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The 21st Annual Conference on Undergraduate Teaching of Psychology was held on March 28-30, 2007 at Hudson Valley Resort and Day Spa in Kerhonkson, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference included twenty five presentations and ten of these are included in these proceedings. Presentation topics included among others course management systems, the benefits of revisions to student learning, distance learning courses, and the use of sitcoms to enhance student learning. Papers include: (1) Counselors as Teachers, Teachers as Counselors: The Process of Parallels (John A. Malacos); (2) Course Management Systems, Past, Present and Future (James Regan, Hugh Knickerbocker, and Jodi Allen); (3) The Hybrid Course: Comparison to Traditional and Distance Learning Courses (Katherine Zaromatidis and Patricia Oswald); (4) The Specifics of Group Discussions within On-line Psychology Classes (Anna Toom); (5) The Integration of A Tangential Reading Into Psychology Courses (Edward J. Murray and Carol A. Puthoff Murray); (6) Do Revisions Help Student Learning? (Brandi Scruggs and Emily Soltano); (7) SITCOMS: TRASH OR TREASURE? Using Situation Comedies to Enhance Learning (Dean M. Amadio and Supriya Poonati); (8) Student Excuses & Motivation (Grant Leitma); (9) Horney Goes Hollywood: Using Films to Teach Personality Theory (Dante Mancini and Herman Huber); and (10) Testing Elaboration Learning in Varied Contexts (Robert A. Dushay). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

The papers contained in this document represent the keynote addresses, refereed and non-refereed conference papers from the 22nd National Conference of Society for the Provision of Education in Rural Australia (SPERA). The theme for this national conference was: Community Diversity and Innovation in Rural and Remote Education and Training. Keynote addresses in this proceedings include: (1) The Why and How of Provision of Online Extension Programs for Highly Able/Gifted Students in Rural Schools in Tasmania (Angela Cooke and Wendy Fletcher); (2) The Benefits of Online Programs for Gifted Students from Rural Schools--A Support Teacher's Perspective (Marietta Sansom-Gower); (3) Rural and Regional Australia: Change, Challenge and Capacity (Anne Hampshire); and (4) Current Issues in Rural Education in Newfoundland and Labrador (Dennis M. Mulcahy). Refereed papers in this directory of proceedings include: (5) Linking Place and Effective Literacy Teaching (Pam Bartholomaeus); (6) An Application of the Theory of Planned Behaviour in Predicting and Understanding Relocation Intentions of Regional Tertiary Students (Dianne Boxall); (7) Towards a Spatial "Self-Help" Map for Teaching and Living in a Rural Context (R. John Halsey); (8) Evaluation of a Pre-University Program for Senior Secondary Students Making Career Choices: Implications for Program Design and University Promotional Activities (Lyn Hughes and Beverley Moriarty); (9) Multilevel Analysis and Its implications for Rural Education Research (Quynh Le and Rosa McManamey); (10) Beyond the Line and Closer to the Edge (Colin R. Boylan and Ted R. Munsch); (11) An Early Glimpse of University and Health Careers for Regional Year 10 Students (Joy Penman, Bronwyn Ellis, Frances White, and Gary Misan); (12) Whyalla-Worcester Connection: The Value of Short-Term Rural Clinical Placements (Joy Penman, Valerie Gorton, Katy Darby, and Karl Jones); (13) What Role for Social Capital? Establishing a Warrnambool Community Education Program for Disengaged Students (Linda Thies); and (14) Place, Schools and Communities: New Beginnings in Rural NSW (Andrew Wallace and Colin Boylan). Non-refereed papers include: (15) Will Privatisation or Deregulation Have Most Impact on the Provision of Distance Education for Rural High Schools? (Charles Bradley); (16) Education and Training: "The Fijian Way" (Don Boyd); (17) Inter-Sectoral Partnership and Collaboration in the Pilbara: A Reality (Don Boyd and Emmy Terry); (18) Creating Multi-Age Classes: Exploring the Challenges, Benefits and Strategies (Colin Boylan and Dennis Mulcahy); (19) Connecting Students, Community and University (Julie Godwin and Ingrid Wijeyewardene); (20) Yes You Can Afford It! Supporting Pre-Service Teachers in Their Desire to Complete a Teaching Experience in Rural or Remote Queensland (Sheila King and Alison Mander); (21) Indigenous Parent Workshops (Rosemarie Koppe, Maxine Zealey, and Leo Dunne); (22) One State, Five Distinct Native Cultures: Place-Based Educational Efforts in Alaska (Ted R. Munsch); (23) The "Place" of Social Justice in Rural Education Discourse (Phil Roberts); and (24) Local Teachers: Using Local People as Teachers in Small Communities (Russell Yates). Individual papers include references, tables, and figures. [Abstract modified to meet ERIC Guidelines. For the 2001 proceedings, see ED470615.]

