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This research delved into the experiences of five international graduate students (comprising three from China, one from Germany, and one from Saudi Arabia) attending a university in the United States. The aim was to gain insights into their adjustment process to a new academic, linguistic, and cultural environment. The data were gathered through surveys, on-site observations, and semi-structured interviews, and were analyzed using Domain analysis. The study employed transcaring pedagogy as a theoretical lens to interpret and present the findings. Results indicated that international graduate students often felt discriminated against due to their different language usage. Additionally, professors tended to uphold the dominance of mainstream culture while silencing the voices of international students. These instances of 'uncaring practices' contributed to the students feeling marginalized and oppressed. These findings underscored the necessity for transcaring pedagogy within higher education programs. Thus, professors can create inclusive environments where international students feel empowered to express their identities, engage in dialogues, and socialization with mainstream students.

The aim of this study was to make a situation assessment by examining the postgraduate theses on flipped learning in Turkey between 2014-2023 in terms of thematic, methodological, and analysis techniques. In the study, the systematic review method, which is one of the literature review methods, was used, and data were collected by document analysis method with 177 graduate dissertation samples sourced from the National Thesis Center of the Council of Higher Education. Thematic examination revealed that the many of studies were completed in 2019 at the master's level within programs at Gazi University, primarily in the Institute of Social Sciences and focusing on the discipline of foreign language education. Methodologically, mixed research methods were frequently used, with the pretest-posttest control group design being prevalent, and a university-level sample size ranging from 1 to 50. Academic achievement tests were the preferred quantitative data collection tools, while interviews were commonly used for qualitative data. In terms of analysis techniques, the t-test dominated quantitative data analysis, while content analysis was the primary method for qualitative data analysis.

This study examines the effects of implementing a Flipped Mobile-Based Microlearning (FMM) approach on postgraduate students' accessibility, engagement, knowledge retention, overall learning experience and academic achievement. A quantitative multiple methods approach was employed, utilising a two-group quasi-experimental design and a survey questionnaire to gather data. The results suggest that the FMM approach may have positive effects on accessibility, engagement, knowledge retention, overall learning experience and final exam scores when compared to the traditional learning approach. The findings support the efficacy of integrating FMM, highlighting its potential for enhancing the learning process and academic outcomes. These results have implications for educational practice and research, emphasising the value of technology-enhanced learning approaches, active and interactive learning experiences and the promotion of student motivation and attitudes towards learning. This study underscores the broader applicability of FMM and suggests its potential for improving educational outcomes across different educational levels and subject areas.

Artificial intelligence (AI) has been evolving since the mid-twentieth-century when luminaries such as Alan Turing, Herbert Simon, and Marvin Minsky began developing rudimentary AI applications. For decades, AI programs remained pretty much in the realm of computer science and experimental game playing. This changed radically in the 2020s when commercial vendors such as OpenAI and Google developed generative AI programs (ChatGPT and Bard) using large language modelling (LLM). As a result, generative AI is now being considered for use in all walks of life, including education. In spring 2023, when ChatGPT burst into the public psyche, twenty-five education students in the author's graduate seminar were invited to participate in a qualitative study using ChatGPT as an essay-writing tool. Fifteen accepted the offer. The purpose in doing this was to give students in this seminar the opportunity to use ChatGPT in a supportive environment and to collect qualitative data via descriptive written evaluation and a focus group to comment on their experiences using ChatGPT. All of these students have master's degrees in education and experience as teachers in New York City schools. Their training and experience give them keen insights into pedagogical practice making them ideally suited to evaluate ChatGPT as an essay-writing tool. This article reports on the results of this study. Key findings indicate that the vast majority of these students had a good experience in using ChatGPT for their essays. Many, especially the secondary school teachers, would use it in their own classes.

This study explored the impact of integrating ChatGPT into asynchronous online discussions. The analysis encompassed students' log data from Canvas and their perspectives on using ChatGPT. Results revealed a significant enhancement in overall discussion participation when ChatGPT is encouraged, emphasizing its potential as a catalyst for constructive conversations and the development of generic skills. Students also acknowledge ChatGPT's positive influence on critical thinking and knowledge exploration. In summary, integrating ChatGPT not only enhances participation and engagement but also fosters a sense of community, promotes online interaction, and cultivates essential skills. This study concluded by discussing issues associated with using ChatGPT for online discussions and highlighting implications for its appropriate integration into online discussion boards.

This report describes two integrated projects initiated by the 2020 3M National Teaching Fellowship Award (NTF) cohort on the concepts of educational leadership in Canadian universities and the role of authenticity among exemplary teachers. A thematic analysis of 3M NTF award-winning dossiers identified six prevalent traits characteristic of educational leaders: innovation, persistence, responsiveness, reflectiveness, curiosity, and positive opportunism. The analysis also revealed aspects of educational leadership in practice, including being committed to a cause and being action-oriented, being community-engaged, being multi-disciplinarity, building bridges, freely sharing, trailblazing, and using applied methods. Educational leaders' relationships with others tended to foreground elements of collaboration, empowerment, support, and mentorship, and their actions had an impact beyond their own classrooms or institutions. In the second project, qualitative interviews with cohort members articulated ways in which authentic teaching is expressed by educational leaders. The actions of authentic teachers were viewed as influential and inspiring, and authentic teachers tended to be recognized as instruments of change. These results were shared in an interactive workshop at STHLE 2022, which discussed how educational leadership is currently framed in higher education, and guided participants in self-reflection as educators and leaders to formulate calls to action involving educational leadership and authentic teaching.

