Authentic Project Research Articles

On Marjorie Grene’s “Authenticity: An Existential Virtue”

With this, existentialism takes on both the promise and the difficulties of the general strategy that has lately come to be called a “constitution/commitment argument.” According to such arguments, recently advanced by Korsgaard, Velleman, and others, our values find their deepest source in the constitution of our agency (or selfhood more generally). The general idea is that the very constitution of agency or selfhood ineluctably involves us in certain commitments, so that honoring those commitments and the values they erect can no longer be something up for meaningful doubt from the agent’s own standpoint. (The agent, after all, is already committed.) Sartre and Beauvoir are making a similar move: we are “condemned to be free” in that whatever shape our life takes will then count as one or another manifestation of our freedom, and this involves a commitment to freedom’s value since any effort to deny such a commitment would just amount to some (characteristically bad faith) expression of that same freedom. Any authentic project, therefore, must own up to the value of freedom, commitment to which is already baked into the cake. Such arguments have an undeniable attraction, despite being notoriously elusive and controversial. Space forbids any effort to pass judgment on the strategy here. I confine myself to the remark that, while Grene lacks some recently developed terminology (and the resulting more explicit argumentation), her essay nevertheless indicates both the basic idea and some of its difficulties. Indeed, the strategy’s combination of promise and elusiveness helps explain Grene’s ambivalent recognition that, while existentialist arguments about the value of freedom are so far unsatisfactory, still there is some deep intuitive appeal to their suggestion of an illuminating connection among authenticity, freedom, and the demand of respect for individual dignity (272).

Demonstrating the Effectiveness of an Integrated and Intensive Research Methods and Statistics Course Sequence

We developed a two-semester series of intensive (six-contact hours per week) behavioral research methods courses with an integrated statistics curriculum. Our approach includes the use of team-based learning, authentic projects, and Excel and SPSS. We assessed the effectiveness of our approach by examining our students’ content area scores on the area concentration achievement test (ACAT) for psychology students. On average, our students scored significantly higher on the ACAT experimental methods and statistics content areas than the national norm. This intensive approach to teaching behavioral research methods and statistics is effective.

Project-based learning in teaching translation: students’ perceptions

Along with the increasing interest in learning-centred constructivist approaches to translator education, there have been proposals to introduce project-based learning (PjBL), popular in education, to the teaching of translation. Typical of this approach is that students are usually invited to complete an authentic practical translation project either in small groups or as individuals. This article, however, presents another type of project in translator education and discusses how such a project was incorporated into the teaching of business translation in the Chinese context. Furthermore, it reports on an investigation of the students’ reception and perceptions of the PjBL project, which was carried out as part of the evaluation process of the project. It is hoped that the documenting of our experimentation with the project may serve as an easy reference for other teachers who may be interested in trying this methodology in their teaching, and that the findings regarding the students’ perceptions mainly investigated through qualitative methods can be further confirmed with future quantitative research designs.

Integrating Online Informative Videos into Technical Communication Service Courses

Background: Online, informative videos are a popular genre of technical communication but little information is available for instructors to integrate the genre into technical communication courses. Research questions: (1) What are the logistics, considerations, and problems encountered when assigning authentic informative videos in introductory technical writing service courses? (2) Is an authentic informative video project in introductory technical writing service courses an effective learning assignment from the students' perspectives? Situating the case: Video has been discussed in technical communication literature since the 1970s and our discussion of video parallels technology development making video production and viewing possible for mainstream consumers. Recently, a revitalization of interest in video (particularly since 2012) reflects widespread adoption of smart phones with video recording capabilities, preinstalled and relatively simple video production applications on computers, video-sharing websites (YouTube), and high-speed internet connections enabling rapid video downloads by viewers. Yet, low-cost and easy-to-use communication technologies are often associated with the idiosyncratic application of design features and often do not transfer into effective communication. We often claim that technical communication programs are well situated to take a “leadership role” in mastering a new communication technology but our instruction of video has not kept pace with the rapidly evolving technology nor is it necessarily consistent with our own research findings. How this case was studied: In this experience report, I took a teacher-researcher role and triangulated my personal observations with a student-perception questionnaire and other student reflections on the assignment. About the case: The informative video project was used in a junior-level, introductory technical communication service course. The informative video assignment was an experiential learning assignment in which students worked in small teams to develop “real-world” communications for a peer audience. The learning objectives emphasized in the project include genre analysis, audience analysis, scriptwriting, visual-verbal communication, video production and technology, and project management and teamwork. Results: The logistics and considerations for developing informative videos in technical communication courses are discussed and student feedback reveals that this assignment was particularly useful for teaching audience analysis, technology skills, verbal-visual synergy of communication channels, and teamwork. Conclusions: Informative videos are a challenging project but offer a unique opportunity to examine audience analysis and teach verbal-visual parallelism. Furthermore, the equipment and production software are no longer barriers to assigning the project in technical communication courses.

