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Relevant bibliographies by topics / Cooperative College student orientation

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Academic literature on the topic 'Cooperative College student orientation'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Cooperative College student orientation"

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Hawley, Tamela H., and Tracy A. Harris. "Student Characteristics Related to Persistence for First-Year Community College Students." Journal of College Student Retention: Research, Theory & Practice 7, no. 1 (2005): 117–42. http://dx.doi.org/10.2190/e99d-v4nt-71vf-83dc.

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This study analyzed student characteristics that impact persistence among first-year students attending a large, metropolitan community college. The Cooperative Institutional Research Program (CIRP) Freshmen Survey was administered to first-time students during orientation. Factor analysis was used to classify students' personality and behavioral characteristics and discriminant function analysis was used to predict retention or attrition. The discriminant model accurately predicted retention in 78.8% of the cases. Findings suggested that student characteristics impacting persistence can be cl

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Wang, Zhen, Chaoping Li, Jieqian Wu, and Liu Liu. "The Mediating Effect of Cooperative Goals on the Relationship Between Team Orientation and Team Member Exchange." Social Behavior and Personality: an international journal 42, no. 4 (2014): 685–93. http://dx.doi.org/10.2224/sbp.2014.42.4.685.

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We examined the relationships among team orientation, team member exchange (TMX), and cooperative goals. We predicted that, at the group level, average team orientation would be positively associated with TMX, and that cooperative goals would mediate that relationship. Over a 6-week period we conducted a 2-wave survey among 540 Chinese college students who were living in 93 dormitories. Results showed that, at the group level, team orientation at Time 1 significantly predicted TMX at Time 2, through the mediation of cooperative goals at Time 2. Implications of this research and future directio

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박용한. "Effects of Cooperative Learning on Goal Orientation, Motivation, and Achievement of College Students." Asian Journal of Education 11, no. 1 (2010): 91–119. http://dx.doi.org/10.15753/aje.2010.11.1.005.

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Jayakumar, Uma. "Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies." Harvard Educational Review 78, no. 4 (2008): 615–51. http://dx.doi.org/10.17763/haer.78.4.b60031p350276699.

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In this article, Uma Jayakumar investigates the relationship between white individuals'exposure to racial diversity during college and their postcollege cross-cultural workforce competencies. Using survey data from the Cooperative Institutional Research Program, housed in the Higher Education Research Institute at the University of California at Los Angeles, the author uses structural equation modeling to show that for whites from both segregated and diverse precollege neighborhoods, their postcollege leadership skills and level of pluralistic orientation are either directly or indirectly rela

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Yanti, Lisda, and Mahar Agusno. "Psychodinamic Aspect in Mixed Anxiety and Depression Disorder: a Case Report." Scientia Psychiatrica 1, no. 4 (2020): 24–28. http://dx.doi.org/10.37275/scipsy.v1i4.24.

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Abstract Introduction. According to the ICD-10 criteria, mixed anxiety disorders and depression (MADD) are characterized by symptoms of anxiety and subsyndromal depression that occur together, but nothing dominates. A mixture of anxiety and depression disorders have various risk factors that underlie the occurrences. This case report aims to discuss the mixture of anxiety and depression disorders and their background. Case Presentation. A man, 23 years old, college student, single, middle down the socio-economic background, lived in a rural area in Yogyakarta, came to consult a psy

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Jian, Qiang. "Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome." Electronic Library 37, no. 5 (2019): 842–59. http://dx.doi.org/10.1108/el-02-2019-0024.

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Purpose This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The refor

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Tarhonii, Ivanna. "PEDAGOGICAL CONDITIONS OF EDUCATION OF TOLERANCE IN STUDENTS OF PEDAGOGICAL COLLEGES IN OUT-OF-COURSE ACTIVITIES." ScienceRise 2 (April 30, 2020): 47–51. http://dx.doi.org/10.21303/2313-8416.2020.001280.

