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1. An Interdisciplinary Learning Community of Education and Psychology Majors

   Yates, S. ( January 2023 , Education sciences)

   The researchers conducted a qualitative case study to describe the experiences (over the course of a semester) of an inter-disciplinary team of three special education and three psychology undergraduates who participated in a relational learning community and a graduate student who designed and facilitated this learning community. An associate professor and special education researcher oversaw and co-facilitated the project. The design of the learning community promoted the building of rapport and trust among the group members and the progress of the group toward a common goal of incorporating principles from psychology to develop teaching strategies for students who are struggling in math and experiencing severe math anxiety. Gathering more frequent and individualized feedback would have helped the learning community facilitator make some key adjustments earlier in the project, but the incorporation of rapport building activities that supported trust and collaboration among the group was supportive of group progress toward a common goal. We learned key lessons about how to design and implement a learning community that can be applied to the field of education, interdisciplinary collaboration, and other contexts. 

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2. ISAIC-MS-1171 DATA: Digital Archiving and Transformed Analytics -- Applied Machine Learning in feasible, analytical, scalable and testable approach

   Liang, S. ; McCarthy, P. ; Quinn, K. ; Sommerville, R. ; Uwiragiye, C. ( December 2020 , ISAIC 2020)

   Abstract. As cloud-based web services get more and more capable, available, and powerful (CAP), data science and engineering is pulled toward the frontline because DATA means almost anything-as-a-service (XaaS) via Digital Archiving and Transformed Analytics. In general, a web service (via a website) serves customers with web documents in HTML, JSON, XML, and multimedia via interactive (request) and responsive (reply) ways for specific domain problem solving over the Internet. In particular, a web service is deeply involved with UI & UX (user interface and user experience) plus considerate regulations on QoS (Quality of Service) as well, which refers to both information synthesis and security, namely availability and reliability for providential web services. This paper, based on the novel wiseCIO as a Platform-as-a-Service (PaaS), presents digital archiving 3 and transformed analytics (DATA) via machine learning, one of the most practical aspects of artificial intelligence. Machine learning is the science of data analysis that automates analytical model building and online analytical processing (OLAP) that enables computers to act without being explicitly programmed through CTMP. Computational thinking combined with manageable processing is 4 thoroughly discussed and utilized for FAST solutions in a feasible, analytical, scalable and testable approach. DATA is central to information synthesis and analytics (ISA), and digitized archives plays a key role in transformed analytics on intelligence for business, education and entertainment (iBEE). Case studies as applicable examples are discussed over broad fields where archival digitization is required for analytical transformation via machine learning, such as scalable ARM (archival repository for manageable accessibility), visual BUS (biological understanding from STEM), schooling DIGIA (digital intelligence governing instruction and administering), viewable HARP (historical archives & religious preachings), vivid MATH (mathematical apps in teaching and hands-on exercise), and SHARE (studies via hands-on assignment, revision and evaluation). As a result, wiseCIO promotes DATA service by providing ubiquitous web services of analytical processing via universal interface and user-centric experience in favor of logical organization of web content and relational information groupings that are vital steps in the ability of an archivist or librarian to recommend and retrieve information for a researcher. More important, wiseCIO also plays a key role as a content management system and delivery platform with capacity of hosting 10,000+ traditional web pages with great ease. 

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3. Situating Engineering Education in a World Impacted by COVID-19

   De Pree, Thomas ; Appelhans, Sarah ; Cheville, Alan ; Akera, Atsushi ; Shuey, Melissa ( July 2021 , ASEE annual conference exposition)

   null (Ed.)