STEM Education: Authentic Projects which embrace an Integrated Approach

Science, Technology, Engineering and Mathematics (STEM) education integration is a world-wide response to the falling interest in science and engineering. The approach uses an authentic problem, usually based on a design technology or engineering need, which is solved by school students who apply their knowledge of science, technological design, engineering and mathematics. While there have been different attempts to develop programs that introduce students to a number of STEM concepts in their school curriculum, the practice of STEM integration is not widely used or appreciated. The researchers present some examples of student projects where authentic learning and integration across the STEM areas is obvious. In Malaysia, the “Search for SEAMEO Young Scientist Congress (SSYS)” is held biennially at the Regional Education Centre for Science and Maths (RECSAM). Middle year students from twelve ASEAN countries present their scientific, technological and mathematical solutions to pressing local and community problems. The projects represent a STEM education approach with the construction of a device or model to illustrate the students’ solution. Examples of some of these projects are provided and the discussion highlights the STEM elements, drawing on research into the relationship between science, technology, engineering, mathematics and problem-based learning.

STEM Education: Authentic Projects which embrace an Integrated Approach

STEM Education: Authentic Projects which embrace an Integrated Approach

Developing Creative and Critical Thinking Skills in an Authentic Learning Environment

The Malaysian Ministry of Education has called for a need to produce skilled graduates that are highly employable. In this study, Herrington and Kervin’s Authentic Learning principles were adapted into the design of an Authentic Learning environment that is driven by a problem-based group project. The impact of this learning environment on engaging students’ creative and critical thinking as well as the students’ perception towards the Authentic Learning environment was studied. The learning environment was designed to center on an authentic problem-based group project and was supported by multimedia and web technologies. Results indicate that Authentic Learning principles, when adapted into a learning environment engaged the use of higher-order thinking skills, encouraged the cultivation of crucial skills, made learning an active process, and enhanced understanding. Students responded positively towards the Authentic Learning environment as learning became more relevant. The positive results of this study provide support for the development of more Authentic Learning environments to engage students’ creative and critical thinking skills, thereby answering the call of the national agenda to produce industry-ready graduates with skills that make them highly employable.

Spiralno putovanje spiralnim plesom

Novim realizacijama Spiralno putovanje uvjerljivo je i jasno očitovalo postojanost i vitalnost Demurove specifično-plastičke koncepcije, pretvorene u prostorno-poetsko viđenje, polje djelovanja i preplitanja autorovih različitih psiholoških raspoloženja. Riječ je o shvaćanju slike kao mape događanja u zadanom prostoru, uz znatan udjel slučaja, trenutnih odluka, improvizacija tijekom sama radnog procesa. Spiralno putovanje nije bilo site specific projekt – kod autora i kod kustosa nedostajalo je ambicije da se u korist projekta percipiraju i aktiviraju potencijali povijesnog interijera. Spiralno putovanje nije bitno ovisilo o zatečenim prostornim i drugim osobinama UP-a, a za autentičan site specific projekt bilo bi potrebno da slikar vrlo istančano i stručno osjeti narav, poticajne i ograničavajuće osobine povijesnog prostora, da se uvjeri da je upravo u tom prostoru pronašao idealnu lokaciju za oblikovnu zamisao koju želi ostvariti. Sikar je, međutim, odlučio da će mu UP poslužiti tek kao prostor u kojem će izložiti šest spirala, ali unatoč tomu djela su u dosluhu s prostorom, u određenoj mjeri uvažavaju njegovu narav i prostorne zakonitosti, dajući spiralama kvalitetu sakralnih sceničnih zidnih instalacija, a UP pretvarajući u svečan, pomalo i mističan prostor, ali je već na prvi pogled bilo jasno da su goleme spirale prvenstveno samouvjereno nastojale afirmirati same sebe i da se pritom nisu fascinirale slavnom prošlosti povijesnog zdanja.

