scholarly journals Students’ implicit epistemologies when working at the intersection of engineering and the arts

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Joshua Cruz ◽  
Noa Bruhis ◽  
Nadia Kellam ◽  
Suren Jayasuriya
Keyword(s):  
Discourse Analysis ◽  
Digital Media ◽  
Undergraduate Students ◽  
Digital Culture ◽  
State University ◽  
Arizona State University ◽  
Capstone Project ◽  
The Arts ◽  
Research Questions ◽  
Problem Solve

Abstract Background This paper explores the epistemologies and discourse of undergraduate students at the transdisciplinary intersection of engineering and the arts. Our research questions focus on the kinds of knowledge that students value, use, and identify within an interdisciplinary digital media program, as well as how they talk about using these epistemologies while navigating this transdisciplinary intersection. Six interviews were conducted with students pursuing a semester-long senior capstone project in the digital culture undergraduate degree program in the School of Arts, Media and Engineering at Arizona State University that emphasizes the intersection between arts, media, and engineering. Results Using deductive coding followed by discourse analysis, a variety of student epistemologies including positivism, constructionism, and pragmatism were observed. “Border epistemologies” are introduced as a way to think and/or construct knowledge with differing value across disciplines. Further, discourse analysis highlighted students’ identifications with being either an artist or an engineer and revealed linguistic choice in how students use knowledge and problem-solve in these situations. Conclusions Students in a digital media program use fluid, changing epistemological viewpoints when working on their projects, partly driven by orientations with arts and/or engineering. The findings from this study can lead to implications for the design and teaching of transdisciplinary capstones in the future.

scholarly journals Research Program to Sustain the FM Professional

2015 ◽  
Vol 7 (1) ◽  
pp. 86
Author(s):  
Dean Kashiwagi ◽  
Alfredo Rivera ◽  
Jake Gunnoe ◽  
Jacob Kashiwagi
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Research Program ◽  
State University ◽  
Arizona State University ◽  
Honors Program ◽  
School Students ◽  
The Future ◽  
Facility Manager

Arizona State University has been involved in identifying the future Facility Manager (FM) paradigm which results in a sustainable FM profession. The $16M, 20-year international research program has identified, created and tested out a solution to the almost impossible task of replacing the aging FM professionals. The research has identified the future FM as one who is leadership based and leads the entire supply chain from inside the organization. This paper will cover the three year results of finding the future FM by accessing the top 10% of ASU’s 85,000 students through Barrett’s Honors Program, 7th – 10th graders through the Barrett’s Summer Honors Program, and culminating this year in placing the education in one of the top private schools in the state of Hawaii for high school students, testing the approach on 116 Brazilian engineering undergraduate students and getting approval for testing a 14 week program in the Tempe High School. The model is proposed as a prototype for future FM professionals and how the FM professional can become sustainable.

scholarly journals International design collaboration and mentoring for tertiary students through Facebook

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Josh McCarthy
Keyword(s):  
United States ◽  
Digital Media ◽  
Undergraduate Students ◽  
The United States ◽  
State University ◽  
Postgraduate Students ◽  
Student Cohorts ◽  
Penn State ◽  
The University ◽  
Industry Professionals

<span>This study explores the efficacy of the online social networking site </span><em>Facebook</em><span>, for linking international digital media student cohorts through an e-mentoring scheme. It reports on the 2011 collaboration between the University of Adelaide in Australia, and Penn State University in the United States. Over one semester, twelve postgraduate students in Australia and ten undergraduate students in the United States took part in an online mentor scheme hosted by </span><em>Facebook</em><span>. Students were required to submit work-in-progress imagery each week to a series of galleries within the forum. Postgraduate students from Adelaide mentored the undergraduate students at Penn State, and in turn, staff and associated industry professionals mentored the Adelaide students. Interaction between the two student cohorts was consistently strong throughout the semester, and all parties benefitted from the collaboration. Students from Penn State University were able to receive guidance and critiques from more experienced peers, and responded positively to the continual feedback over the semester. Students from the University of Adelaide received support from three different groups: Penn State staff and associated professionals; local industry professionals and recent graduates; and peers from Penn State. The 2011 scheme highlighted the efficacy of </span><em>Facebook</em><span> as a host site for e-mentoring and strengthened the bond between the two collaborating institutions.</span>

scholarly journals Knowledge of HIV/AIDS, its Sources and Behaviour Change of Undergraduate Students of Ekiti State University South West Nigeria: Implications for Counselling

