Combating Human Sex Trafficking Within the 21c Museum Hotel: An Education Proposal

Human sex trafficking has plagued the United States (US) at an alarming rate. This is a significant problem due to the limited acknowledgement and education this issue has among the country. After a thorough literature review, it’s found that hotel and motels are one of the top used venues to house human sex trafficking. This occurs primarily unbeknownst to hotel housekeeping staff and management. Due to this national issue, I developed an education proposal to implement to the 21c Museum Hotel housekeeping staff. The verbal education provided the housekeeping staff with facts regarding human trafficking, the red flags to identify a human trafficking situation and resources available to the staff. To determine education attainment, I administered a pre and post-test to the housekeepers that attended the education. The results found that ninety percent of the housekeeping staff that were educated were unaware that human trafficking occurred in Ohio, let alone hotel and motel venues being a prime venue. These findings are significant due to understanding the lack of knowledge the housekeeping staff has on this nationwide issue. This targeted group is essential to educate due to the amount of time they are in and out of the hotel rooms. By educating all hotel housekeeping staff, human trafficking could cease to exist within hotel venues

Metrics in Group Work

Collaborative Learning, asynchronously online Critical Thinking Tech Literacy Communication Ethics Cultural Literacy Info Literac

Science Assessments as a Learning Opportunity: Feedforward With Multiple Attempts

Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt. Students perceived the feedback as useful in preparing for their second attempt. Future research should include investigations of why some students do not make a second quiz attempt and in what ways feedback is used (or not). This study demonstrates the effectiveness of this feedforward with multiple attempts strategy in multiple introductory science courses taught fully online

Assessment as a Learning Opportunity: Feedforward with Multiple Attempts

High quality feedback is well-known to provide multiple student benefits, especially if students are provided the opportunity to apply the feedback. It reasons, then, that we can support student success on summative assessments by combining multiple attempts with high-quality immediate feedback. This study explores student behaviors, performance, and perspectives regarding this strategy

Operationalizing the Duty of Care Through Rubrics

Laboratory experiments are a key aspect of science education. However, they do have risks, and accidents do happen. Science educators have a duty of care, which includes duty of instruction. One tool that can be leveraged for duty of instruction is course rubrics. Including clear safety criteria in the rubric operationalizes the duty of care and allows students to clearly understand safety expectations and competencies. Specifically, the use of organizing schemes such as RAMP (recognize hazards, assess risks, minimize risks, prepare for emergencies) in rubrics can provide clear communication to students

Book Review: High-Impact Practices in Online Education

This document is Dr. Faulconer’s review of High-Impact Practices in Online Education, 2018. 221p ISBN 978-1-62036-847-3 (paperback), $35.00

Imposter Syndrome in Higher Ed: Faculty and Students

Despite evidence, fears being exposed as not having the expertise expected in your role. o Despite evidence, feels like a fraud. o Attributes success to luck, masking skills, or the work of other people. o Internalizes failure and over-focus on mistakes. o Over-estimates abilities of others, underestimates amount of work those individuals put in

Personalizing the Online Learning Experience Part 1: Persona & Social Presence

Instructor Presence Learner Profiles Building Persona Building Social Presence Discussions Online Office Wrap U

Getting Started in SoTL Research: Working as a Team

Getting started in SoTL research can seem daunting. Working with a team can increase support and productivity. This article explores roles in SoTL research teams, how to identify research projects, and pacing projects to maintain a pipeline. Teamwork will divide the workload and develop a community for support in navigating hurdles and celebrating successes

Community in the Online Science Classroom

As online course offerings rise, it is important to design and facilitate courses to promote community so students feel connected to each other and the instructor and feel a sense of belonging as a scientist. Online discussions are a common feature for building and nurturing community and combating isolation. Discussions stimulate active learning, a strategy to promote participation in knowledge construction. This sense of community and science identity is important for both persistence and performance. I will share efforts to promote community while reducing extraneous cognitive load through discussion design and targeted instructor professional development. I will share data on connections between community, identity, and cognitive load in asynchronous discussions. Ultimately, we want to ask questions like how much of an influence the instructor has, looking beyond teaching presence to explore faculty mindset (both about their own teaching and about their students)