Closing the Loop on Online Discussions

After teaching online for several semesters, I became increasingly frustrated with not seeing the value of having discussion board assignments. While I saw the value in having students engage with one another around certain topics, I felt like the loop was left open when it came to closing the discussion. In addition, my students were only required to respond to a limited number of their classmates during the discussion so they were not really getting a sound overview of the entire class discussion as they would in a traditional class. I decided to try something new. I began reading all of the discussion board posts (and replies) I would pull together common themes and common issues that arouse from the discussion. I would then write and send out a “summary paper” to the entire class about the discussion board for all students to read. I would clear up any misconceptions that I found in the discussion and would end the paper with a section on my thoughts on the topic. I would invite the students to further engage in the discussion with me if they were interested via email. My student’s response to this process was overwhelmingly positive. They enjoyed reading the synopsis of the discussion and expressed appreciation for learning my thoughts on the topic. It has become very clear that students want to receive feedback on the discussion and they really value the instructor’s viewpoints. Keywords Discussion Board, Closing the Loop, Online Discussion

The Perfect Marriage: Community Based and Online Learning

Community based projects are an integral part of most student’s higher education experience. It has become a popular pedagogical method that moves teaching and learning out of the traditional classroom and into the community where learning outcomes can be integrated into a particular context. Online learning has also emerged as a popular pedagogical practice in education and is continuing to gain popularity in higher education. Each has distinct benefits for teaching and learning and both provide instructors ways in which they can differentiate learning. To consider merging these two practices may seem challenging and ultimately, to some, impossible. Some may discredit the instructor’s ability to appropriately monitor community based learning activities while teaching a course from a distance and that the assessment of a student’s work will be too challenging. This presentation will provide examples and support for conducting community based learning projects into an online course and demonstrate ways in which assessment can be very authentic and meaningful. The examples used in this presentation are in the area of sport management but community based learning projects across other disciplines could also considered for these types of projects. Keywords Online Learning, Distance Learning, Community Based Learning, Service Learning, Assessmen

Professional Development and Faith Integration in Sport Management Education

Professional development is a critical component of academia and should support the institution’s vision, mission, and organizational goals (Lee & Briggs, 2020; 2021). The amount and type of professional development should be congruent with institutional expectations (COSMA, 2016), according to how faculty are to be evaluated, tenured, and promoted. When emphasizing professional development that integrates one’s faith, there are unique prospects to embody a Christian ethos. Hence, this article concentrates on professional development opportunities at faith-based institutions, notably Christian faculty members in the academic disciplines of Christian Society for Kinesiology, Leisure & Sport Studies (CSKLS). Using the specific emphasis on the academic field of Sport Management, detailed nuances and exemplar applications of professional development are provided using Boyer’s Scholarly domains as a framework

Wallpaper Fermions and the Nonsymmorphic Dirac Insulator

Recent developments in the relationship between bulk topology and surface crystal symmetry have led to the discovery of materials whose gapless surface states are protected by crystal symmetries. In fact, there exists only a very limited set of possible surface crystal symmetries, captured by the 17 "wallpaper groups." We show that a consideration of symmetry-allowed band degeneracies in the wallpaper groups can be used to understand previous topological crystalline insulators, as well as to predict new examples. In particular, the two wallpaper groups with multiple glide lines, $pgg$ and $p4g$, allow for a new topological insulating phase, whose surface spectrum consists of only a single, fourfold-degenerate, true Dirac fermion. Like the surface state of a conventional topological insulator, the surface Dirac fermion in this "nonsymmorphic Dirac insulator" provides a theoretical exception to a fermion doubling theorem. Unlike the surface state of a conventional topological insulator, it can be gapped into topologically distinct surface regions while keeping time-reversal symmetry, allowing for networks of topological surface quantum spin Hall domain walls. We report the theoretical discovery of new topological crystalline phases in the A$_2$B$_3$ family of materials in SG 127, finding that Sr$_2$Pb$_3$ hosts this new topological surface Dirac fermion. Furthermore, (100)-strained Au$_2$Y$_3$ and Hg$_2$Sr$_3$ host related topological surface hourglass fermions. We also report the presence of this new topological hourglass phase in Ba$_5$In$_2$Sb$_6$ in SG 55. For orthorhombic space groups with two glides, we catalog all possible bulk topological phases by a consideration of the allowed non-abelian Wilson loop connectivities, and we develop topological invariants for these systems. Finally, we show how in a particular limit, these crystalline phases reduce to copies of the SSH model.Comment: Final version, 6 pg main text + 29 pg supplement, 6 + 13 figure

