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For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]

"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]

This paper recounts the process of integrating industry into the assessment process in engineering education developed by the Synthesis Coalition, a group of colleges and schools working together to improve engineering education through development and implementation of curriculum reforms. Originating in the Coalition's efforts to introduce mechatronics into the curriculum, the process involved use of an advisory industrial board, the Mechatronics Industry Board (MIB). This Board broadened its mission to become involved in the entire process of the outcomes based assessment program. This paper describes the two track planning process developed to capitalize on the different expertise of the faculty and the MIB: first, to identify valued student learning outcomes and, second, to validate the Synthesis Assessment Framework, a document laying out the Coalition's student learning goals, learning outcomes, and criteria for measuring these outcomes. Twenty scenarios describing situations which engineers commonly encounter were developed and analyzed for necessary skills and abilities. The project also developed four assessment tools to measure student learning including two self and peer assessment questionnaires related to teamwork and oral presentation, a design project report, and a scenario assignment for which a scoring rubric was developed by MIB and the Coalition. (Contains 14 references.) (DB)

For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499962.]

This study used grounded theory methodology to investigate the institutional and departmental climates of women engineering faculty. Seven female engineering faculty from two universities completed semi-structured interviews that were coded for common themes. All the participants indicated that they had had a natural interest or talent for science and mathematics and had been encouraged by family, teachers, or friends to pursue engineering. The participants also indicated that family considerations and the flexibility afforded by a faculty position influenced their academic career choice. The data revealed that women engineering faculty have made few strides in the academy, and that they continue to encounter barriers which make it difficult for them to survive and succeed, including hostility from male faculty, lack of support from administrators, lack of respect from colleagues, the feeling of being an outsider, and overt sexist behavior. It is concluded that until engineering departments take measures to address these barriers, women engineering faculty will continue to be bombarded by obstacles such as "gendercentrism" and the "outsider" phenomena in the form of micro- and macro-inequities. (Contains 42 references.) (MDM)

This study examined factors influencing master's degree attainment in various disciplines. Discrete-time survival analysis was used to examine the records of 3,189 graduate students in business, engineering, health and human sciences, and visual and performing arts at a large midwestern university for 6 years. It was found that 2,070 students had received a master's degree within 6 years. Students in business tended to receive their master's degrees later than did students in the other three areas, while students in health and human sciences received their degrees more quickly. Older graduate students took more time to receive their degrees than younger students. It was also found that first-semester grade-point average had a significant positive effect on degree attainment, while gender, Graduate Record Examination (GRE) scores, and Graduate Management Admission Test (GMAT) scores had no impact on master's degree attainment. Five data tables and four figures appended. (Contains 19 references.) (MDM)

A meta-analysis of research on college students in science, mathematics, engineering, and technology (SMET) was undertaken to clarify the effects of small-group learning at the undergraduate level. The focus was three broad categories of outcomes among SMET undergraduates: achievement, persistence, and attitudes. Research concerns included: potential sources of bias in the methodology; whether the effects of small-group learning differ for various groups of students (majors or nonmajors, first-year or other students, men or women, predominantly white or predominantly underrepresented groups); and whether the characteristics of different small-group learning procedures (time spent working in groups) are related to the outcome measures. Using 39 studies from 1980 or later, the study demonstrated that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence. The magnitude of effects reported in this study exceeded most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET. Three figures and five data tables are appended. Also appended is a bibliography of the characteristics of various meta-analyses studies. (Contains 86 references.) (SW)

This study examined the possibility that not only women but also men, face a chilly classroom climate when they are students in a major that is considered nontraditional for their gender. Male and female junior and senior students (total n=426) majoring in accounting, education, engineering, or nursing at one university responded to the College Classroom Climate Survey. Analysis of variance was used to examine the relationships between the independent variables of gender and academic discipline and the interaction of gender and academic discipline and the dependent variable of perception of classroom climate. Findings indicated that, regardless of their gender, students in these majors did not perceive the climate to be "chilly." However, there was a difference in perception of classroom climate as a function of major. Specifically, both education and nursing students perceived a "warmer" classroom climate than accounting and engineering students. The pattern was the same for both males and females since there was no interaction of gender and academic discipline. (Contains 20 references.) (Author/DB)