This article explores how music and lyrics serve as modes of storytelling in the language classroom, integrating a multimodal approach and the World-Readiness Standards for Learning Languages. In the 'Sing My Story' project, language students creatively write their own lyrics, which are subsequently performed by either student musicians or target language-speaking musicians within the school community. This initiative encourages students at the Intermediate or Advanced proficiency levels to collaboratively produce a music album, creating narrative lyrics for existing songs. Through this project, students are provided with opportunities for meaningful language application, fostering creative and transformative language learning experiences.

The twenty-eight item Sense of Online Community Scale was completed by 293 online students at a midsized southeastern United States university to ascertain community importance and activities associated with its formation and maintenance on the program and institutional level. A large majority of these students believed that a sense of community was important and that a sense of belonging, affiliation, and trust were valuable for community formation. Participants also believed that program and institutional activities, both academic and social, played key roles in community formation. However, academic activities (e.g., advising, program milestones, writing centers, library support) were rated as more influential than social activities (e.g., get-togethers, online games, institution sporting events). When demographic characteristics were considered, non-White participants rated their sense of affiliation with their program/institution higher than White participants. Participants who lived within a one-hour commute to campus (51% of our sample) rated institutional social activities higher than those who lived farther out. Doctoral students rated program activities as more conducive to community formation than masters, and graduate certificate students and undergraduate students rated affiliation to their program/institution higher than master's and graduate certificate students.

Instructor leadership is widely recognized as essential for facilitating meaningful online learning in higher education. While previous studies have applied organizational leadership theories to the study of instructor leadership, fewer studies have investigated online instructor leadership. This predictive correlational study detailed the associations between the Community of Inquiry (CoI) framework and servant leadership (SL) theory and employed multiple regression analyses to investigate the predictive relationships of seven SL dimensions on the three CoI presences. Survey data were gathered from 148 graduate students enrolled in online courses in education, communication, and engineering master's degree programs using the CoI Survey (Arbaugh et al., 2008) and the SL-28 (Liden et al., 2008). The findings revealed a significant positive correlation between the instruments. The predictive model as a whole explained 66% of the variance in students' perceptions of a CoI. Three SL predictor variables demonstrated the most influence: helping subordinates grow and succeed, conceptual skills, and creating value for the community. Additional analyses at the CoI subscale level revealed that the SL variables accounted for 73% of the variance in teaching presence, 55% of the variance in cognitive presence, and 31% of the variance in social presence. Implications and limitations are discussed and recommendations are proposed to implement online instructor SL.

Feedback is essential to enhance students' performance in an online learning environment, although this is influenced by how feedback is delivered. Feedback is an assessment of learning and promotes motivation to the learner. With the COVID-19 pandemic, teaching and learning rapidly shifted to online learning, and the importance of instructor feedback became critical. A sample assessed forty-two students within an online distributed learning environment. Students were requested to rate their experience with the feedback received from the instructor. The completed questionnaire included (6) closed-ended, (5) Likert scale, and (4) open-ended questions. The research intends to discover the learner's preference for the delivery of instructor feedback and how this impacts learners. However, the analyses emphasized that students need more engagement with the online instructor while optimizing learner-to-learner feedback that encourages the benefit of relationship and knowledge building.

COVID-19 challenges induced a U.S. meatpacking industry bottleneck. Ohio Extension identified the need and responded by creating a three-step hands-on training for teenage junior fair exhibitors. Ohio Extension Meat Scientist and graduate students assisted in demonstrating an on-farm hog harvest and processing event in collaboration with a local Extension office for 4-H and FFA teenagers. To add a practical perspective, a local hog-producing and harvesting family was asked to assist with the event. An online post-survey reflected 90-100% gains in five educational areas and 100% said they would a similar event in the future and recommend it to a friend.

This correlational cross-sectional study was conducted with 60 graduate students to explore their perceived social experiences with the use of synchronous videoconferencing in the online learning environment. By applying the theories of social presence and media richness, this study investigated the perceived relationship between social presence, social space, sociability, and media richness. The communication theories of social presence and media richness were applied to better understand the relationship between the communication medium (videoconferencing) and the interactions within the mediated environments (e.g., Zoom). This correlational crosssectional study explored graduate students perceived social presence and media richness of a synchronous videoconferencing learning environment by investigating how strongly and in what direction social presence, social space, sociability, and media richness were related. A Pearson correlation analysis was conducted to investigate how strongly and in what direction social presence, social space, sociability, and media richness were related in a synchronous videoconferencing learning environment. The results indicated a strong, positive correlation between Social Presence and Social Space (Positive Group Behavior); Social Presence and Sociability; Social Presence and Media Richness; Social Space (Positive Group Behavior) and Sociability; Social Space (Positive Group Behavior) and Media Richness; and Sociability and Media Richness. A moderate, negative correlation was indicated between Social Space (Negative Group Behavior) and Social Presence; Social Space (Negative Group Behavior) and Sociability; and Social Space (Negative Group Behavior) and Media Richness.