The 20th National Society for the Provision of Education in Rural Australia (SPERA) and Western Australia District High School Administrators' Association (WADHSAA) joint conference proceedings, based on the theme "Working Together, Staying Vital," was held in Fremantle, Perth, Western Australia, in June 2004. The proceedings contain 13 keynote addresses and conference papers. Keynote addresses in the proceedings include: (1) Indigenous Education: A Collective Task for All Australians (Stephen Kemmis, Marianne Atkinson, and Roslin Brennan Kemmis A.M.); (2) From Conference Resolution to Project Implementation: ABCDE--A Strategy for the Revitalisation of a Rural Community (Murray Lake, David Platt, and Grant Draper); and (3) Creating Magnificent Schools and Productive Futures--Ways Forward for Rural Education (John Edwards and Bill Martin). Refereed papers include: (4) The State of Rural Education in Pre-Service Teacher Education Courses (Colin R. Boylan); and (5) Infusing Pedagogy into Place Based Education (John Bryden and Colin Boylan). Non-refereed papers include: (6) My Kid Doesn't Dob (Tony Beswick); (7) Space and Equity in Rural Education [Abstract] (Bill Green); (8) A Classroom without Walls--"Live" e-Learning with Centra 7[TM] (Enver Malkic); (9) Internet Safety for Rural Communities (Jane Marquard); (10) Follow the Dream--A Secondary Aspirations Strategy for Aboriginal Students (Doug Melville); (11) What Is Rural? A Discussion with an American Rural Educator (T. R. Munsch); (12) Student Council Virtues Project (Sarah Pendlebury and Kane Benson); (13) Linking the Technologies (Kate Haddow and Salli Thomas); (14) Nurturing Innovation in Rural Education (Mark Weir); (15) Mentoring--All the BUZZ (Matt Wren); and (16) Youth Re-Engagement through Community Partnerships (Australian Rural Education Award Winner 2004: Whyalla Economic Development Board, Inc.). Individual papers contain references, tables, and figures. [Abstract modified to meet ERIC guidelines.]

This research article examines self-challenge, self-flexibility, and self-recognition as the first set of variables, and its relationship with entrepreneurial self-efficacy and entrepreneurial intention as the second set of variables. This research was conducted on business-management students at the Faculty of Economics and Business, State University of Malang. The subjects in the study had taken entrepreneurship courses and entrepreneurship programs held on campus. There were 113 students who participated voluntarily as research respondents. Data were collected using the Google form and analyzed with canonical correlation to examine the relationship between the two sets of variables. The research results reveal that there is a relationship between the two sets of variables, and there is a congruence in direction between the two sets of variables. [This paper was published in: "Proceedings of the BISTIC Business Innovation Sustainability and Technology International Conference (BISTIC 2023)," edited by I. Zutiasari and D. T. Kurniawan, 2023, pp. 123-31.]

In modern school education, the integration of technology has revolutionized traditional teaching methods and introduced innovative approaches to curriculum design. Class blogs and student blogs have emerged as dynamic web 2.0 tools that hold immense potential to transform the learning experience in schools. This abstract explores the utilization of class blogs and student blogs when both used as a dynamic curriculum strategy, highlighting their benefits, challenges, and implications for enabling active student engagement, collaborative learning, and the development of essential 21st-century skills. Class blogs, often managed by educators, offer a platform for disseminating course content, assignments, and supplementary materials that can be flexibly modified. The ability to integrate multimedia elements such as videos, images, and interactive quizzes further enhances the learning experience, catering to diverse learning styles and promoting deeper understanding. Additionally, student blogs empower learners to become content creators. These blogs provide students with a space to express their thoughts, reflect on their learning experiences, and share their insights with a wider audience. The use of both class blogs and student blogs to build a curriculum, when properly deployed, will promote active engagement and motivation by offering individualized and interactive learning environments. Blogs encourage the development of digital literacy skills and critical thinking, as students learn to navigate online platforms, create multimedia content, and evaluate digital sources. These skills are essential in the 21st-century workforce. However, challenges do exist in the implementation of class blogs and student blogs. Privacy and authentication of student's assignments in their own blogs which require educators to be creative in choosing assignments that promote differentiations. Educators must also devote time to train staff for this technology. [This paper was published in: "Proceedings of ICSES 2023--International Conference on Studies in Education and Social Sciences," ISTES Organization, 2023, pp. 319-333.]

The Coronavirus (SARS-CoV-2), which emerged on December 31, 2019 in the People's Republic of China, has been declared as a global epidemic by the World Health Organization. Countries primarily aimed to reduce the spread of the epidemic so that health services would not be disrupted and loss of life would be prevented. In addition to the health measures taken, countries have also taken actions to maintain the balance of income distribution and ensure the continuation of judicial, educational and working life. It can be said that the physical distance and closure, which are at the beginning of the measures taken, affect the professional world differently on a sectoral basis and change the expectations of employees and employers. In this process, concepts such as remote work, online work, working from home, flexible working, which are often used interchangeably, have quickly entered our lives. The use of various applications that already exist has also become widespread with COVID-19. Individuals in professional life faced the risks of losing their jobs, changing their personal rights and income insecurity. Employees needed to follow the transformation of professions and jobs and new skill requirements have emerged according to this transformation. The epidemic affects individuals in different ways according to age and chronic disease status. This effect varies according to working conditions along with the risk of catching an epidemic. On the other hand, although young people differ from the rest of the population in terms of their ability to adapt to the changing dynamics of business life and technology, they have encountered various disadvantages such as the limitation of job opportunities, lack of technological tools and equipment, working conditions, and not being able to benefit from national and international internship opportunities, especially in the COVID-19 process. From a sociological point of view, this paper discusses how the changes in the social structure accelerated by COVID-19 affect professional life especially for young employees. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 64-73.]