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Object of research: Pedagogical conditions for the development of tolerance in students of teacher training colleges in extracurricular activities Solved problem: Attracting students of pedagogical colleges to such activities as: research, artistic and aesthetic, value-oriented, organizational and managerial allowed creating the conditions necessary for developing cooperation skills, harmonizing different views, self-orientation in a given situation. The urgency of the problem of promoting tolerance among students of teacher training colleges, since the spiritual revival of modern Ukrainian so

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Lugya, Fredrick Kiwuwa. "User-friendly libraries for active teaching and learning." Information and Learning Science 119, no. 5/6 (2018): 275–94. http://dx.doi.org/10.1108/ils-07-2017-0073.

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Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research.

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Davidson, Curt, and Alan Ewert. "College Student Commitment and Outdoor Orientation Programming." Journal of Experiential Education 43, no. 3 (2020): 299–316. http://dx.doi.org/10.1177/1053825920923709.

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Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the

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Sekti, Wisnu Anendya, Chr Hari Soetjiningsih, and Adi Setiawan. "Self Concept Training to Improve Future Orientation Among College Student." PSIKODIMENSIA 18, no. 2 (2019): 131. http://dx.doi.org/10.24167/psidim.v18i2.2224.

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Dissertations / Theses on the topic "Cooperative College student orientation"

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Manning, Gerard J. "A Web-based orientation package for Co-operative Education students at College of the North Atlantic /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0032/MQ47464.pdf.

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Mullins, Christine M. "ANEP Grant Orientation: Student-led Interprofessional Clinic." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7140.

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Smith, Beth Jan. "The influence of a new student introduction program on freshman student retention at a rural, two-year community college." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/b_smith_042010.pdf.

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Thesis (Ph. D.)--Washington State University, May 2010.<br>Title from PDF title page (viewed on June 23, 2010). "Department of Education Leadership and Counseling Psychology." Includes bibliographical references (p. 58-66).

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Goff, Alexandra. "Information skills development for the college bound student /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0014/MQ36126.pdf.

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Hodum, Tommy L. "An investigation of how students, faculty, and administrators within a particular liberal arts college perceived a new-student orientation program's effect on students' social integration and retention." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4741.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.

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Rogerson, C. Lisa Poock Michael. "The impact of populating the freshman seminar on retention, student perception of content, student satisfaction and connection to the institution." [Greenville, N.C.] : East Carolina University, 2008. http://hdl.handle.net/10342/1079.

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Thesis (Ed.D.)--East Carolina University, 2008.<br>Presented to the faculty of the Department of Educational Leadership. Advisor: Michael Poock. Title from PDF t.p. (viewed May 21, 2010). Includes bibliographical references.

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Hullinger, Megan M. "Anxiety, graduate students, and new student orientation programs : a quantitative study /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458165.pdf.

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Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.

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Agherdien, Nuraan. "Investigating student readiness for tertiary education." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020593.

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Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions

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Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.

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Books on the topic "Cooperative College student orientation"

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Orientation to college learning. 7th ed. Wadsworth, 2012.

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100% student success. Cengage Learning, 2015.

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Lynn, Dunlap, ed. College knowledge for the community college student. University of Michigan Press, 2011.

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Schoem, David Louis. College knowledge for the community college student. University of Michigan Press, 2011.

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Lawhead, Alice. The ultimate college student handbook. H. Shaw Publishers, 1989.

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C, Weber Jerome, ed. College survival for student-athletes. C.C. Thomas, 1985.

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Blerkom, Dianna L. Van. Orientation to college learning. 5th ed. Wadsworth/Thomson, 2007.

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Orientation to college learning. Wadsworth, 1995.

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Orientation to college learning. 3rd ed. Wadsworth Pub. Co., 2002.

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Blerkom, Dianna L. Van. Orientation to college learning. 6th ed. Wadsworth Cengage Learning, 2010.

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Book chapters on the topic "Cooperative College student orientation"

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Pintrich, Paul R., Akane Zusho, Ulrich Schiefele, and Reinhard Pekrun. "Goal Orientation and Self-Regulated Learning in the College Classroom: A Cross-Cultural Comparison." In Student Motivation. Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_8.