This paper shares the reflections of a small group of graduate students and faculty members in the United Arab Emirates (UAE) on the challenges and affordances of using large language model (LLM) tools to assist with academic writing in an English Medium Education (EME) context. The influence of interpretive grounded theory afforded the authors the opportunity to engage with emerging data from a focus group interview. Ethical issues including academic integrity and maturity formed a major theme of this study, as well as the future-thinking affordances of LLMs in facilitating and democratizing academic writing for all, including those in EME programs. Considering that LLMs are here to stay and will be used by students and faculty alike, the authors consider that the nature of assessment is likely to change and indeed will require higher education institutions to consider the types of assessments in place, with a view to potentially modifying them in light of these technological advances. We recommend the use of deeply personalized, critically reflective writing assignments where students demonstrate how the topic has meaning in their individual context and personal life story, that will ensure academic integrity and maturity while still embracing these new technologies to widen the scope of academic writing.

Ethnic and racial minority (ERM) people are projected to comprise the US majority by 2050. In tandem, there is an anticipated rise of ERM students in higher education. Research examining academic socialization to dominant culture expectations and culturally-informed mentoring is limited. Existing work is theoretical, qualitative, or does not empirically compare the experience of ERM and White students. In this study we compared the experiences of ERM and White graduate students (N=349) via data collected from 2020 to 2023. We found no significant difference between ERM and White students' reported pressure to conform to dominant culture. However, ERM students reported higher pressure to leave their cultural background behind and higher academic consequences for refusing to alter/change aspects of their cultural identity. Furthermore, ERM students reported higher difficulty in securing culturally-informed mentoring than their White peers. Institutions of higher education may support their ERM students by increasing access to culturally-informed mentoring.

The present research was carried out to explore the relationship between academic procrastination and academic performance among virtual and conventional university students. The role of the demographic characteristics of the participants was also explored. Nonprobability convenience sampling technique was used to select a sample of 200 students. Academic procrastination scale (McCloskey, 2011) and students' CGPA were used to measure variables. Pearson product-moment correlation, multiple linear regression, and independent sample t-test were used to test study hypotheses. Among the demographic characteristics, level of education, living status, and mode of education were positively related to academic procrastination. Gender negatively predicted academic procrastination. Living status, mode of education, and job status positively predicted academic procrastination. Level of education and mode of education positively predicted academic performance. Academic procrastination negatively predicted academic performance. Men showed more academic procrastination than women. Graduate-level students had higher academic performance than undergraduate students. Students belonging to rural areas had significantly higher academic procrastination than urban students. Conventional university students showed less academic procrastination than virtual students. Working students had higher academic procrastination than nonworking students. The findings of the study can be used to provide pertinent recommendations to institutes and parents to overcome academic procrastination and enhance academic performance.

Enrolment in master's programmes, especially online ones, has increased exponentially in recent years. This article analyses the relationship that several sociodemographic and academic variables have with motivational components, self-regulation, study approaches, and competence development in online university postgraduate students. The following self-report questionnaires were used: the Motivated Strategies for Learning Questionnaire (MSLQ), the Self-Regulated Learning Processes Inventory (IPAA), and the Study Processes Inventory (IPE), as well as an ad hoc questionnaire relating to competence development. We found statistically significant differences in all the variables studied. The number of hours spent studying turned out to be significant in learning strategies linked to a deep approach. The factors analysed influence motivation, self-regulation, and competence development associated with the programme, and that the students participating in the study approach this process from a deep learning approach.

The present article explores the experiences of two international graduate students who studied in the United States and how they dealt with the challenges of living in a new country. The researcher was inspired by Bhabha's (1994) third space theory and aimed to investigate how these students tried to create a space for themselves in the classroom to overcome cultural differences. The data has been collected through in-depth interviews and analyzed using Gee's (2011) discourse analysis method. The study concluded that providing international students with a designated space in the classroom to address their cultural challenges could greatly benefit them, and teachers can actively facilitate this space.

Shortage of highly-skilled STEM workers, lack of critical technical skills, and persistence of underrepresentation are key problems for our nation's future. The Arkansas Summer Research Institute (ASRI) incorporates novel approaches to broaden participation in STEM, research, and data analytics, especially among URM students (over 50% of ASRI participants). The ASRI has evolved from in-person to a virtual model that includes innovations in organization, engagement technologies, personalization, gamification, mentoring, and networking. Students conduct independent research projects and present their findings. Student confidence in coding, research, statistics, and visualization skills improved significantly (p<0.001) during this two-week summer program. Furthermore, the use of continuous communication, ongoing help, extremely low student-to-mentor ratios, and one-on-one coaching led to excellent overall satisfaction scores on a 5-point scale, which were surprisingly higher in a virtual environment (N = 148, M = 4.73, SD = 0.53) than an in-person one (N = 133, M = 4.11, SD = 0.87, p < 0.001). The ASRI has trained over 300 students and involved over 130 STEM professors and professionals from across Arkansas in the pursuit of equitable and productive training and can serve as a model for other groups seeking to develop similar programs in the future.

In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project's training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. The present research was conducted with a mixed methodology, using a concurrent triangulation design. The participants were chosen from a sample for non-probability convenience. Three instruments were administered to 99 graduate students in Humanities and Education: i) a semi-structured questionnaire with demographic data and interests in contributing to the Sustainable Development Goals (SDGs), ii) a semi-structured questionnaire on students' perceptions of learning and innovative projects, and iii) a validated Likert-scale questionnaire on elements and types of educational innovation. Virtual and augmented reality supported the distance education modalities and project presentations. The results show that: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). It is concluded that horizons architecture with virtual reality in university education encourages complex reasoning and invites the search for new solutions. The challenge is to train citizens with critical, scientific, systemic, innovative and entrepreneurial thinking, who are also empathetic, cooperative and committed to sustainable development. This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.