   In June 2020, at the annual conference of the American Society for Engineering Education (ASEE), which was held entirely online due to the impacts of COVID-19 (SARS-CoV-2), engineering education researchers and social justice scholars diagnosed the spread of two diseases in the United States: COVID-19 and racism. During a virtual workshop (T614A) titled, “Using Power, Privilege, and Intersectionality as Lenses to Understand our Experiences and Begin to Disrupt and Dismantle Oppressive Structures Within Academia,” Drs. Nadia Kellam, Vanessa Svihla, Donna Riley, Alice Pawley, Kelly Cross, Susannah Davis, and Jay Pembridge presented what we might call a pathological analysis of institutionalized racism and various other “isms.” In order to address the intersecting impacts of this double pandemic, they prescribed counter practices and protocols of anti-racism, and strategies against other oppressive “isms” in academia. At the beginning of the virtual workshop, the presenters were pleasantly surprised to see that they had around a hundred attendees. Did the online format of the ASEE conference afford broader exposure of the workshop? Did recent uprising of Black Lives Matter (BLM) protests across the country, and internationally, generate broader interest in their topic? Whatever the case, at a time when an in-person conference could not be convened without compromising public health safety, ASEE’s virtual conference platform, furnished by Pathable and supplemented by Zoom, made possible the broader social impacts of Dr. Svihla’s land acknowledgement of the unceded Indigenous lands from which she was presenting. Svihla attempted to go beyond a hollow gesture by including a hyperlink in her slides to a COVID-19 relief fund for the Navajo Nation, and encouraged attendees to make a donation as they copied and pasted the link in the Zoom Chat. Dr. Cross’s statement that you are either a racist or an anti-racist at this point also promised broader social impacts in the context of the virtual workshop. You could feel the intensity of the BLM social movements and the broader political climate in the tone of the presenters’ voices. The mobilizing masses on the streets resonated with a cutting-edge of social justice research and education at the ASEE virtual conference. COVID-19 has both exacerbated and made more obvious the unevenness and inequities in our educational practices, processes, and infrastructures. This paper is an extension of a broader collaborative research project that accounts for how an exceptional group of engineering educators have taken this opportunity to socially broaden their curricula to include not just public health matters, but also contemporary political and social movements. Engineering educators for change and advocates for social justice quickly recognized the affordances of diverse forms of digital technologies, and the possibilities of broadening their impact through educational practices and infrastructures of inclusion, openness, and accessibility. They are makers of what Gary Downy calls “scalable scholarship”—projects in support of marginalized epistemologies that can be scaled up from ideation to practice in ways that unsettle and displace the dominant epistemological paradigm of engineering education.[1] This paper is a work in progress. It marks the beginning of a much lengthier project that documents the key positionality of engineering educators for change, and how they are socially situated in places where they can connect social movements with industrial transitions, and participate in the production of “undone sciences” that address “a structured absence that emerges from relations of inequality.”[2] In this paper, we offer a brief glimpse into ethnographic data we collected virtually through interviews, participant observation, and digital archiving from March 2019 to August 2019, during the initial impacts of COVID-19 in the United States. The collaborative research that undergirds this paper is ongoing, and what is presented here is a rough and early articulation of ideas and research findings that have begun to emerge through our engagement with engineering educators for change. This paper begins by introducing an image concept that will guide our analysis of how, in this historical moment, forms of social and racial justice are finding their way into the practices of engineering educators through slight changes in pedagogical techniques in response the debilitating impacts of the pandemic. Conceptually, we are interested in how small and subtle changes in learning conditions can socially broaden the impact of engineering educators for change. After introducing the image concept that guides this work, we will briefly discuss methodology and offer background information about the project. Next, we discuss literature that revolves around the question, what is engineering education for? Finally, we introduce the notion of situating engineering education and give readers a brief glimpse into our ethnographic data. The conclusion will indicate future directions for writing, research, and intervention. 

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4. Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

   https://doi.org/10.3389/fpsyg.2022.1014713  

   Devlin, Brianna L. ; Paes, Tanya M. ; Geer, Elyssa A. ; Bryant, Lindsey M. ; Zehner, Tracy M. ; Korucu, Irem ; Morse, Kathleen ; Duncan, Robert J. ; Purpura, David J. ; Schmitt, Sara A. ( January 2023 , Frontiers in Psychology)

   Social-emotional competencies are important for school-readiness and can be supported through social-emotional learning (SEL) interventions in the preschool years. However, past research has demonstrated mixed efficacy of early SEL interventions across varied samples, highlighting a need to unpack the black box of which early interventions work, under what conditions, and for whom. In the present article we discuss the critical implementation component of active child engagement in an intervention as a potential point of disconnect between the intervention as designed and as implemented. Children who are physically present but unengaged during an intervention may lead to decreased average impacts of an intervention. Furthermore, measuring young children’s active engagement with an intervention may help to guide iterative intervention development. We propose a four-step protocol for capturing the multi-dimensional and varied construct of active child engagement in a SEL intervention. To illustrate the utility of the protocol, we apply it to data from a pilot study of a researcher-implemented, semi-structured block play intervention focused on supporting the development of SEL and math skills in preschoolers. We then present future directions for the integration of active participant engagement into the measurement of implementation of SEL interventions for young children. 

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5. Capturing Self-Regulated Learning During Search

   Urgo, Kelsey ; Arguello, Jaime ( July 2022 , Workshop on Investigating Learning During Web Search)

   Researchers in the learning sciences have demonstrated the benefits of effective self-regulated learning (SRL) in improving learning outcomes. The search-as-learning community aims to improve learning outcomes during search, but offers limited research exploring the impact of SRL on learning during search. Current limited research in search-as-learning explores only \textit{perceptions} of SRL processes \textit{after} the search process~\cite{crescenzi_supporting_2021}. Results from such analyses are limited in that SRL is a dynamic, active process and participant perceptions of SRL can be unreliable~\cite{winne_exploring_2002, greene_domain-specificity_2015}. In this paper, we propose the implementation of an SRL coding framework to capture SRL processes as they unfold throughout a search session. Additionally, we offer several implications for future work using the proposed methodology. 

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