How Much In-Kind Support Do Low-Income Nonresident Fathers Provide? A Mixed-Method Analysis

Past child support research has largely focused on cash payments made through the courts (formal support) or given directly to the mother (informal support), almost to the exclusion of a third type: non-cash goods (in-kind support). Drawing on repeated, semistructured interviews with nearly 400 low-income noncustodial fathers, the authors found that in-kind support constitutes about one quarter of total support. Children in receipt of some in-kind support receive, on average, $60 per month worth of goods. Multilevel regression analyses demonstrated that children who are younger and have more hours of visitation, as well as those whose father has a high school education and no current substance abuse problem, receive in-kind support of greater value. Yet children whose fathers lack stable employment, or are Black, receive a greater proportion of their total support in kind. A subsequent qualitative analysis revealed that fathers' logic for providing in-kind support is primarily relational, and not financial

Drifting from slow to “D’oh!” Working memory capacity and mind wandering predict extreme reaction times and executive-control errors.

A combined experimental, individual-differences, and thought-sampling study tested the predictions of executive attention (e.g., Engle & Kane, 2004) and coordinative binding (e.g., Oberauer, Süß, Wilhelm, & Sander, 2007) theories of working memory capacity (WMC). We assessed 288 subjects' WMC and their performance and mind-wandering rates during a sustained-attention task; subjects completed either a go/no-go version requiring executive control over habit or a vigilance version that did not. We further combined the data with those from McVay and Kane (2009) to (1) gauge the contributions of WMC and attentional lapses to the worst performance rule and the tail, or t parameter, of reaction time (RT) distributions; (2) assess which parameters from a quantitative evidence-accumulation RT model were predicted by WMC and mind-wandering reports; and (3) consider intrasubject RT patterns—particularly, speeding—as potential objective markers of mind wandering. We found that WMC predicted action and thought control in only some conditions, that attentional lapses (indicated by task-unrelated-thought reports and drift-rate variability in evidence accumulation) contributed to t, performance accuracy, and WMC's association with them and that mind-wandering experiences were not predicted by trial-to-trial RT changes, and so they cannot always be inferred from objective performance measures

Working memory capacity does not always support future-oriented mind wandering.

To evaluate the claim that mind-wandering demands executive resources, and more specifically that people with better executive control will have the resources to engage in more future-oriented thought than will those with poorer executive control, we reanalyzed thought-report data from 2 independently conducted studies (J. C. McVay & M. J. Kane, 2012, Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention, Journal of Experimental Psychology: General, Vol. 141, pp. 302–320; N. Unsworth & B. D. McMillan, in press, Mind-wandering and reading comprehension: Examining the roles of working memory capacity, interest, motivation, and topic experience, Journal of Experimental Psychology: Learning, Memory, and Cognition) on working memory capacity (WMC), mind-wandering, and reading comprehension. Both of these individual-differences studies assessed large samples of university subjects' WMC abilities via multiple tasks and probed their immediate thought content while reading; in reporting any task-unrelated thoughts (TUTs), subjects indicated whether those thoughts were about the future or the past, if applicable. In contrast to previously published findings indicating that higher WMC subjects mind-wandered about the future more than did lower WMC subjects (B. Baird, J. Smallwood, & J. W. Schooler, 2011, Back to the future: Autobiographical planning and the functionality of mind-wandering, Consciousness and Cognition, Vol. 20, pp. 1604–1611), we found only weak to modest negative correlations between WMC and future-oriented TUTs. If anything, our findings suggest that higher WMC subjects' TUTs were somewhat less often future-oriented than were lower WMC subjects'. Either WMC is not truly associated with mind-wandering about the future, or we have identified some important boundary conditions around that association

Dispatching the wandering mind? Toward a laboratory method for cuing “spontaneous” off-task thought.