The use of smart mobile devices and the integration of social networks into the educational setting is a reality that has been widely studied by the research community. Their integration into the educational environment has increased following the declaration of the COVID-19 pandemic. In light of the need to explore the conceptions of future educators regarding the integration of these technologies in the classroom after having experienced a health crisis, this study aims to describe the basic components of the conceptions of teacher trainees with regard to the usefulness of smartphones and social media in language teaching in the master's degree in teaching. During the 2022-2023 academic year, a total of 139 registered students in the Spanish language and literature and foreign languages specialties as part of the master's degree in teaching in the Andalusian Unified District ("Distrito Único Andaluz, DUA") participated in this study. The respondents completed the Usefulness of the Social Media and Smartphones for Educational Action questionnaire (known as the CURSAE, according to its Spanish initials). The results show a trend toward positively viewing the use of smartphones and the social media in the classroom and as an element to establish communication with the various educational agents. The gender variable showed no statistically significant differences, as opposed to age and the specialization studied, which did reveal such differences. The use of these technologies was more widely accepted by younger students and those specializing in Spanish language and literature. These results are extremely useful for improving the initial training of secondary education and baccalaureate teachers.

Cyberbiosecurity and workforce development in agriculture and the life sciences (ALS) is a growing area of need in the curriculum in higher education. Students that pursue majors related to ALS often do not include training in cyber-related concepts or expose the 'hidden curriculum' of seeking internships and jobs. Exposing students through workforce development training and hands-on engagement with industry professionals can provide learning opportunities to bridge the two and is an area of growth and demand as the workforce evolves. The objectives of this work were (1) to learn key concepts in cybersecurity, including data security, visualization, and analysis, to name a few, through class activities and engagement with professional partners and (2) to understand what knowledge students gained from participating in the course could transfer over for when they enter the workforce. Three themes emerged from the study where students, through direct engagement with industry partners, gained more insight about the industry applicable to their studies; they established work environment expectations for entering internships and official job placements and established ways in which the workforce development training informed their future careers.

ICT advancements have enabled more online activities, resulting in several cyberethical behaviours. The literature documents the prevalence of plagiarism and online fraud, among others. While behaviour has been explained by several theories, as scholarship and research advance, frameworks are modified to include more constructs. This paper proposes a developed framework for studying cyberethical behaviour in North Central Nigeria, with a focus on exploring the factors that influence individuals' attitudes, awareness, and perception of cyberethics. The framework is based on a modified reasoned action approach model and incorporates key constructs such as attitude, subjective norm, perceived behavioral control, and awareness of cyber ethics. An adapted questionnaire was used as an instrument for collecting quantitative data. This study used multistage sampling. A sample size of 989 north-central Nigerian female university postgraduate students was selected from a population of 9,000. Perception and attitude toward cyberethical behaviour were positively correlated. Perception, awareness, and attitude toward cyberethical behaviour correlated. Perception and awareness significantly affected cyberethical behaviour. The study aims to provide insights into the factors that shape individuals' decision-making processes regarding cyberethics and to identify potential areas for intervention and education. The paper also discusses the importance of promoting cyberethics in Nigeria, given the increasing use of technology and the growing threat of cybercrime. The proposed framework offers a valuable tool for researchers and policymakers seeking to understand and address cyberethical behaviour in North Central Nigeria.

This study examines the interplay between academic anxiety, emotional intelligence management, and academic resilience in Chinese international postgraduate students in Thailand. Using a correlational design and a sample of 353 valid participants, the study employed the Weighted Emotional Intelligence Scale (WEIS), Academic Anxiety Scale (AAS), and Academic Resilience Scale-30 (ARS). Contrary to expectations, the analysis revealed no significant differences in academic anxiety, emotional intelligence management, or academic resilience across demographic cohorts (gender, academic major, and occupation). Weak and non-significant correlations were also observed between academic anxiety, emotional intelligence management, and academic resilience. These findings challenge assumptions about demographic influences on these constructs and suggest a broader challenge for international students. Despite the prevalence of academic anxiety and deficiencies in emotional intelligence management and resilience, these constructs were not influenced by demographic factors. The study highlights the importance of holistic educational approaches that prioritize cultural and contextual factors and underscores the need for further research to unravel the complex dynamics of academic anxiety, emotional intelligence, and resilience.

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of academic inquiry in crisis contexts. Approach: The research adopts a semi-empirical, exploratory design that evolved from ongoing events. Personal testimonies from a diverse group of seven students were analyzed for overarching theoretical themes. Findings: The analysis reveals that educational research during conflict may act as a critical, transformative tool, highlighting substantial challenges in maintaining civic engagement and democratic education. It underscores the dual role of research in understanding and actively addressing the complexities of armed conflict. Practical implications: The findings stress the need for educational public scholarship and international collaboration to support democratic education, highlighting the crucial role of researchers in shaping educational practices during crises.

The researchers conducted a qualitative case study on a learning community comprising special education and psychology majors. This community was strategically organized to foster interdisciplinary learning among its members and to design interventions for students struggling with mathematics anxiety, specifically in classes like Algebra 1. Working alongside a university faculty member and a graduate student, the undergraduates applied mental health principles from psychology research to real-world situations. Their efforts included teaching Algebra 1 to a student grappling with both a learning disability in mathematics and mathematics anxiety. In their approach, the group utilized mindfulness principles to tailor conversations to the high school student's interests, effectively incorporating mindfulness techniques into the mathematics tutoring sessions. This approach proved successful, particularly when the student was experiencing high levels of anxiety, enabling significant progress in his Algebra 1 work. The collaborative efforts also provided substantial benefits to the college students, who learned about each other's fields of study. They effectively combined this knowledge in practical ways and applied it in real-world settings. The findings of this study offer important insights for the training of pre-service special education teachers and college students in related fields.

