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Liberal Arts; Class Activities; Student Attitudes; Undergraduate Study; Service Learning; Undergraduate Students; Community Needs; Course Content; Criminals; Barriers; Time; Economic Factors; Family Relationship; Law Enforcement

Abstract:
In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will explore the attitudes and perceptions that Criminal Justice students have toward service learning. A sample of 54 undergraduate students from a liberal arts university in the Pacific Northwest were asked to reflect on their service learning classes, out of class activities, and discuss any barriers that made service learning classes more difficult. The results indicate that while students found service learning experiences beneficial to their undergraduate education, the barriers of time, money, and family obligations prevent many students from participating. Educators can utilize this insight when deciding if and when to utilize service learning in their courses. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Class Activities; Preservice Teachers; Pedagogical Content Knowledge; Social Studies; Elementary School Teachers; Student Attitudes; Student Projects; Teaching Methods; History; Inquiry; Knowledge Base for Teaching

Abstract:
The purpose of the study was to examine if and how elementary preservice teachers' perceptions about history were changed upon their completion of a class project that engaged them in a discipline-specific inquiry as a method of teaching history. Surveys were administered to assess any changes in their perception of the history before and after they participated in the class project. The preservice teachers' reflective writings were used to explore any themes that emerged about historical inquiry as well as to understand their development of pedagogical knowledge about teaching history. The study results provide implications for inquiry-based teaching in social studies education. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; College Instruction; College Students; Learner Engagement; Expectation; Student Experience; Class Activities; Group Activities; Course Content; Role Playing; Feedback (Response)

Abstract:
Many instructors have fallen into the syllabus habit of the first day, and students have come to expect nothing more. While reviewing the syllabus is important, it is not all that engaging for either the instructor or the students. In this article, the author establishes the pedagogical importance of the first day of class experience through the perspectives of instructor objectives and student expectations. Next, he provides the "Bistro 24" Activity ("Activity") built upon this foundation (with some help from Jack Bauer). Then, he sets forth the class methodology, including the learning objectives, teaching notes, and potential alternative uses of the Activity. He also provides an overview of student feedback about the Activity based on a student survey. Finally, he provides a conclusion that considers the success of the Activity based on its learning objectives. (Contains 1 table and 41 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Administration Education; Law Related Education; Social Networks; Web Sites; Privacy; Risk; Legal Problems; Laws; Court Litigation; Assignments; Class Activities; Group Activities; Cooperative Learning; Administrative Policy; Policy Formation; Sexual Harassment; Speech; Foreign Countries

Abstract:
The explosion of social networks and the growing concern over privacy in the digital age--both in the United States and Europe--have provided an opportunity to introduce students to the legal risks of using social media in the workplace. This article builds on the authors' classroom experiences and provides social media scenarios and projects that allow students to analyze and critically compare the workplace boundaries of social network use. Part I includes a description of an out-of-class assignment that assesses what types of social media comments students deem inappropriate in the workplace, completed by students before the professor actually discusses applicable legal principles. Then, Part II provides classroom scenarios that reinforce what students learn about the evolving law of social networks and privacy in the U.S. and the EU workplace. Part III looks at other legal considerations of social media use including sexual harassment and anonymous speech, and offers additional classroom scenarios. Part IV outlines a class project in which students collaborate in groups to develop social media policies for the U.S. workplace and compares and contrasts the impact of similar policies on EU employees. This project gives students an opportunity to synthesize their knowledge of social networks and workplace privacy and to incorporate their understanding of the legal risks posed by social media. For all the scenarios and projects, the authors also provide the reader with a set of resources to facilitate replication of the projects. The resources include a summary of The Facebook Project: Dealing with Employee Gripe Sites, each of the Classroom Discussion Scenarios, detailed instructions for the Social Media Policy project, and a rubric for grading the Social Media Policy project. (Contains 167 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Civil Engineering; Transportation; Role; National Security; Economic Progress; United States History; Migration Patterns; Construction (Process); Strategic Planning; Physical Environment; Influence of Technology; Context Effect; Costs; STEM Education; Class Activities

Abstract:
Few people truly recognize the influence of modern transportation on society. In the United States, that includes the influence of highways that allow the citizenry to travel freely, the strength of the economy, and the country's national security. In all cases, the geography of the United States influenced the evolution of transportation and transportation technology. The U.S. is the third largest country in the world and includes a vast area of land (Central Intelligence Agency, 2012a). In 2008, the U.S. had the most kilometers of roads in the world--6,506,204 km--almost twice as many as China with the second most (Central Intelligence Agency, 2012b). The U.S. continues to construct highways because they are vital to the country's national security and economic growth. What are the costs of building, upgrading, and maintaining America's highways? What are the costs of not building and maintaining highways? How does the U.S. highway system compare to the highway systems of other countries? Why has the U.S. highway system evolved the way that it has? These questions are discussed in this article. A classroom activity about highway construction is also offered. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Boards of Education; Teacher Role; Mathematics Activities; Indigenous Populations; Action Research; Culturally Relevant Education; Preschool Teachers; Elementary School Teachers; Ethnology; Mathematics; Multicultural Education; Instructional Design; Mathematics Instruction; Program Implementation; Teaching Methods; Class Activities

