Browsing by Author "Carper, Kathleen"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Factors that Contribute to the Resiliency and Longevity of Higher Education Faculty in High Stress Positions such as Academic Advisors and Mental Health Practitioners
    Racek, Lisa (Virginia Tech, 2024-11-20)
    This report discusses the phenomenon of resilience as experienced by higher education faculty in high stress roles, specifically academic advisors who have large caseloads and mental health practitioners in collegiate counseling centers. Several factors are explored and their effects on resiliency and longevity, including environment, leadership, peer support, and personal motivation. Drawing on phenomenology, research literature, and the author’s research among the target population, common themes and factors are identified that contribute and detract from employee’s efficiency and well-being. This research is significant for not only staff in these roles to consider professionally in terms of their own well-being, but also for university leadership to be able to identify where, systemically, improvements can be made to ensure the best possible work environment for their employees in these high stress roles to prevent stress, burnout, and high turnover.
  • Thumbnail Image
    Flipping the Way We Teach Writing: A Perspective on Student Perceptions of a Hybrid Undergraduate Technical Writing Course in Agriculture
    Carper, Kathleen; Anderson, James (2021-10)
    As directives from university and college administrators to shift to alternative forms of instructional delivery to traditional lecture increase, especially in light of current concerns with COVID-19, the readiness of faculty to offer quality instruction may be put into question. This study looked at student perceptions about hybrid learning for students enrolled in a technical writing course to glean insights on how this alternative instructional approach impacts student engagement and thus the ability to accomplish the learning objectives for a technical writing course that was revised from a standard flipped class to a hybrid class. Guided by a systems thinking framework, students enrolled in this technical writing course completed an anonymous, qualitative survey with open-ended, free response questions regarding their perceptions about the connections between the online and in-person components of the course and how various factors within the class, as a system, impacted their learning experience. Four themes were identified: students appreciate autonomy, students appreciate structure, students need access to the instructor, and students value meaningful interactions. Discussion includes considerations for instructors looking to incorporate alternative instructional strategies, like a hybrid learning modality, in their agriculture courses.
  • Thumbnail Image
    How to Deliver Value-Added Profit Shares to Fine and Flavor Cacao Farmers: A Case Study of Bean to Bar Chocolate Makers
    Jepson, Robert (Virginia Tech, 2024-12-17)
    Smallholder cacao farmers face poor earnings and production challenges despite supporting global cacao production. Improving farmer livelihoods is critical for the future of sustainable cacao cultivation (Gayi & Tsowou, 2016). Farmers need more opportunity to access alternative markets to increase their earnings, support their communities, and promote sustainable practices. Farmers can access alternative markets through participation in farmer organizations and trade engagements with chocolate makers who value their cacao for specialty characteristics (Rueda et al., 2023). Two interviews with specialty, value-added chocolate makers were conducted to determine their impacts on smallholder farmers. Findings support the effectiveness of direct trade relationships in increasing smallholder farmer market shares. Chocolate makers stress the importance of incorporating a sense of place in their products, supporting and trusting farmers and their production efforts, and maintaining non-monetary motivations. Replication of findings has the potential to improve smallholder farmer livelihoods and institute fundamental changes in the global cacao industry. Benefits include sustainable cultivation, preservation of natural ecosystems, and improved economic standing for smallholder farmers.