Gender and ethnic differences in, and possible predictors of, academic self-confidence, academic self-efficacy, and career-related outcome expectations were investigated for 289 students entering graduate programs in engineering and physical sciences at a research university in the midwestern United States. Influence of student demographic characteristics and parental socioeconomic characteristics, the differences in prior academic performance and program-related work experience, expectations of faculty/student interactions, perceptions of gender and ethnic status as admissions influences, and controls for current degree level and other factors were estimated hierarchically. Women reported lower academic self-confidence than men, but gender was only marginally predictive of academic self-efficacy and did not enter into models predicting career-related outcome expectations. U.S. minority students reported higher academic self-efficacy than Anglo students, and foreign student status was associated with reduced career-related outcomes. Student perceptions of academic preparedness, status-related disadvantages, and faculty/student interactions were strong predictors of academic self-efficacy and career-related outcome expectations. Student funding concerns and research group involvement contributed to reduced career-related outcome expectations. Findings suggest that social, cognitive, and institutional variables may be important determinants of subsequent academic performance. Eight tables giving a statistical breakdown of the various factors studied and two appendices offering comparative statistics and variable definitions are included. (Contains 69 references.) (Author/CK)

The role played by the institutional research office in the successful re-engineering of the University of Miami (Florida) college of engineering is described. The private research university's engineering school was at risk of closure due to declining enrollment and a changing job market. A committee of engineering faculty and other university administrators wrote a strategic plan using ideas from internal and external sources and site visits to other institutions. The plan outlined objectives for enrollment, external funding, overall college quality, faculty commitment and development, quality of overall student experience, fiscal solvency, and institutional image. The university's institutional research office provided five types of analyses: student and faculty demographic data; projection models; results of student surveys; focus group data; and credit hour and financial data breakdowns. In addition, the institutional research administrator assisted in interpretation of data and in preparation for a planning retreat. The services provided by the office were found useful. Recommendations included: provision of a listing of institutional research reports and customized analysis services to university deans; more use of focus groups; and identification of development of reports on key issues. (MSE)

Retention and graduation rates of underrepresented minority students were studied during 1985-91 with first-time freshman cohorts at 67 U.S. colleges and universities. Data were also collected from 17 institutions for science, engineering, and mathematics (SEM) majors by race and gender. Research areas included: headcounts, average admission test scores, retention rates after one and two years, and graduation and continuation rates within 4, 5, and 6 years. Findings included: underrepresented minorities constituted 14 percent of 1985 entering freshman and 19 percent of 1991 freshmen; 6-year tracking of the 1985 and 1986 cohorts of 312,795 first-time freshmen indicated that 80 percent continued to the second year and 69 percent progressed to the third year of college; after the first year, retention rates were 73 percent for Blacks, 72 percent for Hispanics, and 69 percent for American Indians compared with 81 percent for the other ethnic groups; after the second year, the retention rates were about 59 percent for Blacks, 62 percent for Hispanics, and 54 percent for American Indians. Additional information is provided on the effects of gender and institutional selectivity on retention and graduation rates. (Contains 28 references.) (SW)

This study looked at how Total Quality Management (TQM) is being adopted in institutions of higher education. A questionnaire was developed seeking information on: (1) leadership of the TQM movement and timing of events; (2) the training, educating, and informing of employees; (3) specific areas using TQM and the specific statistical tools being used; and (4) benefits realized and frustrations experienced in the adoption process. About 50 percent of 414 institutions responded to the survey. Preliminary results indicated that 77 percent of respondents indicated that TQM is being adopted on their campuses, of which 85 percent had adopted TQM in 1990 or later. Within institutions, the support staff most frequently receive training (90 percent), followed by administration (85 percent), and faculty (68 percent). The areas most likely to be using TQM were top-level administration, registration, physical plant, admission, and accounting. The top ranked statistical tools used in the TQM process were flow charts, cause-and-effect diagrams, and nominal group process. In business and engineering schools a majority of respondents indicated that TQM is being taught but far fewer reported that TQM is being practiced. Improved communication and customer satisfaction were cited by 65 percent of respondents as key benefits of TQM while perceptions of TQM as a fad and time consuming were cited as major frustrations. (Contains 24 references.) (JB)