This study reviewed the evolving capabilities of hydro-drones, Unmanned Aerial Vehicles (UAVs) which are used for spraying and cleaning with a focus on water management, and it revealed that the unique capabilities of hydro-drones offered the potential to create challenging and rewarding education and training programs, designed to provide new or expanded employment opportunities and related career paths for adventuresome individuals in the growing field of drone technology. Overall, the study found that hydro-drones are having a dramatic transformational impact on many industries, especially their cleaning and sanitizing programs, while creating a demand for employees with the requisite education and training background in drone technology. The proverbial door is opening wide for higher education, trade organizations, and professional associations to develop and to offer innovative programs covering drone technology, management and entrepreneurship. Included in such courses could be added exposure to legal and regulatory compliance, drone safety, and drafting a drone flight plan, as required by the Federal Aviation Authority (FAA).

This paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers. [This paper was published in: "Proceedings of IRC 2021 Dortmund International Research Conference, June 24-26, 2021," Fachhochschule Dortmund, 2021.]

Doctoral students and researchers commonly practice reflexivity in the research processes. Covert autoethnography was autoethnography which was denied by claims of reflexivity and statements of being unbiased, neutral, and objective. In the research, 15 educational leadership dissertations using qualitative research from 15 universities in the United States of America were examined using thematic analysis. There were three key findings: theory of purification, act of symbolic verification, and theory legitimation. A discussion ensues, with the recommendation researchers need to develop biases within all facets of research. [This paper was published in: "2023 International Symposium on Autoethnography and Narrative," edited by T. E. Adams, 2023.]

Several factors, such as declining birth rates, and the COVID-19 pandemic, have contributed to the current downward trend in college enrollments in the United States (Marcus, 2021, May 22). Declining enrollments create a greater focus on retention of students. Retention, however, is complicated by factors such as rising tuition costs, an uncertain job market, and questions about the value of education. Educators can impact campus culture to create a sense of belonging and commitment to student success. Some factors that contribute to student success are grit (Duckworth, 2016), and growth mindset (Dweck, 2006), both of which can be developed. When faculty operate with a fixed mindset about students' ability to learn, this may be perceived as a stereotype threat which impedes learning (Muenks et al., 2020). Universities are creating resources to assist faculty in developing a culture of inclusivity and belonging on campus (Gamrat et al., 2021; Gamrat et al., 2023). [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 127-130.]

The characteristics of early-age children, such as curiosity, creativity, and collaboration, align with the essential attributes of STEM education. Consequently, it is important to examine the perspectives of children's picture books regarding STEM professions (gender, field of study, inferred action, etc.). Children's picture books tailored for this purpose should be designed in a simple way in terms of form and content, written in an understandable language, and supported by visuals. In this way, opportunities will be provided for children to learn various concepts, events, and situations more easily through books. In this study, the representation of STEM professions in children's picture books during early childhood was examined. The study utilized document analysis, and the study group consisted of STEM-themed books available from publishing houses specializing in illustrated children's literature in Turkey. After forming the keywords and searching relevant publishing houses, ten books were included in the data analysis. The books were analyzed using the book review form developed by the researchers. The main findings of the study revealed that female characters were prominent in STEM professions in these books. Furthermore, the majority of the characters in STEM-themed picture books depicted engaging in product design and invention when examining the inferred actions. Additionally, objects such as writing tools, construction tools, and fictional machines were widely used by the characters in STEM-themed picture books. The representation of STEM professions in these picture books offers children inspiring role models, showcasing potential success and providing impactful narratives. Consequently, books emerge as effective tools in aiding children's understanding of specific concepts during their early years. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 163-178.]

The study aimed to explore the integration of lesson study into science teacher education programs to enhance preservice science teachers' pedagogical content knowledge (PCK) for STEM. The lesson study cycle encompassed planning, teaching, reflecting, re-teaching, and re-reflecting phases, and the participants' experiences regarding PCK for STEM in these phases were investigated. Lesson study was incorporated into the Practice in a Science Teaching course within the science teacher education program, and four lesson study cycles were completed. Participants designed four research lessons in the format of content representation focusing on different science units and implemented them in middle school classrooms. A case study was employed, and the four preservice science teachers in their final year participated in the study. In-depth data were collected through various sources, including interviews, content representation, and observation protocols, and descriptive analysis was used to analyze the data. The main findings of the study revealed that the phases of lesson study were influential in improving preservice science teachers' PCK for STEM. The collaborative nature of lesson study allowed preservice science teachers to construct knowledge collectively, teach in real classroom environments, observe their peers, and reflect on the lessons. These activities enhanced their understanding of the curriculum, learners, instructional strategies, and assessment in the context of STEM education at the end of the study. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 148-162.]