Browsing by Author "Odom-Bartel, Rebecca Lei"

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    Distance education faculty reflections: a look at civic responsibility and community engagement
    (University of Alabama Libraries, 2014) Odom-Bartel, Rebecca Lei; Adams, Natalie G.; Wright, Vivian H.; University of Alabama Tuscaloosa
    Civic responsibility and moral character are at the heart of many higher learning institutions' mission statements (Boyte & Kari, 2000; Thomson, Smith-Tolken, Naidoo, & Bringle, 2011; Urban &Wagoner, 2000). However, little research exists that examines how civic education should be incorporated into online education, what civic education looks like in an online environment, or if traditional methods of delivering civic education are appropriate for distance learning. This study was qualitative in nature and uses grounded theory methods to allow the opportunity for the participants to construct what it means to produce a citizen by using distance education as the local discourse. Faculty were interviewed to allow for their perceptions and reflections of online civic education to uncover a clearer understanding of what civic education, civic responsibility, and community engagement means in a distance education environment. Through data collection and analysis several interesting findings emerged. Time played a key factor in the delivery and ultimately the success of an online course with civic engagement components. Data suggests that development could take several semesters when taking into account factors such as accurate assessment of students, collaboration with community partners, communication, and general coordination of the course. Perhaps the most interesting finding focused on how the definition of citizenship and ultimately how faculty presented civic education was changing. Much of the research suggests that civic education is evolving to include a more global definition. This dynamic and changing understanding of civic education exemplified in the data is in concert with the current literature on civic education and engagement ((Bartik, 2004; Becker, 1993; Brandl & Weber, 1995; Caputo, 2005; Enrlich, 1997; Furo, 2010; Giles & Eysler, 1994;Kerringan, 2005; Kuh, 2011; Malin, 2011; Markus, Howard, &King, 1993; Perry & Katula, 2001; Weiss, 2004; Wesch, 2009; Wilhite & Silver, 2005). These changes and variations in definition of citizenship and civic education are all effecting how civic education should be incorporated in the 21st century learning.
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    An exploratory study of a robotics educational platform on stem career interests in middle school students
    (University of Alabama Libraries, 2017) Hinton, Tracy Hinton; Rice, Margaret L.; University of Alabama Tuscaloosa
    With the large expected growth in STEM-related careers in American industries, there are not enough graduates to fill these positions (United States Department of Labor, 2015). Increased efforts are being made to reform STEM education from early childhood to college level studies, mainly through increased efforts to incorporate new technologies and project-based learning activities (Hegedorn & Purnamasari, 2012). At the middle school level, a robotics educational platform can be a worthwhile activity that provides hands-on learning as students learn basic programming and engineering skills (Grubbs, 2013). Based on the popularity of LEGO toys, LEGO Education developed an engaging and effective way to learn about computer programming and basic engineering concepts (Welch & Huffman, 2011). LEGO MINDSTORMS offers a project-based learning environment that engages students in real-life, problem-solving challenges. The purpose of this qualitative study was to investigate the instructional use of a robotics educational curriculum on middle school students’ attitudes toward and interests in STEM and their experiences with LEGO Robotics activities. Participants included 23 seventh grade students who were enrolled in a Career Cluster Technologies I class in a suburban middle school. Data for the study were collected from three focus group interviews, open-ended surveys, classroom observations, and the Career Cruising program. Findings revealed that the robotics activities led to an increased interest and higher self-efficacy in STEM tasks. If students continue to nurture and develop their STEM interests, it is possible that many of them may develop higher confidence and eventually set personal goals related to STEM classes and careers. While other studies have been conducted on similar topics, this qualitative research is unique because it contributed to the gap in research that investigates the impact of an in-class robotics curriculum on middle school students’ attitudes and interests in STEM. Throughout the robotics unit, students exhibited positive reactions, including much excitement and enjoyment as they solved the robotics challenges. In addition, students demonstrated a greater interest in STEM courses and careers as a result of this hands-on activity. Middle school teachers should incorporate STEM-based activities such as robotics to help students gain hands-on STEM skills.