PHILOSOPHY OF DESCARTES: BASIC INTENTION AND STATUS OF ANTHROPOLOGY ABSTRACT

The purpose of the article is to emphasize the insufficiency of reductionist interpretation of Descartes’ heritage and to bring into focus the constitutive role of anthropology in Descartes authentic project. Scientific novelty . Substantiation of anthropology in Descartes’ philosophical structure is based upon recognition of key importance of anthropological intention in previous philosophy as well as anthropological one in philosopher’s own works. Therefore, the insufficiency of established de-anthropologised interpretation of essential intention of Descartes’ doctrine becomes evident. Methodology . The use of phenomenology and hermeneutics enables us to comprehend the key philosopher’s ideas as the manifestation of his personality. The concentration on the interpretation of Descartes ideas as the manifestation of determining influence of external factors is the shortcoming of the established reductionist methodology. Conclusions. It was proved that anthropology that should have been the conclusion of Descartes’ philosophy under conditions of domination of reductionist attitude was withdrawn by the de-anthropologised reality image. The comprehension of the authentic image of Descartes’ philosophy provides special attention to the anthropological element in his ontology.

Project-based learning in education: integrating business needs and student learning

Purpose– The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA.Design/methodology/approach– The authors used the case study method to provide qualitative details about CSA ' s use of PBL that is being practiced in a natural education setting.Findings– The authors identified six emergent themes (community partners, dedicated facilitators, student group work, authentic projects, school culture, and science, technology, engineering, and mathematics (STEM)-focus) as the essential elements of the high school ' s PBL use. The authors also evaluated CSA ' s use of PBL using strengths, weaknesses, opportunities, and threats (SWOT) analysis and generated eight challenges that CSA should tackle to make it more sustainable.Research limitations/implications– This study is contextualized in a high school located in Columbus, Indiana, so the authors cannot generalize the results of this study to other contexts.Practical implications– This study showed that PBL holds outstanding potential to be an innovative approach to teaching and learning, and teacher professional development.Originality/value– Major strengths of CSA ' s use of PBL come from the integration of the workforce needs of local businesses and the broader educational needs of students. Active involvement of community partners to make a project authentic is an essential element of CSA ' s PBL that distinguishes it from problem-based learning.

An Expert Solution to Assess an Industrially Situated, Computer‐Enabled Design Project

AbstractBackgroundProcess development is a common and critical task for industrial chemical engineers; however, it is difficult to create activities to give students such practice in their university education. Using a computer‐based simulation, we have created an authentic, industrially situated process development task that students can complete by applying their foundational knowledge and skills. We present a case study of an expert's solution to this task, which is compared with those of higher‐ and lower‐performing student teams.PurposeThe expert study sought to characterize modeling approaches to this task and to develop a set of target competencies to evaluate evidence of student learning as a guide to assessment.Design/MethodThis comparative case study used ethnographic methodology to capture descriptions of the models and strategies that an expert and two advanced undergraduate student teams employed.ResultsWe categorized the expert solution into steps of information gathering, problem formulation, and iterative modeling and experimentation. We identified fourteen expert competencies and used them to assess two sample student solutions. Each student solution contained some expert competencies; a higher number of expert competencies are evident in the student team that had been previously identified as higher performing.ConclusionsThe framework demonstrates constructive alignment of an authentic project task with evidence of student learning to evaluate the competencies students develop. This model example can be extended to other computer‐enabled learning environments and, more generally, to capstone projects and other types of open‐ended project work.

Dynamics of instructional and perceptual factors in instructional design competence development

This nine-month study used mixed methods data and a qualitative analysis to examine the skill and perceptual development of 17 graduate design students. Individual differences, perceptions and preferences that apparently promoted rapid and productive development included: design efficacy, mastery goals, preference for cognitive challenge and tolerance for risk-taking. Novice learners benefited from content and context familiarity, but as they developed competence, they gained from choosing less familiar tasks and content. Features of the learning environment identified as contributing to novice designers’ knowledge and skill development were: authentic projects, detailed assignment specifications, multiple types and levels of feedback, and clear alignment with professional performance standards. These findings inform the strategic design of instructional opportunities for novice designers and similarly complex applied professional fields.