This study employed a critical inquiry paradigm to explore the significance of equity and social justice in teaching qualitative methodologies and methods to graduate students. Graduate students of multiple minoritized identities and a faculty member conducted a two-year inquiry into the research apprenticeship experience, including the stages of student-led conceptualization, data collection, analysis, international conference presentation, and publication. The study investigated the experiences of the faculty and students as well as the responsibilities of the institution against the backdrop of historical and contemporary pandemics. Consequently, we problematized hidden curriculum and unconscious assumptions to suggest research course design sequencing improvements. The findings emphasize the impact of these experiences on qualitative research teaching and learning practices and institutional responsibility to graduate student research apprenticeships. The Graduate Research Apprenticeship Nested Design Pathway is presented as a tool that institutions worldwide can adapt and implement to serve the complex needs of their students.

To develop and support teachers' skills in classroom management, resource-efficient teacher training approaches are needed. This study evaluated the effects of an online tiered training intervention on teachers' use of class-wide positive behavior supports, either behavior-specific praise (BSP) or opportunities to respond (OTRs), using a randomized controlled trial conducted in an online graduate course in classroom management. Fifty-nine participants (52 teachers, 6 paraprofessionals, and 1 after-school instructor) completed the study. We randomly assigned 29 teachers to receive tiered training for BSP and 30 teachers to receive tiered training for OTRs. We found tiered training increased participants' use of the target practice, BSP or OTR, with medium to large effect sizes, and most teachers required support beyond universal training. Teachers rated the training they received as highly acceptable, feasible, and useful.

While research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives on what is meaningful in higher education to inform the design of authentic and transformative learning experiences. Focus groups were conducted to gain insights into students' most meaningful learning experiences across four postgraduate business subjects. We conducted a thematic analysis of the student data by inductively coding the transcripts and comments. Students derived the most value from learning experiences that incorporated real-world connections, social encounters, or productive challenges. We also found that students' discussions of meaningfulness were relatively superficial, suggesting that postgraduate students may not be primed to consider meaningfulness in relation to their learning. We thus problematise the term meaningful and conclude by proposing 'learning highs' as a new tentative conceptual frame for future research identifying learning situations in which meaningful experiences occur.

Design teams often rely on precedents, but the impact of using the direct experience of a precedent on design behavior requires further investigation. To explore this impact, fifteen teams of master students of architecture participated in two design sessions: one without and the other with a previous experience of visiting an example. The think-aloud protocol was applied, and a multi-layer coding based on FBS and precedent types was proposed to measure episodic (a specific design experience) and semantic (general design principles) precedents. Furthermore, a measurement was proposed to examine how and when the teams analyzed the precedents or applied them to solve the problem. Dynamic analyses were used to study the differences between the two conditions based on the distribution of precedents and the Problem-Solution index. Statistical analysis unfolded significant differences between the two conditions. In the second design session, the number of precedents, solution generations, and analyzing precedents were significantly increased. The first design session's episodic precedent had categorical similarity with both semantic and episodic precedents of the second design session. The results also indicated that design teams preferred to analyze the visiting experience of the precedent at the outset of the design session and apply other precedents for solving the design problem until the end of the session. While in the second design session, solution generation significantly increased, more episodic precedents related to the direct experience were used for problem framing. From another perspective, these precedents were also applied more to generate design concepts rather than refining design ideations.

The purpose of this study was to examine master's students' attitudes toward research in music education. Participants (N = 140) were students enrolled in master's programs in music education in the United States who completed an online questionnaire. Participants reported generally positive attitudes toward research in music education, although there was a notable amount of variability. No significant differences in research attitudes were found among participants enrolled in academic year, online, and summer degree programs. However, participants who indicated future plans for doctoral study reported significantly more positive research attitudes than those who did not plan to pursue doctoral study. Responses to open-ended questions indicated ways that participants believed their master's program improved their skills and knowledge regarding both teaching and research. These results provide descriptive data that illustrate how music educators view research and integrate it into their teaching.

This article provides background on community archiving as it relates to a group of faculty members currently working together to address the challenge of reimagining archival education to center non-dominant archival traditions and the restructuring of internship programs to provide financial compensation, by asking how MLIS programs might transform to better serve both minoritized communities and minoritized students. We focus on MLIS Education and Dominant Archival Theories and Practices, to explore the challenges of and possibilities for a large-scale North American effort to support paid internships at community archives.

Data visualization literacy is "the ability and skill to read and interpret visually represented data in and to extract information from data visualizations" and is an emerging literacy type. Even though support exists for data literacy and data visualization use within the academic professions, limited research assessing data visualization literacy skills has been published. This study surveys participants recruited from the 56 institutions with ALA-accredited information programs using Visualization Literacy Assessment Tool (VLAT) content directly from the original test instrument. The results of this study indicate that information science students may possess data visualization literacy skills but have gaps in relation to specific types of data visualizations.

