Using Science Standards to guide the development of high school linguistics

As the linguistics community is pushing for more introductory classes to be taught at the high school level, it is useful to create a course framework. This framework can help provide structure for a potential Advanced Placement (AP) test and course as well as help interested teachers create successful proposals to add linguistics to their school’s course offerings. Rather than reinventing the wheel, I suggest that the existing Next Generation Science Standards (NGSS) are an ideal starting point. Although not a science in the traditional secondary school sense, there is considerable overlap in methodology. Using the language of science can help those unfamiliar with linguistics see that it is the systematic study of language rather than just language learning, as well as help students transfer some of the skills and knowledge of practices that they already know from previous classes. This paper serves as an introduction to NGSS and the connections between the existing science standards and methodologies with the goal of demonstrating their usefulness for creating standards for linguistics.

Implementasi Media Pembelajaran Interaktif Mata Kuliah Pengantar Multimedia Menggunakan App Inventor Berbasis Android

App Inventor 2 was used to construct interactive media for multimedia introductory classes. However, the study was conducted by employing the Multimedia Development Life Cycle (MDLC) technique. The Concept, design, material collection, assembling, testing, and distribution are the six stages that run up the whole method. The results showed that the validation of media experts was in range 79% and categorized as feasible. While the validation results of material experts are 73% and categorized as feasible. The results of the test on users obtained 84% and stated that the interactive media is acceptable and feasible to be applied as teaching and learning facilities in terms of the introductory multimedia courses.

Research in the Classroom: The Teaching of Economics and Gamification

This paper presents the preliminary results of a proposal to facilitate the understanding of concepts and the logic of economy in university students who are not enrolled in the academic program of economics. This proposal is based on the simulation game called Strategies and Markets in Economics (Estrategias y Mercados en Economía – EMERCO), which resulted from a research process in the classroom. The methodology has a qualitative approach and a descriptive type, with an exploratory scope. This study shows the functioning of the game, the selection of the team according to mentality type and brain dominance, in accordance with the Herrmann Brain Dominance Instrument. The game has novel elements in its structure by bringing the real functioning of a market to the classroom, achieving better results in regard to grades and in the assimilation of the contents in introductory classes and fundamentals of economics in higher education.

A Course-Based Undergraduate Research Experience on the Evolution of Antibiotic Resistance and its Molecular Basis

Course-based Undergraduate Research Experiences (CUREs) in high-enrollment, introductory classes are a 37 potentially transformative approach to retaining more students in STEM majors. We developed and piloted a CURE 38 in the introductory biology courses at the University of Washington. This CURE focuses on analyzing experimental 39 evolution of antibiotic resistance in Escherichia coli and generates data on two topics relevant to clinical practice: 40 compensatory mutations and cross-drug effects. By studying mutations in central cellular machinery that confer drug 41 resistance, students not only gain insight into fundamental cellular phenomena, but also recognize the molecular 42 basis of a medically important form of evolutionary change, connecting genetics, microbiology, and evolution.

The reasons women choose and stay in a geology major: a qualitative multi-case analysis

Despite earning half of all science and engineering undergraduate degrees between 2007 and 2016 in the USA, women were awarded only 39% of earth science degrees in the same time period. In order to better understand why women are both choosing and staying in geology programs, we conducted a multi-case study of nine current female undergraduate geology majors at a large public university in the USA within a department that is at gender parity among its undergraduate majors. The main data source was audio-recorded critical incident interviews of each participant. Data from the interviews were analyzed through an iterative coding process using codes adapted from previous studies that focused on factors both internal and external to the department. The students said that personal interests, influence by others outside of the department, and introductory classes attracted them to the geology program, but once declared, departmental factors such as relationship with faculty caused them to stay. We also found an emphasis on female role models, especially those teaching introductory courses. We believe this study offers important insights into the ways in which factors leading to recruitment and retention play out in the lived experiences of female geology majors.

Info.Econ: Increasing Diversity among Economics Majors

We analyze an intervention that provided information from diverse voices about breadth, opportunities, and grade distributions in economics. In 2020, the year of a global pandemic, randomized control trials delivered videos/infographics and letters to students in Michigan State University's introductory classes. We find suggestive evidence, due to large standard errors, that the video treatment differentially increases the intentions of female and underrepresented minority (URM) students to take additional courses and major in economics. The video treatment increased the probability of URM students' self-reported chances of taking another economics course by 6 percentage points, 11 percent above the baseline, relative to the control group.