Symposium 2: Understanding emerging knowledge spillovers in small-group learning settings

Learning in authentic projects is supposed to enhance graduates knowledge, skills and future employment. However, in programmes with a large number of students, implementing project-based learning and providing helpful guidance, extensive feedback, and support by teachers can be cumbersome. While peer assessment traditionally is used for grading or marking peers, there is a call for more formative (for learning) assessment and feedback using ICT which goes beyond marking and grading. This study took place in a post-graduate course on Event Operations management, whereby 69 primarily international students were divided into nine teams and worked together for a sustained period of fourteen weeks on a high-stake assignment, namely running a successful and profitable event. For ascertaining whether inter- and intra-team learning and knowledge spillovers occurred during the course, we employed a method developed within the field of Social Network Analyses (SNA). We measured prior friendship and work relations during the first week, while possible knowledge spillovers between learners and teams were assessed during week 14.In contrast to previous research on evolution of knowledge spillovers in small-group settings by Hernandez Nanclares et al. (2012), our results seem to indicate that knowledge spillovers across teams reduced over time. While all nine teams had substantial work and friendship relations outside their own team at the beginning of the module, over time all teams became more focussed on learning within teams. While pre-existing friendship ties are significantly correlated to the post- measurements of learning and work networks, pre-existing work ties are more strongly correlated with learning ties after fourteen weeks, as confirmed by multiple regression quadratic assignment procedures. Although further research is needed to confirm the underlying dynamics why teams and learners became more internally focussed, we hypothesise that the instructional design (i.e. focus on competition) and task-assignment may have a stronger impact on reducing knowledge spillovers between learners and teams.

Learning Paleontology Through Doing: Integrating an Authentic Research Project into an Invertebrate Paleontology Course

We implemented an authentic research experience as part of the invertebrate paleontology course at University of North Carolina Wilmington to promote student learning objectives related to understanding course content, critical thinking, problem solving, and oral and written communication. This semester-long research project, worth 20% of the course grade, is incorporated into the laboratory component of the course, and employs best practices of active and collaborative learning. Students work as teams to develop and test paleoecological and/or evolutionary hypotheses using field-collected or archived bulk samples. Following sample processing, specimen identification, and data collecting and analysis, students write a research paper using the format of a professional paper, with individually and team-written parts, and present their results orally. After completion, one or more abstracts based on the results are submitted to a professional meeting. Typically, several students attend the meeting and present the posters. This approach allows students to experience authentic research from conception to dissemination. Since 2003, the course has been offered seven times, resulting in 13 published and presented abstracts. Over half the students remained involved in paleontology following the course by presenting the work or taking additional courses or independent study, demonstrating that the experience was received positively. This approach provides a model for other instructors, as the research project can be adapted to a variety of geological settings and topics. Successes and challenges in implementing such a project are discussed.

Investigation of factors mediating the effectiveness of authentic projects in the teaching of elementary statistics

Four instructors used authentic research projects and related curriculum materials when teaching elementary statistics in secondary and undergraduate settings. Projects were authentic in that students selected their own variables, defined their own research questions, and collected and analyzed their own data. Classes using these projects were considered treatment groups in the study. Student outcomes measured were content knowledge, perceived usefulness of statistics, and statistics self-efficacy. These outcomes were compared with those of students taught by the same instructors in prior terms without authentic projects (the control groups). Although all three outcomes increased for the treatment group in both settings, simple t-tests indicated that these gains were not statistically significant. Variables were identified as potential factors mediating the effects of treatment, and multivariate and univariate models were then used to examine treatment, setting, instructor effects, and student achievement level as variables jointly contributing to these three outcomes. Follow-up analyses suggested that some treatment effects were significant in more restricted contexts (e.g., in certain settings for certain types of students). The models also suggest multiple significant interactions among treatment, setting, individual instructor, and student achievement level, particularly on affective outcomes.