2019 ◽  
Vol 9 (1) ◽  
pp. 81
Author(s):  
Anna Onoyase
Keyword(s):  
University Students ◽  
Behaviour Change ◽  
Undergraduate Students ◽  
State University ◽  
South West ◽  
Undergraduate University Students ◽  
Research Questions ◽  
Level Of Significance ◽  
Research Assistants ◽  
Hiv Aids

This research was embarked upon to find out about knowledge of HIV/AIDS, its sources and behaviour change of undergraduate university students of Ekiti State University, South west Nigeria: Implications for counselling. In order to carry out the investigation, the researcher formulated three research questions and one hypothesis to guide the investigation. The instrument used in the collection of data is “Knowledge of HIV/AIDS, its Sources and Behaviour Change Questionnaire” (KHASBCQ). The instrument that was made up of 26 items was subjected to a reliability test. The instrument was administered on 30 respondents who were not part of the main investigation. The test- retest was used to analyse the data collected from the 30 respondents. The reliability coefficient obtained was 0.87. The instrument, have language appropriateness and content validity. The investigator used 2 research assistants to administer 251 copies of the questionnaire on the respondents in the university. The research assistants retrieved 210 copies of the questionnaire from the respondents. The mean and standard deviation were used to answer the research questions and the t- test was used to test the hypothesis at 0.05 level of significance. The findings showed that the undergraduate university students have knowledge of HIV/AIDs. The sources of knowledge of HIV/AIDS by the students include: television, newspaper, friends and internet. The knowledge of HIV/AIDs by the students have led to behaviour change in them. There is behaviour change in the students because they no longer indulge in anal sex, they now have sex with only one partner, they make use of condom when having sexual intercourse. One of the recommendations is that both government and private radio networks are advised to educate the students and entire members of the society about the existence of HIV/AIDS so that they can have behaviour change such as having only one sexual partner.

EXPERIMENTS IN DIGITALLY ENHANCED AUTOMATIC COLLABORATIVE WRITING AND PERFORMING

2021 ◽  
Vol 1 (46) ◽  
pp. 235-257
Author(s):  
Eleni Timplalexi ◽  
◽  
Manthos Santorineos ◽  
Keyword(s):  
Digital Media ◽  
Collaborative Writing ◽  
Point Of View ◽  
Digital Culture ◽  
The Arts ◽  
Automatic Writing ◽  
Visual Artist ◽  
Digitally Enhanced ◽  
And Performance ◽  
Chat Bot

In the following paper, the case of Experiments in Automatic Writing, a festival-project that took place in October 2011 at Fournos Centre for Digital Culture in Athens, Greece, and involved collabora-tive writing and performance with the use of digital media, is presented and discussed. The project lasted for 4 days and involved 42 writers, playwrights, journalists, artists, poets, chat users, performers, actors, musicians, a visual artist and a chat bot. The article reflects on the so-cial, theoretical, writing and performative circumstances that gave rise to the project as well as its intentions and outcomes. By analyzing in depth the project, a reflective contribution to the field of digitally enhanced performance and theatre gamification practices is intended, from the point of view of the designer of the event as well as that of the practitioner. Some suggestions are made with regards to possible future uses of the methodology developed within the project framework in the arts and education sectors.

Affiliations of Computer Self-Efficacy and Attitudes with Need for Learning Computer Skills

1997 ◽  
Vol 17 (4) ◽  
pp. 371-383 ◽  
Author(s):  
Yixin Zhang ◽  
Sue Espinoza
Keyword(s):  
Multiple Regression ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Computer Skills ◽  
Attitudes Toward Computers ◽  
State University ◽  
Computer Technologies ◽  
Computing Skills ◽  
Research Questions ◽  
Computer Self Efficacy