Cognitive psychologists and neuroscientists study most phenomena of attention by measuring subjects' overt responses to discrete environmental stimuli that can be manipulated to test competing theories. The mind wandering experience, however, cannot be locally instigated by cleverly engineered stimuli. Investigators must therefore rely on correlational and observational methods to understand subjects' flow of thought, which is only occasionally and indirectly monitored. In an effort toward changing this state of affairs, we present four experiments that develop a method for inducing mind wandering episodes—on demand—in response to task-embedded cues. In an initial laboratory session, subjects described their personal goals and concerns across several life domains (amid some filler questionnaires). In a second session, 48 h later, subjects completed a go/no-go task in which they responded to the perceptual features of words; unbeknownst to subjects, some stimulus words were presented in triplets to represent the personal concerns they had described in session 1. Thought probes appearing shortly after these personal-goal triplets indicated that, compared to control triplets, priming subjects' concerns increased mind wandering rate by about 3–4%. We argue that this small effect is, nonetheless, a promising development toward the pursuit of an experimentally informed, theory-driven science of mind wandering

Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention.

Some people are better readers than others, and this variation in comprehension ability is predicted by measures of working memory capacity (WMC). The primary goal of this study was to investigate the mediating role of mind-wandering experiences in the association between WMC and normal individual differences in reading comprehension, as predicted by the executive-attention theory of WMC (e.g., Engle & Kane, 2004). We used a latent-variable, structural-equation-model approach, testing skilled adult readers on 3 WMC span tasks, 7 varied reading-comprehension tasks, and 3 attention-control tasks. Mind wandering was assessed using experimenter-scheduled thought probes during 4 different tasks (2 reading, 2 attention-control). The results support the executive-attention theory of WMC. Mind wandering across the 4 tasks loaded onto a single latent factor, reflecting a stable individual difference. Most important, mind wandering was a significant mediator in the relationship between WMC and reading comprehension, suggesting that the WMC–comprehension correlation is driven, in part, by attention control over intruding thoughts. We discuss implications for theories of WMC, attention control, and reading comprehension

Aging ebbs the flow of thought: Adult age differences in mind wandering, executive control, and self-evaluation.

Two experiments examined the relations among adult aging, mind wandering, and executive-task performance, following from surprising laboratory findings that older adults report fewer task-unrelated thoughts (TUTs) than do younger adults (e.g., Giambra, 1989 and Jackson and Balota, 2012). Because older adults may experience more ability- and performance-related worry during cognitive tasks in the laboratory, and because these evaluative thoughts (known as task-related interference, “TRI”) might be sometimes misclassified by subjects as task-related, we asked subjects to distinguish task-related thoughts from TRI and TUTs when probed during ongoing tasks. In Experiment 1, younger and older adults completed either a go/no-go or a vigilance version of a sustained attention to response task (SART). Older adults reported more TRI and fewer TUTs than did younger adults while also performing more accurately. In Experiment 2, subjects completed either a 1- or a 2-back version of the n-back task. Older adults again reported more TRI and fewer TUTs than younger adults in both versions, while performing better than younger adults in the 1-back and worse in the 2-back. Across experiments, older adults' reduced TUT rates were independent of performance relative to younger adults. And, although older adults consistently reported more TRI and less mind wandering than did younger adults, overall they reported more on-task thoughts. TRI cannot, therefore, account completely for prior reports of decreasing TUTs with aging. We discuss the implications of these results for various theoretical approaches to mind-wandering