Web-based authentic inquiry experiences in large introductory classes consistently associated with significant learning gains for all students

Background Continuous calls for reform in science education emphasize the need to provide science experiences in lower-division courses to improve the retention of STEM majors and to develop science literacy and STEM skills for all students. Open or authentic inquiry and undergraduate research are effective science experiences leading to multiple gains in student learning and development. Most inquiry-based learning activities, however, are implemented in laboratory classes and the majority of them are guided inquiries. Although course-based undergraduate research experiences have significantly expanded the reach of the traditional apprentice approach, it is still challenging to provide research experiences to nonmajors and in large introductory courses. We examined student learning through a web-based authentic inquiry project implemented in a high-enrollment introductory ecology course for over a decade. Results Results from 10 years of student self-assessment of learning showed that the authentic inquiry experiences were consistently associated with significant gains in self-perception of interest and understanding and skills of the scientific process for all students—both majors and nonmajors, both lower- and upper-division students, both women and men, and both URM and non-URM students. Student performance in evaluating the quality of an inquiry report, before and after the inquiry project, also showed significant learning gains for all students. The authentic inquiry experiences proved highly effective for lower-division students, nonmajors, and women and URM students, whose learning gains were similar to or greater than those of their counterparts. The authentic inquiry experiences were particularly helpful to students who were less prepared with regard to the ability to evaluate a scientific report and narrowed the performance gap. Conclusions These findings suggest that authentic inquiry experiences can serve as an effective approach for engaging students in high-enrollment, introductory science courses. They can facilitate development of science literacy and STEM skills of all students, skills that are critical to students’ personal and professional success and to informed engagement in civic life.

SPECIFICITY OF COURSES IN LINGUOCULTUROLOGY AND INTERCULTURAL COMMUNICATION IN CHINESE UNIVERSITIES

В статье рассматриваются вопросы преподавания учебных курсов лингвокультурологии и межкультурной коммуникации (МКК) магистрантам факультетов русского языка китайских вузов, предлагаются критерии отбора учебного материала, а также общая модель построения учебных курсов теоретического цикла на русском языке. Целью учебных курсов лингвокультурологии и МКК является формирование лингвокультурной и языковой компетенции учащихся в учебно-профессиональной сфере общения на материале текстов, тематически связанных с лингвокультурологией и МКК. При тематическом отборе учебного материала для разрабатываемых учебных курсов лингвокультурологии и МКК важно учитывать его обучающий потенциал, прежде всего доступность для восприятия носителями китайской культуры. Ввиду отсутствия дисциплин теоретического цикла в программах бакалавриата многих факультетов русского языка китайских вузов на вводных занятиях учащимся необходимо дать представление об основных конструкциях научного стиля речи на материале подъязыка лингвистики (при изучении курса лингвокультурологии) и для подъязыка психологии (при изучении курса МКК). Предлагается апробированная и положительно зарекомендовавшая себя схема работы над учебным материалом, включающая три основных блока: лексическая работа, грамматическая работа и работа с текстом. Представлен образец контрольно-измерительных материалов, используемых на итоговой аттестации магистрантов первого года обучения. Общими особенностями учебных курсов лингвокультурологии и МКК, преподаваемых в КНР на русском языке, являются стандартизированность предъявляемых на занятиях текстов и заданий к ним, унификация всех учебных материалов, наличие наглядности и перевода на китайский и английский языки. The article discusses the issues of teaching courses in cultural linguistics and intercultural communication (ICC) to master students of Russian language departments of Chinese universities. Selection criteria for the of educational material, as well as a general model for constructing training courses of a theoretical cycle in Russian based on the analysis of the characteristics of students' contingent are proposed. The purpose of training courses in cultural linguistics and ICC is to form the linguocultural and linguistic competence of students in the educational and professional sphere of communication on the material of texts thematically related to cultural linguistics and ICC. In process of the topic selection of educational material for the educational courses in cultural linguistics and ICC it is important to evaluate its teaching potential, first of all, its accessibility for perception by Chinese native speakers. Due to the lack of theoretical cycle disciplines in the bachelor's programs in many Russian language departments of Chinese universities, in introductory classes students should be given general knowledge of basic structures of scientific style of speech on the material of the sublanguage of linguistics (when studying the course in cultural linguistics) and for the sublanguage of psychology (when studying the course of the ICC). A tested and positively proofed scheme of work on educational material which includes three main blocks (lexical work, grammatical work and textual work) is proposed. A sample of control and measuring materials used in the final certification of first-year master’s student is presented. Common features of the training courses in cultural linguistics and ICC taught in the PRC in Russian are the standardization of the texts presented in the classroom and assignments to them, the unification of all educational materials, the availability of visualization and translation into Chinese and English.