This study investigated relationships concerning computer efficacy, attitudes toward computers, and need for learning computer skills. A total of 296 undergraduate students from a regional state university participated in this study in 1996. Three research questions were measured by Attitudes toward Computer Technologies and Confidence and Desired Knowledge with Computer Technologies. Statistical analyses consisted of simultaneous multiple regression, ANOVA and Tukey's HSD. ANOVA revealed that students from computer classes had more need for learning computing skills than students from a non-computer class. Multiple regression revealed that attitudes toward computers, and computer self-efficacy, were significant predictors of the need for learning computing skills between two groups of students, although students from computer classes demanded a higher level of computing skills than those from a non-computer class.

scholarly journals A Small-Scale Exploratory Study on Omani College Students’ Perception of Pragmatic Meaning Embedded in Memes

2021 ◽  
pp. 298-313
Author(s):  
Maher Al Rashdi
Keyword(s):  
Discourse Analysis ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
The Body ◽  
Digital Culture ◽  
Future Research ◽  
Small Scale ◽  
Positive Attitudes ◽  
Social Media Platforms ◽  
Definition Of

Memes are a viral phenomenon in the contemporary digital culture. The modern, digital definition of memes depicts them simply as pictures with texts circulated in social media platforms that tackle a particular issue in a humorous way (Chen, 2012; Rogers, 2014; Shifman, 2014). Due to its growing popularity, memes have been considered as a tool to negotiate cultural-social norms especially among teenagers (Gal, Shifman & Kampf, 2016). However, not much research has been done on memes in relation to other fields. Therefore, it is important to examine how the educational field could benefit from utilizing memes in discourse analysis and English teaching. To be more specific, the study aims at investigating the perceptions of Omani students at Middle East College of the utilizations of memes in the education. The present study seeks to answer the question: how do Omani undergraduate students perceive the use of memes inside the classroom? Primarily, data was collected through observing 29 semester three students in a higher education institute by giving them five different memes to infer their pragmatic meaning. After the observation, a short questionnaire was distributed to students to investigate their perception of memes. The findings revealed that most students were able to infer the pragmatic meanings embedded in memes. In addition, students held positive attitudes towards the use of memes in their study. The paper concluded with some practical implications on the best methods to utilize memes in education, and suggestions for future research. This exploratory study was significant since it contributed more to the body of literature that is done on the field of discourse analysis and memes.

scholarly journals Undergraduate Students’ Achievement in GST 101 Using Corrected Scores and Uncorrected Scores

2020 ◽  
Vol 10 (2) ◽  
pp. 126
Author(s):  
Peter Agbadobi Uloku Ossai ◽  
Chiekem Enwefa
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
First Year ◽  
State University ◽  
Public Examination ◽  
Correction Formula ◽  
Significant Difference ◽  
Research Questions ◽  
Descriptive Survey ◽  
Delta State University

Students’ dependence on guessing so as to pass their examinations prompted this study on Undergraduate Students’ Achievement in GST 101 using Corrected Scores and Uncorrected Scores. The study involved the entire students of the first year undergraduate students of the Department of Guidance and Counselling, Delta State University, Abraka, Nigeria. The study adopted a descriptive survey design. Four research questions and three null hypotheses guided the study. Scores obtained by the subjects in the 2018/2019 GST 101 examination were used in the study. Two sets of scores namely, uncorrected scores and corrected scores were analysed using independent samples t-test. The result showed that students’ mean achievement in GST 101 differed significantly with respect to uncorrected and corrected scores. Students had a higher mean score in the uncorrected scores. Relating gender separately to corrected and uncorrected scores, the result produced no significant difference. It was concluded that the use of correction formula drastically reduced students’ original scores in GST 101. It is hereby recommended that correction formula be introduced in public examination to forestall guessing in examinations.

‘Push the Boat Out’: Site-Specific and Cyberspatial in Live Art

1998 ◽  
Vol 14 (53) ◽  
pp. 43-47 ◽  
Author(s):  
Leslie Hill
Keyword(s):  
New Technologies ◽  
State University ◽  
Arizona State University ◽  
Senior Lecturer ◽  
Cd Rom ◽  
The Arts ◽  
Live Art ◽  
Use Of The Internet ◽  
Multimedia Performance ◽  
Artistic Director

As a mutually-illuminating contrast to the academic exploration in the previous article of the potential of CD-ROM as a means both of teaching a ‘classical’ playtext and of analyzing the multiple choices involved in its performance, the two following pieces explore the potential of the new technologies in the creation and documentation of live art. Focusing upon her performance Push the Boat Out, given as part of the Jezebel Season at the Institute of Contemporary Arts in 1995, Leslie Hill first outlines the thinking behind her use of the Internet and the Web – as yet more economic than CD-ROM – both for creating ‘live art’ and for rendering its conventionally ‘unprintable’ form as a ‘text’ with its own integrity. The scripted element of her performance follows. Leslie Hill is a writer and performer, currently a resident artist fellow at the Institute for Studies in the Arts, and a senior lecturer in the Theatre Department at Arizona State University. Along with Helen Paris, she is co-artistic director of the ‘curious.com’ multimedia performance company.

