United States completed the workshop. Results: The results of this study suggest that student perceptions can be moved in a favorable direction when exposed to the more positive aspects of sales careers, and when myths and common beliefs about sales careers and the types of persons who can succeed in sales careers are clarified. Value to Marketing Educators: The professional selling workshop can be implemented fairly easily requiring only minimal adjustment to an existing marketing course. The favorable shift in student perceptions that resulted from the workshop is a step toward resolving the ongoing problem of negative student attitudes toward sales careers.

There is a perception today that is broadly held but rarely voiced: That our political, economic, social, and academic institutions are increasingly unfit for public purpose. How students experience and prepare for a world of deep social change and unrelenting technological advances is something that educators can influence profoundly. There are four mindset capabilities that serve as an illuminating lens for viewing one’s teaching with fresh eyes and a reassuring sense of clarity regarding how to prepare learners to adapt and embrace a world of continuous societal and workplace disruption: Psychological Safety, Empathic Concern, Step Up-Step Back Leadership, and Community Problem Solving.

Civic Agriculture and Community Problem Solving

National Civic ReviewVolume 76, Issue 2 p. 162-168 Article Cases in community Problem Solving William Andersen, William AndersenSearch for more papers by this author William Andersen, William AndersenSearch for more papers by this author First published: March/April 1987 https://doi.org/10.1002/ncr.4100760213AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume76, Issue2March/April 1987Pages 162-168 RelatedInformation

Reform efforts in mathematics have as A goal the development of learners who are mathematically literate. As a result of this emphasis, teachers are being asked to think about mathematics instruction as the merger of pedagogical knowledge, content knowledge, and knowledge of how to integrate both into school mathematics (Mathematical Sciences Education Board 1996). But as they modify their practices for this merger, they struggle with how to structure learning situations for optimum learning; how and when to use grouping instead of didactic instruction; and when to use inquiry-based activities that allow students to investigate, conjecture, and test hypotheses in learning mathematics instead of “teaching by telling” the mathematics (Futrell 1996; Smith 1996).

Critics of higher education often criticize the chasm separating esoteric academic theory from the pragmatic knowledge required of students after graduation. Service-learning is presented as a catalyst for intrinsically motivating students to master course concepts. In service-learning, students collaborate with each other and with external stakeholders to fuse classroom theory with practical application in order to address real-world problems. Typological and historical overviews of service-learning are provided with special emphasis on how the systemic incorporation of service-learning throughout a degree program may increase student persistence by harmonizing academic processes with generational values. The use of service-learning in flight safety courses at Embry-Riddle Aeronautical University has not only improved safety at the campus and in the surrounding aviation community, it has enhanced the learning of technical concepts in students while greatly improving their soft skills.

Exploring the gender differences in how children develop early interest and understanding in engineering can provide useful information for the ongoing efforts to address the low numbers of women who pursue engineering careers. By the time girls reach middle school, they are already much less likely to be interested in STEM careers than boys are, especially for fields that are math-intensive such as physics and engineering. This lack of interest has been connected to a narrow and often inaccurate view of the engineering profession and the perceived misalignment between what engineers do and what girls value in future careers. Informal learning environments can play a pivotal role in inspiring today’s youth to pursue careers in STEM. These contexts have been shown to be powerful and transformative settings in which young people can begin to cultivate lifelong interest in –and understanding of – a broad range of STEM topics. Moreover, informal learning environments often allow for parents and children to collaboratively engage in STEM learning, which may be particularly important in fields like engineering where parents have been shown to play a critical role in career choice. The purpose of the Gender Research on Adult-child Discussions within Informal ENgineering environmenTs (GRADIENT) study is to explore gender differences in the development of early engineering interest and understanding. In particular, the project closely examines parent-child conversation within a range of informal engineering contexts that exist at the intersection of parents, children, and meaningful STEM learning. In this study we examine a pre-school program where parents and children can play with engineering-focused toys, a family-oriented engineering event for elementary students and their parents, and an engineering exhibit within a science museum. This paper focuses on the first setting, the pre-school program where parents and children play with toys to engage in engineering-related activities. Drawing from the literature on both engineering education and informal science education, video-recordings from 30 daughter-parent dyads are analyzed for informal engineering learning in two ways. First, we investigate the parent-child discussions that occur during engineering activity using the lens of Islands of Expertise, a theory developed by Crowley and Jacobs (2002) that suggests short instances of explanatory talk between parents and children within informal environments can form lasting linkages between interest and understanding over time. Second, we investigate specific engineering behaviours exhibited by the parent-child dyads. Preliminary findings suggest that both parents and children re-frame the design task that is given to them to add more context to the task. Iteration varies widely across the parent-child dyads, and examples of optimization also vary across the parent-child dyads. These findings provide insights into how what engineering thinking might look like for young children (aged 4-6 years) as well as insights into the types of engineering-related activities that may be engaging for young girls.

In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of reform. A framework of teacher actions to develop classroom and mathematical practices was developed from classroom observations. Photo-elicitation interviews were used to investigate student perception and accounts of mathematical explanations and reasoning. The professional development programme, shifts in the teacher actions, and subsequent shifts in student perception and their recall of their own and peers’ mathematical reasoning over a school year are highlighted. Developing interactive dialogue in the classroom took considerable time and attention. Facilitating change to the way students both participated and understood their obligations required constant, ongoing attention to both the classroom and mathematical practices.

Can engaging college students in client‐centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project‐based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy‐value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project‐based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi‐experimental study with a sample of (N = 492) natural science and engineering students. STEM self‐efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project‐based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project‐based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project‐based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.

This study examines how university students in Portugal and Spain perceive the quality of journalistic news produced by generative artificial intelligence (AI). As AI—particularly generative models like ChatGPT-3—becomes increasingly integrated into news distribution and newsroom operations, it offers the promise of greater efficiency and the reduction of non-value-added tasks. However, its rise also raises concerns about potential risks, ethical implications, and the evolving relationship between human journalists and AI-driven content creation. The study focuses on the perceptions of journalism students, addressing key research questions related to their ability to discern AI-generated news, comparing the quality between AI-generated news and news written by journalists, and the influence of news topics in assessing quality. We applied two surveys to 444 participants, evaluating dimensions of news quality, such as readability, informativeness and style. The findings indicate that students generally rated news generated by ChatGPT-3 as being of higher quality than news written by journalists. Students in Spain gave higher ratings to AI-generated news. The findings suggest a potential shift in perceptions of news quality, promoting discussions about the evolving role of AI in journalism education and its broader implications for the industry.