Students enrolled in American Library Association (ALA)-accredited graduate programs typically are on a specific track to work toward their individual career goals. While most degree programs require of all students a shared core curriculum, students also typically must take elective credits, which help narrow their focus toward their individual paths. Students interested in subfields within librarianship such as public, school, and academic librarianship will take courses that further specialize their knowledge in those areas. While a focused education in their chosen subfields is important, it also may be limiting in how students understand the profession more broadly. This study uses qualitative analysis to explore reflections from students on a school library track who completed an elective seminar about academic librarianship. Findings indicate that this coursework in a subfield outside of their own allowed them to reflect on their own roles and responsibilities as librarians, find common ground and collaboration possibilities, and envision expanded opportunities in their own career paths. Educators can take this information to support students' exploration beyond prescribed career tracks, whether through offering and promoting electives across the curricula or through non-credit-bearing opportunities.

To understand the effect of library science coursework on student perceptions of issues related to intellectual freedom, researchers surveyed students at the start and end of their enrollment in a Master of Library Science program. When the results were compared, the percentage of graduating students who indicated that they might rethink purchasing a resource because of non-age-appropriate content and potential parent objection was significantly higher than that of beginning students. The percentage of graduating students who identified sexual content and profanity as potential reasons not to acquire an item was also significantly higher than that of beginning students. On the other hand, graduating students were less likely to classify their own personal views as potential reasons to avoid collecting a title. Finally, a greater percentage of graduating students were uncertain about the appropriateness of restricted collections for potentially controversial items than beginning students. In the second phase of the study, researchers interviewed program graduates with at least five years of professional experience in libraries to ascertain how their work experiences and environments had affected their perception of intellectual freedom, censorship, and the right of access to information regardless of age. These librarians were strong advocates for diverse collections despite increasing external pressure to censor resources, particularly items with LGBTQ content and characters. Most felt it necessary to have some type of restricted collections so that children did not check out material above their grade or age level.

The current study compared the effects of interteaching and discussion forum activities on quiz and assignment scores in a master's-level asynchronous research methods course. In an alternating-treatments design, six participants engaged in interteaching on half of the weeks and in the discussion forum on alternate weeks. Participants in the interteaching condition (M = 96.75) generally scored higher on quizzes than did those in the discussion forum condition (M = 75.95). The results of a paired-sample t test indicated statistically significant differences between the two conditions at p < 0.0001, with a substantial effect size of 0.6760. Significant differences in assignment scores were not observed between the interteaching (M = 87.28) and discussion forum (M = 89.08) conditions. Limitations and directions for future research are discussed.

Reports of laboratory damage, personal injury, and death have triggered increasing concern over the academic safety culture and the safety education of those pursuing studies in the chemical sciences. Student-led laboratory safety teams (LSTs) within academic institutions serve as a new and expanding informal, bottom-up approach to improving the academic safety culture and safety education of student researchers. Since 2018, a workshop has been run by the American Chemical Society Division of Chemical Health and Safety to support graduate students in the chemical sciences in establishing and growing LSTs of their own. Here, we examine how LSTs within the different academic institutions have evolved into a community of practice (CoP) through these workshops and why the members have engaged in growing this CoP. We determine the current stage of the LST CoP and what values the members created and experienced through the evaluation of artifacts from 14 workshops conducted from 2018 to 2022, semistructured interviews with student researchers running the workshops, and a guided focus group interview with the three primary student leaders of the workshops. We are sharing this analysis with the chemical education community to provide others with insights into experimental ways to improve the safety education of those pursuing studies in the chemical sciences.

University-Industry Linkage (UIL) is the interaction of academic or research universities and industries of different sectors for complementary benefits. This paper presents the results of a study conducted to understand the present status and challenges of UIL in the Regional State of Tigray, Ethiopia. Using convergent parallel mixed research design, the study addressed two research questions: (1) what is the status of UIL in the Regional State of Tigray, Ethiopia? (2) what are the UIL challenges facing universities and industries in the Regional State of Tigray, Ethiopia? Respondents were recruited from two universities and eight industries of different business areas including service, manufacturing, finance and energy. A survey questionnaire and interview protocols were developed by adapting items used in previous studies and distributed to a sample size of 1350. The findings show that there are occasional collaborations between the universities and industries in the Region mostly focusing on internship and training. Although communications and meetings are conducted between the universities and industries to create UIL opportunities in Tigray, signed collaboration agreements remain mostly on the shelf mainly due to lack of due attention and commitment from both sides in taking the step forward. Therefore, awareness creation measures and sound policy framework and guidelines should be in place for effective and practical collaborations to exist and get realized.

This paper reported the findings from 18 qualitative interviews of students across two sections of an elective, standalone ethics course in a Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited Master's of Public Administration (MPA) program at a northeast university. The findings suggested that a survey of normative ethical theories and opportunities to practice applying those theories to case studies in public administration led students to uncover the values upon which they stood and consider the strengths and deficiencies of those values in practice. Students generally described the value of this learning experience as developing the ability to identify and systematically consider the reason and logic of their ethical perspectives, consider alternatives presented by others, and take a principled stance. Implications of these findings for embedding ethics education across the curriculum in NASPAA accredited programs was considered.