“Does Plagiarism Mean anything? LOL.” Students’ Conceptions of Writing and Citing

This study focuses on the intersection of research ethics and academic writing, i.e. the use of sources, assignment of credit to the contributors in the research, and the dissemination of research findings. The study utilized a set of semi-structured and open-ended questions. The sample consisted of 269 undergraduate (BA) and graduate (MA) students at a U.S. university department of psychology including major and non-major students. The data showed that although an overwhelming number of the students’ examples related to ethical issues in citation dealt with plagiarism, a broad range of examples of other types of issues were also provided. Understandably, students tended to view the questions about both the assignment of credit to those involved in conducting the research and the dissemination of research findings from the research participant’s perspective, which is more familiar to them than the researcher perspective. In order to help the students to expand their notions beyond the immediate own experience to a broader understanding for the ethical principles that ought to guide a researcher in his or her work, it is desirable that students be provided with opportunities to participate in authentic research projects. With a deeper understanding of the students’ conceptions of ethics in research and academic writing, we can become more attuned to the common limitations and misconceptions that students harbor, and thus better equipped to support students in their learning process.

Evaluation of authentic science projects on climate change in secondary schools: a focus on gender differences

Background and purpose This study examines secondary-school students’ opinions on participating in authentic science projects which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects, in which students work with and learn from scientists about the global carbon cycle. This study focuses in particular on differences between male and female students, as female students normally like traditional school science less than male students. Sample and design Data, drawn from 1370 students from 60 secondary schools across Europe, were collected through questionnaires taken at the end of the projects. The evaluated aspects were: organization; enjoyment; difficulty; and impact of the projects. Results The findings suggest that authentic science education is appreciated very much by both male students and even more by female students. The projects had positive impacts on climate change ideas, in particular for female students. Female students felt that they had learned many new things more often than male students. Conclusions Both male and female students have positive opinions about the authentic science projects. The results further point to positive effects of activities in which students have an active role, like hands-on experiments or presentation of results. The findings are placed in the international context of science education and their implications for policy are discussed.

Blended Collaborative Learning Through a Wiki-Based Project

Wikis are currently gaining in popularity in schools and higher education institutions and they are widely promoted as collaborative tools supporting students’ active learning. This paper reports on the investigation of university students’ beliefs and perceptions of a wiki authoring activity, designed to support blended and collaborative learning. The study was administered in the context of an authentic coursework project activity in a first semester university course on Information and Communication Technologies (ICT), attended by 47 first year students. Research findings indicated that the students in the sample were generally positive about the collaborative experience offered through the wiki and the consequent learning outcomes. Students’ perceptions of the functionality and usability of the wiki environment were also positive. They considered the wiki as an effective and easy to use technology. In overall, they evaluated positively the wiki assignment, as well as the technical and learning support they received on-line, through the wiki pages, and by their instructors during the class sessions.

Integrating Design and Communication in Engineering Education: A Collaboration Between Northwestern University and the Rehabilitation Institute of Chicago

The required course for freshmen in Northwestern University’s engineering school – a 2-quarter sequence called Engineering Design and Communication (EDC) – is noteworthy not only for its project-based focus on user-centered design, but also for its innovative integrated approach to teaching communication, teamwork, and ethics. Thanks to the collaboration between EDC faculty and staff at the Rehabilitation Institute of Chicago, EDC students, at the beginning of their education, experience the excitement of solving problems for real clients and users. At the same time, these authentic design projects offer an ideal setting for teaching students how to communicate effectively to different audiences and perform productively as team members and future leaders in engineering.

Learning How to Manage Bias: A Case Study of Youth Participatory Action Research

Youth programs that are organized around intellectually challenging, socially relevant projects create opportunities for deep cognitive engagement. One type of authentic project that deserves attention from applied developmental scientists is youth participatory action research (YPAR), in which participants study a problem relevant to young people's lives and take action based on what they find. This combination of activism and inquiry can pose a cognitive challenge for participants, who must coordinate their emotional investment in a specific outcome with openness to unexpected or disconfirming evidence. We call this process managing bias. In this article we draw on qualitative data to show opportunities for youth to practice managing bias as part of an after-school YPAR project. In our conclusion we discuss implications of learning to manage bias for youth development processes and settings.