Abstract:
The goal of Indigenous education is that it should be approached on the basis of the Indigenous language and culture; this is also the case with Sami education. The Sami School Board has stated that all teaching in Sami schools should be culturally based, despite the fact that Sami culture-based teaching is not specifically defined. Therefore, teachers themselves must adapt the teaching and as a result, usually no Sami culture-based mathematics teaching takes place. The aim of this article is to discuss Indigenous teachers' experiences with designing and implementing culture-based mathematics activities in Sami preschool and primary school. The teachers' work with culture-based mathematics activities took the form of "Sami cultural thematic work with ethnomathematical content," "Multicultural school mathematics with Sami cultural elements," and "Sami intercultural mathematics teaching." Culture-based mathematics activities took place within an action research study in the Swedish part of Sapmi. Sapmi comprises northern Norway, Sweden, and Finland, as well as the Kola Peninsula in Russia. In the action research study, six teachers conducted culture-based mathematics activities in preschool and primary school on the basis of the action research loop "plan-act-observe-reflect." During the study the teachers changed from a problem-focused perspective to a possibility-focused culture-based teaching perspective characterised by a self-empowered Indigenous teacher role, as a result of which they started to act as agents for Indigenous school change. The concept of "decolonisation" was visible in the teachers' narratives. The teachers' newly developed knowledge about the ethnomathematical research field seemed to enhance their work with Indigenous culture-based mathematics teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Undergraduate Students; Mathematics Instruction; Mathematical Concepts; Teaching Methods; Statistical Distributions; Class Activities; College Instruction; College Mathematics

Abstract:
Some mathematical activities and investigations for the classroom or the lecture theatre can appear rather contrived. This cannot, however, be levelled at the idea given here, since it is based on a perfectly sensible question concerning distributional approximations that was posed by an undergraduate student. Out of this simple question, and subsequent investigation, a wealth of mathematical and statistical material is covered. We go on to discuss the educational benefits of carrying out activities such as the one suggested here. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Multimedia Instruction; Computer Software; Computer Simulation; Educational Games; Computer Assisted Instruction; Computer System Design; Program Descriptions; Class Activities; Learning Activities; Teaching Methods; Astronomy; Lesson Plans; Elementary School Curriculum; State Standards; Core Curriculum; Informal Education; Science Instruction; Open Source Technology; Electronic Learning; Instructional Design; Space Exploration; Space Sciences

Abstract:
Exploring the Solar System in the elementary school curriculum has traditionally involved activities, such as building scale models, to help students visualize the vastness of space and the relative size of the planets and their orbits. Today, numerous websites provide a wealth of information about the sun and the planets, combining text, photos, and graphics, and even interactive models. Some sites also include lesson plans and suggested classroom activities. Yet none of these resources allow for development of a lesson plan interactively, or offer tracking of student performance. Many lesson plans also have materials or space requirements that are impractical for some schools. SpaceSafari is an interactive multimedia software program for learning about the solar system that integrates information, exploration, and instruction. It employs a real-time 3D space for navigation, a module for learning about the planets, and an administrative interface for creating activities and tracking student progress. The design of the software resembles a first-person adventure game: a treasure hunt through the solar system in which the missions are created by the teacher. SpaceSafari was developed for both the formal (classroom) and informal (home) learning spaces, with a choice of input modes and display options. This integrated solution for teaching elementary Astronomy using personal computers poses an intriguing research question: "What is the impact of game mechanics, combined with an immersive, kinesthetic, 3D interface, on learning outcomes about the solar system?" (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Writing; Story Telling; Skill Development; Public Policy; Policy Analysis; Educational Strategies; Interpersonal Relationship; Writing Instruction; College Instruction; Communication Skills; Instructional Materials; Class Activities

Abstract:
Within a Technical Communication classroom, policywork has been used to teach students the vital discursive and conceptual skills valued by technical fields. However, given the move of technical communicators into the public sphere, these skills can and should be expanded to include diverse practices and modes of thought. As such, this article suggests that storytelling can be used as a pedagogical tool to help students think more critically about the (sometimes hidden) relationships that policywork inheres. This article articulates relational work as a target skills set for students and suggests specific activities and handouts for developing these skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Instruction; Mathematics Skills; Class Activities; Mathematics Activities; Worksheets; Lesson Plans; Instructional Materials; Visual Aids; Teaching Guides; Glossaries; Academic Standards; Relevance (Education); Grade 7; Grade 8; Measurement; Geometry; Grade 6; Geometric Concepts

Abstract:
"Setting the Stage with Geometry" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards that is designed to help students in grades 6-8 build and reinforce basic geometry skills for measuring 2D and 3D shapes. Developed by The Actuarial Foundation, this program seeks to provide skill-building math activities to help students become successful in the classroom and in real-world situations outside of school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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