Graduate teaching assistants (GTAs) hold a unique positionality as instructors and research mentors to undergraduate students, research mentees to faculty members, and employees to an institution. With limited pedagogical training and teaching resources, the enactment of planned teaching activities and learning resources may be influenced by how GTAs conceptualize their teacher identity, role, and experiences. In this study, we explored how chemistry GTAs enacted a scaffolded, cooperative-learning case-comparison activity in a second-semester organic chemistry laboratory course. Our study was guided by the conceptual framework of teacher noticing. Teacher noticing -- an instructor observing "important" instructional moments and connecting their observations to theory and practice -- is a part of developing instructional responses based on students' reasoning. Pairing this conceptual framework with a case study methodology, we recruited two GTAs, and conducted a pre-observation interview, two observations, and a post-observation interview. We explored GTAs' teacher noticing -- what they observed and interpreted as well as how they shaped and responded. We exposed the tension and the resolution between learning objectives (i.e., objectives set by the instructional team for students) and teaching objectives (i.e., objectives set by the GTAs for themselves and their students). GTAs' framing seemed to influence their shaping, and their shaping seemed to balance the instructional team's learning objective and GTAs' teaching objectives. Because chemistry GTAs serve as instructors in many science undergraduate courses, understanding the unique GTA framing may support both graduate and undergraduate learning experiences. Furthermore, our study has implications for researchers who design organic chemistry learning resources to consider different ways GTAs may support students' learning. This study additionally has implications for faculty instructors to develop transformative, consistent professional development opportunities focused on transparency, collaboration, and community in teacher learning.

English Medium Instruction (EMI), the educational practice where subject contents are taught via English to students whose native language is other than English, has been gaining momentum as with the continuous internationalization processes of universities. Learners' motivation towards EMI is a central research topic with its potential impact on academic success and other dimensions of learning. Past studies have mostly examined the linguistic aspect of EMI motivation, making such line of inquiry predominantly focused on the perception of language. However, as content learning is the major target in EMI, a wholistic perspective is required for the study of EMI motivation. Such research efforts, to our knowledge, are limited. Further, studies on motivation mainly concentrated on undergraduate students, leaving another important student group, i.e., postgraduate students, neglected, and several potential influencing variables are yet to be explored. To fill these gaps, the present study explored university students' (n = 642) EMI motivation in China, where EMI is expanding rapidly across all academic levels of tertiary education. We compared students' motivational intensity in terms of gender and academic levels (bachelor, master and PhD), and identified possible predictors. Findings reveal that significant differences existed between genders and among students at different academic levels, and that attitude and linguistic self-confidence predicted motivational levels. These findings could hopefully enhance scholarly understandings of EMI and provide implications for EMI teaching.

Qualified professionals in science, technology, engineering, and mathematics (STEM) and STEM education are in increasingly short supply globally. Role models can help increase women's representation in STEM, both at entry and senior levels. The study objectives were to identify the characteristics of role models in STEM higher education and careers and to investigate the differences in role model characteristics between career stages and between genders. We used a mixed-methods methodology involving a questionnaire and interviews. The participants, 788 alumni and final-year undergraduate and graduate students from a STEM research university, responded to the questionnaire, and ten leading women in STEM professions were interviewed. The questionnaire results indicated that a higher proportion of women than men reported being influenced by a role model during their studies. Seven key characteristics of role models were identified from the open-ended responses and the interviews: "ambitious," "charismatic," "empathic and encouraging," "inspiring," "knowledgeable," "gifted," and "professional." The most frequent characteristics women mentioned were "empathic and encouraging." The research findings support and align with the social cognitive career theory (SCCT), demonstrating how role modeling, which is part of the environmental theme, boosts intrinsic motivation--part of the personal theme, for individuals in STEM, especially women. These processes impact women's determination and professional performance--part of the behavioral theme. Based on our findings, to advance toward a STEM workforce characterized by greater fairness, we recommend designing and deploying structured mentoring programs and forums in STEM departments that can provide young women with more role models for success and thus with more hope for success in these fields.

The undeniable importance of reading in higher education prompted this investigation into the reading skills of a group often overlooked in previous research: master's level students studying in English-medium instruction (EMI) environments. Participants (148 master's-level students of engineering) completed the Nelson-Denny Reading Test (Form G), a test of reading speed and reading comprehension. The results indicate that, at group level, these students attained levels of comprehension and rates of (silent) reading which are broadly comparable to those found for second-language users of English in better researched settings. However, a great deal of individual variation was observed, suggesting that some students may find it challenging to read for study purposes. The implications of these findings for various stakeholder groups in EMI are discussed.

The study of students' willingness to use translation technology can motivate students to use the translation technology and improve their translation efficiency. This paper reports on a survey which collected 716 valid questionnaires from students in the Master-level Program in Translation and Interpreting. Structural equation modeling (SEM) was used to assess the influence of six potential variables on Master of Translation and interpreting (MTI) usage intention. The results show that perceived usefulness (PU), perceived ease of use (PEOU), subjective norm (SN) and translation technology self-efficacy (TTSE) have a significant positive influence on usage intention (UI), and perceived ease of use and perceived usefulness have significant mediating effects. Additionally, self-efficacy has a marginal or no influence at all on perceived usefulness, and flow experience (FE) has no effect on usage intention. Suggestions for future studies in the area of translation technology teaching are proposed based on the results and limitations of this study. These findings contribute to the promotion of the use of translation technology by master of Translation and interpreting at universities, which is expected to provide a beneficial research foundation for the teaching of translation technology.