A study was done of faculty perceptions of the accuracy and validity of various time-related personnel activity and productivity reporting measures, and of faculty's willingness to participate in these measures. In the first stage of the study 1,000 randomly-selected faculty from 200 institutions of higher education that have the highest levels of total separately budgeted science/engineering research and development expenditures were mailed a survey instrument entitled "Faculty Perceptions of Activity and Productivity Reporting." Faculty responses included suggestions for activity and productivity measures and those suggestions appeared in a followup survey, "Faculty Perceptions of Measures of Productivity," sent to the original cohort and an additional 10,000 science and engineering research and development faculty. The first survey received a 24 percent response rate; the second a 21 percent response rate. Results indicated that faculty think that reporting the percentage of time spent in various activities or the number of hours in the classroom is not a valid measure of their productivity. However, reliance on time-based reporting systems must prevail until institutions of higher education and faculty become accountable to their sponsors and begin to develop, implement, and make external and internal reports based on measures of faculty productivity. (Includes 13 references.) (JB)

This study examined the extent to which graduate students in science and engineering fields subscribe to the norms of research behavior which have been the basis of the freedom, self-direction, and self-regulation which characterize academic research. In particular the study focused on the relationship between academic departments' climates and structures, and the extent to which graduate students subscribe to either norms or counternorms of research. The norms have been defined as universalism (separation of scientific knowledge from personal characteristics), communality (sharing of findings and techniques), disinterestedness (separation of research from personal motives) and organized skepticism (critical, public examination of scientific work). Using a random sample of 2,000 graduate students, 500 each from 4 disciplines (microbiology, chemistry, sociology and civil engineering) from 98 graduate departments, surveys were sent to all by mail and a final response rate of 74 percent was achieved. Analysis demonstrated substantial ambivalence among graduate student about the traditional norms of academic research and also revealed the influence of departmental structure and climate on subscription to the norms. Significant differences were found in the normative orientations of the native versus international students. Included are six figures and 14 references. (JB)

The "RAMCAD" workshop summarized in this document reviewed the prospects for integrating reliability and maintainability into undergraduate engineering curricula. RAMCAD stands for Reliability, Availability, and Maintainability in Computer-Aided Design. The workshop was sponsored by Air Force human resources departments and attended by a cross-section of university faculty members, industrial organizations, and other Air Force organizations. The paper briefly describes the goals and organizational format for the workshop and then provides synopses of participants' presentations and panel discussion. A final section offering conclusions observes that because academic and government participants disagree as to the best approach for integrating reliability and maintainability into the engineering curriculum, and due to the complexity of the issues, none of the suggestions discussed at the workshop promise to be effective in the near term though they may have significant impact by the turn of the century. Appendixes list participants and contain the workshop agenda. (JB)

Computer-mediated communication tools facilitate international collaboration projects between foreign language learners and peers abroad (O'Dowd, 2018). Social Virtual Reality (VR) applications allow for synchronous interactions and task-based communication in which learners can experience telepresence and immersion and conversate in a foreign language. Based on previous pilot experiences (Jauregi-Ondarra, Gruber, & Canto, 2020, 2021), this Virtual Exchange (VE) project aims to investigate how the specific affordances of Social High-immersion VR (SHiVR) in conjunction with designed tasks influence interaction patterns, and learning episodes. The VE took place between two groups of university students in the Netherlands (N=15) and Cyprus (N=14) through SHiVR in March 2022. The main aims of the tasks were to raise student intercultural awareness, stimulate task-based communication processes using English as a lingua franca and digital pedagogical competences of language education students. Different sources of data were gathered and analysed. In this paper, we describe and present the pedagogical experience and the initial results. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Assessment is not an end in itself but a vehicle for educational improvement. Assessment is vital to the educational process as it enhances teaching and learning, promotes accountability, motivates students, guides instructional decisions, and drives systemic improvements. Assessment plays a crucial role in the educational process as it serves multiple important functions. Firstly, assessment provides feedback to both students and educators, allowing them to gauge the effectiveness of teaching and learning strategies. It helps identify areas of strength and areas that need improvement, enabling targeted interventions and adjustments in instruction. Furthermore, assessment fosters accountability by objectively measuring student performance against predetermined standards or learning outcomes. It ensures that educational goals are being met and provides evidence of achievement to various stakeholders, such as parents, educational institutions, and policymakers. Assessment also promotes student engagement and motivation. When students understand how their progress is being measured and evaluated, they are more likely to take ownership of their learning and strive for improvement. Meaningful assessments can inspire a growth mindset, encouraging students to embrace challenges, reflect on their strengths and weaknesses, and develop a lifelong love of learning. By embracing effective assessment practices, educators and institutions can create an environment that nurtures student growth, fosters academic success, and prepares learners for future challenges. Time factor in practical course work is essential to show how much professionality and confidence of student to do practical work. this paper has real example how can educators can judge learner's professionality depending on time factor added on Rubrics. [For the full proceedings, see ED652261.]