  • Thumbnail Image
    Learning from Experience: A Faculty-Led Collaborative Inquiry Exploring Embedded Communication Skills Across Engineering Curricula
    Biviano, Angelo; Branscome, Caroline; Burgoyne, Christine Bala; Carper, Kathleen; Iorio, Josh; Scarff, Kelly; Taylor, Ashley R.; Arena, Sara (ASEE Conferences, 2024-06-23)
    This evidence-based practice paper describes a collaborative inquiry process to explore a critical question for engineering faculty: what are practical strategies for leveraging evidence-based practices to embed communication skills across core engineering curricula? Within engineering education, there is a growing consensus that communication skills are essential for engineering graduates. For example, the Accreditation Board for Engineering and Technology (ABET) distinctly highlights communication skills as a required student learning outcome for accreditation of engineering programs in ABET Criterion 3.3.: an ability to communicate effectively with a range of audiences. Numerous studies exploring engineers’ school-to-work transition suggest that communication is one of the most important skill sets for engineering practice according to both recent graduates (Passow, 2012) and industry (Male et. al, 2010). As the Engineer of 2020 Report concisely noted, “good engineering will require good communication” (National Academy of Engineering, 2004, p. 56). Despite the engineering education community’s shared vision for ensuring engineering graduates can communicate effectively, few practical examples exist to illuminate how faculty can leverage evidence-based practices to integrate communication skills into their existing technical curricula. Therefore, the purpose of this paper is to share seven practical case-based examples of strategies implemented in a spectrum of engineering disciplines and learning environments to support faculty in integrating communication skills into existing engineering curriculum. We first describe our collaborative inquiry process to create a “systematic structure for learning from experience” (Yorks & Kasl, 2002, p. 3). Our learning from experience is rooted in the reflections of faculty representing seven engineering departments who teach communication skills across a diverse range of engineering curricular contexts (e.g., course size, course level, technical subject, etc.) Next, we provide seven case studies of evidence-based strategies-in-action across this range of learning contexts, including both undergraduate and graduate education. For example, one case study discusses the integration of a community-focused debate project in a mining engineering undergraduate course to build students’ communications skills in rhetorical situation analysis while another study in a construction engineering management department attends to aspects of diversity and inclusion by promoting a writing process that begins with visual design. These case studies provide rich context for the learning environment and the implementation of the evidence-based practice, with the ultimate goal of supporting faculty in drawing connections to their own teaching strategies. Finally, we conclude by situating the case studies in the broader engineering education literature and sharing reflections for lessons learned on integration of communication instruction across existing engineering curricula.
  • Thumbnail Image
    Systems Thinking and Hybrid Learning: Findings for Improving Teaching in the COVID-19 Era
    The COVID-19 pandemic has created a need for a better understanding of hybrid learning. This study explored the system of hybrid learning at a southern land grant university in an agricultural communications course via a qualitative methodology with a case study approach. Data was collected via four measures: cognitive maps, cognitive map narrations, fieldnotes, and a survey; these provided evidence in defining roles of the teacher, student, and technology within the course. Findings indicated that the student experience of learning was affected by noteworthy course content and face-to-face interactions. Further, students connected the course content and interactions to future implications of the coursework, appreciating how differentiation of learning affected the overall experience. Intentional course design was found to be critical in hybrid learning, noting the key factors of value in face-to-face interactions, online learning, and the blend of online and face-to-face learning. Further, the importance of teacher relationships and feedback were also salient. Finally, the dynamics between the teacher and student were found to be influential to student growth, the learning process, and face-to-face interactions.
  • Thumbnail Image
    Use of Acute Vigorous Exercise Intervention to Improve Academic Success on Exams in Undergraduate STEM Students
    Mahar, Emily A. (Virginia Tech, 2022-08-18)
    This study aimed to determine if an acute bout of exercise could improve academic performance when compared to sedentary behavior within a 2-hour window before a college exam. The participants of this study completed two bouts of an intervention on two separate occasions, exercise and sedentary, then completed each of the two class exams, followed by a short survey to gain insight on motivation and anxiety. A 2-way ANOVA was used to determine a time or group effect as this study was completed over a 15-week semester and found no significant difference between the group’s exam scores over time, as well as no group effect of the acute bout of exercise on their exam performance. Pre- and post-surveys, as well as post-exam surveys collected data relating to IPAQ, MSLQ, and GRIT which found significant correlations between IPAQ and perceived exam preparedness with P=0.041. As expected in academia, each exam’s scores were positively related to final course grades with P=0.0275 on exam 1 and P=0.0179 on exam 2. Finally, a P=0.048 was found between final course grades and scores from the extrinsic motivations section of the MSLQ on the post-study survey. Results and lessons learned from this pilot study should be used towards creating a larger-scale study in the future.