This research delves into the multifaceted landscape of various factors that influence the adoption of Generation-Artificial Intelligence (Gen-AI) in Higher Education. By employing a comprehensive framework that includes perceived risk, perceived ease of use, usefulness, Technological Pedagogical Content Knowledge (TPACK), and trust, the study aims to reveal the crucial roles that these factors play in shaping the intention to embrace Gen-AI. Through the utilization of a hybrid approach that combines Structural Equation Modeling (SEM) and Artificial Neural Networks (ANN), the research examines the complex relationships among these predictors and their overall impact on the adoption of Gen-AI. By examining a diverse cohort of 242 participants, including undergraduate and postgraduate students, as well as faculty members from Indian Higher Education Institutions, the research uncovers significant determinants such as perceived ease of use, usefulness, TPACK, and trust. Interestingly, perceived usefulness does not emerge as a significant factor in influencing the intention to adopt AI in Higher Education. Through demographic analysis using the SPSS statistical tool package, the study reveals non-compensatory and nonlinear relationships between age, gender, and the intention to use AI. By leveraging the significant predictors identified through SEM, the developed ANN model accurately predicts the intention to use AI with a 71% accuracy rate. This study not only provides valuable insights into the theoretical foundations but also offers practical implications for the seamless integration of Gen-AI in higher education.

International students comprise a growing population in U.S. higher education institutions, including online courses. Online international students' experiences and needs have been largely understudied, but their increased presence in online courses offers a rich opportunity to understand better and improve their course experiences. This qualitative study draws upon interviews with international and domestic online learners to illuminate the importance of inclusivity and how it can be improved through course design and facilitation. To address our research questions, we interviewed 27 graduate students at a large public research university in the United States. The sample included 17 international and 10 domestic students. The findings show opportunities for enhancing the online learning experience for international learners through culturally attuned teaching, supporting both social and cognitive presences along with clear course expectations, and encouraging instructor's responsiveness and peer engagement. This study concludes with four major implications for online instructors.

High rates of active student responding and opportunities to respond are considered best-practice instructional strategies for learning. Many educators in higher education have shifted from teaching primarily in-person to either a hybrid or an online format over the past decade. The global pandemic hastened further shifts from in-person to online learning for many institutions of higher education. Given this rapid shift to online instruction, it is critical to evaluate evidence-based teaching practices in online formats. Although there is a robust body of literature that supports the effectiveness of embedding opportunities to respond and active student responding during in-person instruction, to date, there is limited research that evaluates the effects of increased opportunities to respond during synchronous online courses in post-secondary settings. Using an alternating treatments design, this study evaluated the effects of two active student response modalities on response accuracy for seventeen students enrolled in a synchronous online graduate course. The results suggest that students performed more accurately on post-lecture queries following conditions that required written active student responses compared to responds cards. Moreover, the accuracy of correct responding maintained across the exams and the cumulative final exam. Limitations and future implications are discussed.

Graphing is a complex and critical skill for behavior analysts. We evaluated the effects of conceptual training modules and feedback checklists on verbal behavior about graphing conventions and adherence to graphing conventions with graduate students in behavior analysis. In Experiment 1, conceptual training increased the accuracy of verbal behavior, though both participants achieved criterion in the absence of instruction for some verbal behavior. When graphing adherence did not meet criterion, feedback checklists were implemented that resulted in criterion performance. In Experiment 2, checklists were provided as the primary intervention. Two out of four participants reached criterion for graphing adherence and verbal behavior with this intervention alone, while the remaining two participants reached criterion after a combination of checklists and conceptual training. This evaluation highlights the utility of a sequential approach to training the component skills of a complex repertoire while assessing conceptual behavior and extension of skill acquisition of the individual learner.

We present an interactive spreadsheet that supports teaching essential concepts in classification using the logistic regression (LoR) model for binary classification. The interactive spreadsheet demonstrates the capabilities of LoR by integrating computation with visualization. Students will reinforce concepts like probabilities, maximum likelihood estimation (MLE), and the use of likelihoods to optimize parameters for the LoR. We then discuss using LoR for classifications while adjusting its decision boundary (DB), demonstrating how to convert assigned likelihoods into classification using the DB; impact classification outcome by varying DBs; designate predictions as true positive, true negative, false positive, or false negative; and determine the classification accuracy. We use a variety of performance measures, including sensitivity, specificity, precision, negative predictive value, F[subscript 1] and F[subscript 2] scores, the receiver operating characteristics curve, and lift/decile charts. These measures are dynamically adjusted when the DB changes. We also reiterate the usage of these measures in the context of crossvalidation and imbalanced data sets. We provide a case study that implements LoR and an option for teaching the details behind MLE. We discuss the pedagogical aspects of this spreadsheet based on a survey of the 2022 student cohort in the Master of Management Analytics Program at the Rotman School of Management.

Considering the importance of subject retrieval for scientific visibility, and the need to guide authors in self-archiving their papers in institutional repositories of university libraries, this study observed the patterns and strategies used by authors while indexing for keyword assignment. The study examined four categories of analysis: criteria for keyword assignment; use of controlled vocabulary for keyword assignment; understanding of the importance of keywords; and ordering criteria and function of assigned keywords. The study found that, while assigning keywords, authors: consider fundamental concepts for representing significant content of the text; act as domain expert indexers; and are unaware that keyword assignment is an indexing process that requires controlled vocabularies. The research suggests that institutional repositories implement a hybrid information representation and retrieval system to allow for both the representation of more specific subjects of knowledge domains, as well as controlled vocabulary indexing terms.

Graduate students' identities and personal lives are heavily tied to their experiences of research, and many struggle to find, understand, and use information for research purposes. Using a drawing exercise rooted in visual research methods combined with semi-structured interviews, a research team in the United States and Canada explored graduate student perceptions of research with nineteen participants. Thematic analysis identified six themes: research is abstract; research is an odyssey; social support makes or breaks the student experience; research is an emotional continuum; interplay between identity/values; information is problematic. The study has implications for how librarians support graduate student research.