In Engineering Design education, huge numbers of students are a challenge in university teaching, especially since the students have an initially heterogeneous level of technical knowledge, which influences their acquisition of competences. In frontal classroom lectures, individual deficits can hardly be addressed and in self-study phases, students find it difficult to remedy these independently. Therefore, students with prior technical experience achieve better final module grades. This paper examines the extent to which heterogeneity in prior experience can be compensated by using an adaptive e-learning environment for the self-study time. For this purpose, students are provided with a prototypical implementation of an adaptive e-learning environment for the self-learning phase. The feedback of the users and their examination results are statistically evaluated with respect to the gain of knowledge. [For the full proceedings, see ED636095.]

The unprecedented growth in the use of AI and its related technologies will put a tremendous stress on US institutions to produce the required number of technologically prepared workers to fill critically important job openings. In the US, low-income and URM students participate less vigorously in STEM-related fields; the problem is even more serious in post-baccalaureate level degrees. To address the future needs of the nation, we must increase the number of low-income students in STEM, with special attention to AI related technologies, to fill the millions of technology job openings. This paper will report on the impact of a NSF SSTEM project in which we combined (a) a mentorship model for talented, low-income students to develop a sense of self-efficacy and belongingness along with (b) a model of curricular and co-curricular supports (e.g., including engagement with AI technologies and research) and (c) limited financial assistance, all of which have increased the low-income student success in completing both their BS degree in engineering and their MS degree in AI, and addressing a national need. [For the full proceedings, see ED656038.]

This study examines whether ten weeks of direct instruction of affixes with online systems can improve learners' knowledge of affixes by using Affix Master 10 (AM10), a collection of online self-study materials developed by the current researchers. The aim of AM10 is to let students comprehensively learn 30 prefixes and 31 suffixes. The two research questions are (1) whether systematic instruction of affixes using the online program improves learners' knowledge of affixes (prefixes and suffixes), and (2) whether systematic instruction of affixes using the online program improves learners' knowledge of affixes without direct instruction as well as those with direct instruction. The results found that after learning with AM10, the affix knowledge statistically significantly increased. Furthermore, it seemed to contribute to the learning of the affix system itself, which was evidenced by the gain in knowledge of untaught affixes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This article introduces self-regulation features with Partial and Synchronized Caption (PSC) for practicing listening skills and fostering self-paced and autonomous learning. PSC generates a partial caption by focusing on acoustically and lexically difficult words and synchronizes each word's appearance with the speaker's speech. The aim is to reduce textual density in the caption and encourage more listening than reading. Given that difficulty translates differently for individual learners, we created a user-friendly interface that allows a more individualized experience with our generated caption. We collected the user-configuration log data of 33 intermediate English learners to analyze learner behavior during self-paced practice, along with the comprehension scores of the subsequent tests and learner feedback. The data showed differences in learners' strategies with a relative tendency to reduce their reliance on captions. Self-paced practice was received positively by most but not all learners, indicating the importance of individual differences in self-regulated listening. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The aim of the study was to investigate whether telecollaboration is a suitable environment for the acquisition of the speech act of apologies. Participants were aerospace engineering students from the Universitat Politècnica de València (Spain) who performed six open role-plays to elicit apologies. The Control Group (CG, n=17) carried out the task in pairs with their Spanish classmates in a Face-To-Face (FTF) setting, while the Experimental Group (EG, n=7) conducted the task with first language (L1) or highly proficient speakers of English from the University of Bath (UK) through synchronous Zoom sessions. The results of the descriptive analysis revealed a higher tendency of improvement in the EG, which also used a higher number of strategies compared to the CG. Findings from the quantitative analysis carried out through an Eta coefficient revealed a significant correlation (r=0.71) between the number of strategies used and the modality where they were performed. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]