Computer Intelligence in the Theatre

2000 ◽  
Vol 16 (3) ◽  
pp. 255-262 ◽  
Author(s):  
Robb E. Lovell
Keyword(s):  
New Media ◽  
Physical World ◽  
State University ◽  
Arizona State University ◽  
Theatre Design ◽  
Theatrical Space ◽  
The Arts ◽  
Pros And Cons ◽  
The Media ◽  
Video And Audio

How can computer intelligence best be employed in the theatre? Imagine that a computer is given the ability to control electronically all the media of the stage, and is able to sense and understand in an abstract way what is happening in that space. Furthermore, suppose that the computer is given the ability to reason about what is happening and could construct abstract responses through media. What would it be possible for the computer to do? The theatrical space is the computer's body, the electronic media the limbs, cameras and microphones used as sensors are the eyes and ears, a speech generation program the mouth, and the CPUs and internal programming are the brains, used to interact with the physical world. The space that holds the performance becomes an environment generated from behaviours of the computer, responding to and shaped by performers, designers, and technicians. Robb E. Lovell describes how this kind of intelligent environment can expand the expressive potential of traditional theatre in many ways, and considers how this will affect the viewers' and performers' perceptions, setting out some of the pros and cons of the involvement of computer intelligence in performance settings. Computer involvement is not, he argues, about the death of traditional theatre forms, but rather about their growth into new realms of expressiveness. Robb Lovell is a resident artist/technologist at the Institute for Studies in the Arts (ISA) at Arizona State University. He is co-creator of the Intelligent Stage, a theatrical space that registers sensory input through video and audio, and responds through lights, sound, video, animation, and robotics. He is currently creating tools for artists and technicians based on the technology of the Intelligent Stage – tools that allow artists to create interactive mediated works. He is working on a practical PhD in Interactive Theatre Design through the Institute for New Media Performance Research.

Text Encoding and Processing as a University Writing Intensive Course

2020 ◽  
Author(s):  
Elisa E. Beshero-Bondar
Keyword(s):  
Undergraduate Students ◽  
Writing Across The Curriculum ◽  
Theory And Practice ◽  
Algorithmic Problem ◽  
State University ◽  
Task Management ◽  
Web Based ◽  
Wide Range ◽  
Research Questions ◽  
Intensive Course

Can learning markup languages and coding constitute a “writing intensive” experience for university students? Having taught undergraduate students from a wide range of majors from humanities to the sciences to develop web-based research projects with the the XML family of languages, the author proposes that such coursework should fulfill a common state university requirement of a research-oriented “writing intensive” or "writing-across-the-curriculum" course. Although coding and programming skills are often represented as a kind of literacy, the idea that learning markup technologies may constitute an intensive writing experience is less familiar. This paper calls for teaching markup technologies widely in a cross-disciplinary context to give students across the curriculum an accessible yet intensively challenging course that integrates coding and writing to investigate research questions. Not just any course that introduces students to markup should be considered writing intensive. Arguably, a class that involves tagging exercises without project development and that invites students to write reflectively about the experience is not engaging in an intensive way with the writing work we associate with coding in the full experience of developing a project. This paper argues that a writing intensive course involving the XML family of languages should require algorithmic problem-solving and decision making, research and citation of related projects, task management, and documentation to share the work and help others to build upon it. A course offering such experiences should be accessible to students from several disciplines, whether to a junior year English or history major with little to no programming experience, or a junior year computer science or information technology major with an interest in applied programming, unused to research questions that drive humanities scholarship. In presenting its case, this paper discusses the pedagogical theory and practice of teaching composition and code as well as the concepts of blind interchange and literate programming important to the XML markup community.

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