Insights from industry: a quantitative analysis of engineers' perceptions of empathy and care within their practice     

Justin L. Hess  Johannes Strobel  Rui Pan  Carrie A. Wachter Morris 《European Journal of Engineering Education》2017,42(6):1128-1153

This study focuses on two seldom-investigated skills or dispositions aligned with engineering habits of mind – empathy and care. In order to conduct quantitative research, we designed, explored the underlying structure of, validated, and tested the reliability of the Empathy and Care Questionnaire (ECQ), a new psychometric instrument. In the second part, we used the ECQ to explore the perceptions of empathy and care of alumni/ae of an internationally ranked US institution, along with how perceptions differed by work experience and gender. Results show that participants perceived empathy and care to be important in multiple respects, most notably in relational aspects of engineering practice. Engineers with more engineering experience were more likely to perceive empathy and care as existing in engineering practice and as important to their work. While these phenomena are sometimes depicted as feminine qualities, we found no gender differences among our respondents.  相似文献   

Peer Problems Among Postinstitutionalized,Internationally Adopted Children: Relations to Hypocortisolism,Parenting Quality,and ADHD Symptoms     

Clio E. Pitula  Carrie E. DePasquale  Shanna B. Mliner  Megan R. Gunnar 《Child development》2019,90(3):e339-e355

Seventy-eight postinstitutionalized (PI) children adopted at ages 17–36 months were assessed 2, 8, 16, and 24 months postadoption on measures of cortisol and parenting quality, and compared to same-aged children adopted from foster care (FC, n = 45) and nonadopted children (NA, n = 45). In kindergarten (M_age = 6.0 years), teachers, parents, and trained observers completed measures of peer relationships and attention deficit hyperactivity disorder (ADHD) symptoms. PI children had more peer problems and ADHD symptoms according to teachers and observers than NA children with FC children in between, whereas both PI and FC children were at significantly greater risk of hypocortisolism (i.e., blunted cortisol diurnal rhythm and reactivity). Hypocortisolism and ADHD symptoms mediated the association between preadoption adversity and peer difficulties. Higher postadoption parenting quality was protective.  相似文献   

Introduction to the Special Issue on Interdisciplinary Conversations (Part 2): The Impact of Interdisciplinary Conversations on Courses     

Susan Ganter  Stella Hofrenning  Carrie Diaz Eaton 《PRIMUS》2019,29(9):903-907

Abstract

The two parts in this special issue address interdisciplinary conversations involving mathematics courses in the first 2 years of undergraduate work. The special issue was inspired by work funded by the National Science Foundation under a grant titled “SUMMIT-P.” The special issue includes papers written about projects both from SUMMIT-P and from outside of SUMMIT-P. Part II focuses on what the results of interdisciplinary collaboration look like in the classroom.  相似文献   

Management: Innovative Practices for Archives and Special Collections. Kate Theimer (Ed.)     

Carrie E. Hintz 《Journal Of Archival Organization》2015,12(3-4):247-248

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#Socialmedia: A Preliminary Report of Social Networking Use Among University and College Counseling Center Mental Health Providers     

Carrie Reif  Kari Much 《Journal of College Student Psychotherapy》2017,31(3):257-264

The social networking use of university and college counseling center (UCCC) mental health providers has not been widely researched. Most of the 20 providers surveyed in this preliminary study reported engaging in social networking despite identifying pros and cons to its use. Participants’ reported use of social media may indicate that social networking sites are used primarily to glean information. Risks associated with social networking for UCCC practitioners are discussed and implications for training and social media use are provided.  相似文献   

Integrating Multiple Sources of Validity Evidence for an Assessment-Based Cognitive Model     

Thomas Langenfeld  Jay Thomas  Rongchun Zhu  Carrie A. Morris 《Journal of Educational Measurement》2020,57(2):159-184

An assessment of graphic literacy was developed by articulating and subsequently validating a skills-based cognitive model intended to substantiate the plausibility of score interpretations. Model validation involved use of multiple sources of evidence derived from large-scale field testing and cognitive labs studies. Data from large-scale field testing were evaluated using traditional psychometric methods. The psychometric analyses were augmented using eye tracking technology to perform gaze pattern and pupillometry analyses to gain better understanding of problem-solving strategies and cognitive load. Findings from the data sources were integrated to provide strong evidence supporting the model and score interpretations. Implications for using gaze pattern and pupillometry analyses to enhance learning and assessment are discussed.  相似文献   

Voices and Choices: Critical Information/Media Literacy and Behrman’s Practices     

Alessia Zanin-Yost  Carrie Freie 《The Reference Librarian》2020,61(2):133-153

ABSTRACT

Studies on information and media literacy focus on describing activities and frameworks individually, and most of the time, connect within the field of library science. However, other frameworks and practices can be used. This case study presents the application of Behrman’s Critical Literacy Practices to information and media literacy to engage students to think critically about information within their field of study. The purpose of this research is to model the information behavior of education students through the perspective of constructivist learning. The study used a qualitative method with six upper-level undergraduate education majors. Activities that comprise practices and theories in both education and library sciences are presented to form a continuous exposure to critical thinking. Factors that influenced how students perceived the validity of information came from personal, educational, and societal factors. This research contributes to the ongoing discussion about critical thinking skills in undergraduate students, presenting a model that describes how practices from other fields can be used and incorporated with information and media literacy.  相似文献   

Tomboys and girly-girls: embodied femininities in primary schools     

Carrie Paechter 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):221-235

This paper is about how 9–11-year-old children, particularly girls, co-construct tomboy and girly-girl identities as oppositional positions. The paper sits within a theoretical framework in which I understand individual and collective masculinities and femininities as ways of ‘doing man/woman’ or ‘doing boy/girl’ that are constructed within local communities of masculinity and femininity practice. Empirical data come from a one-year study of tomboy identities within two London primary schools. The paper explores the contrasting identities of tomboy and girly-girl, how they are constructed by the children, and how this changes as they approach puberty. The findings suggest that the oppositional construction of these identities makes it harder for girls to take up more flexible femininities, though it is possible to switch between tomboy and girly-girl identities at different times and places.  相似文献   

Education,disordered eating and obesity discourse: fat fabrications,by John Evans,Emma Rich,Brian Davies and Rachel Allwood     

Carrie Paechter 《Gender and education》2009,21(6):784-786

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Community-Engaged Teaching: A Project-Based Model     

Carrie Ann Christensen 《Teaching Artist Journal》2015,13(1):14-27

“Community engagement” provides a framework for curriculum development in environmental design residencies with elementary students.  相似文献