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Mitchell, Regina L. Garza, and Gina L. Cano-Monreal. "Flying SOLO for Student Success." In Examining the Impact of Community Colleges on the Global Workforce. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8481-2.ch013.

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This chapter describes how one innovative practice evolved to become an integral part of the college's efforts to increase student preparedness and success in courses so that they will be employable and competitive in the global workforce. Texas State Technical College Harlingen aimed to enhance student success in online education through implementing a mandatory class, Student Online Learning Orientation, for new online students. The course was developed as the result of faculty research and recommendations regarding online learning at the college. The majority of students at the college are underprepared and from low socioeconomic backgrounds, putting them at a disadvantage in taking these courses. Rather than a barrier to taking online classes, the goal of this class is to provide students with the necessary tools and skills to be successful. Results of the program show an increase in persistence and completion of online courses, and the course has become an integral part of the college's training and first-year experience for all students.

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Teles, Lucio, and Nancy Johnston. "Investigating Patterns of Cognitive and Interactive Acts in an Online Student Cooperative Program." In Cases on Global E-Learning Practices. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-340-1.ch011.

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Student co-op programs are being increasingly developed to enhance employability skills of college and university students. While most of these programs are taught face-to-face, some universities and colleges are now offering co-op programs online. This article investigates the implementation of a pilot online co-op program, the Bridging Online (BOL), at the Simon Fraser University, in Burnaby, B.C., Canada. A research methodology, based on transcript analysis of participants’ messages and interviews, was used to address the research questions. Participants in the pilot project found the online version to be a valuable tool to support co-op students in learning and developing employability skills, including problem defining and solving, planning and goal setting, improved interpersonal communication skills and self assessment, and peer feedback skills.

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Cook, Ruth Gannon. "They’re Here, Now How Do You Keep Them?" In Marketing Strategies for Higher Education Institutions. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch007.

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This is a case study of a class of first year traditional college-age students enrolled in a class that assessed measures to orient new students and enlist them in becoming committed to completing their degrees. The motivation of the university that designed the course was two-fold: to help students develop good time management and study skills; and to nurture student loyalty to retain them through graduation at this university. The study followed a small class of 18-20 year old first year students through their first semester at a mid-sized western public university. The results of the study indicated that while many factors affect students’ attitudes and retention throughout their college years, simple measures of enlistment and peer-mentoring fared best to positively influence student attitudes and responses in the college-orientation class; and, peer involvement offered the most promise of future brand commitment to student retention at the university.

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Palahicky, Sophia, and Adrianna Andrews-Brown. "Case Study." In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2953-8.ch003.

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Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

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Ogden, Lori, and Neal Shambaugh. "The Continuous and Systematic Study of the College Algebra Flipped Classroom." In Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9680-8.ch003.

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A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.

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"Pauletta Hansel." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0072.

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Poet and teacher Pauletta Hansel was born in Richmond, Kentucky, and grew up in several small towns in eastern Kentucky. Hansel began writing poems while still in junior high and was soon published in Appalachian literary journals including Mountain Review and Twigs. These publications brought her to the attention of the newly formed Southern Appalachian Writers Cooperative (SAWC) and, through that group, to the Southern Appalachian Circuit of Antioch College in Beckley, West Virginia, which recruited her as a student when she was sixteen....

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Guidry, Kevin R., and Laura Pasquini. "Twitter Chat as an Informal Learning Tool." In Cases on Formal and Informal E-Learning Environments. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1930-2.ch019.

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This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

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Guidry, Kevin R., and Laura A. Pasquini. "Twitter Chat as an Informal Learning Tool." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch062.

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This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

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Wagner, Nils-Frederic, Jeffrey Robinson, and Christine Wiebking. "The Ethics of Neuroenhancement." In Substance Abuse and Addiction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7666-2.ch005.

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According to several recent studies, a big chunk of college students in North America and Europe uses so called ‘smart drugs' to enhance their cognitive capacities aiming at improving their academic performance. With these practices, there comes a certain moral unease. This unease is shared by many, yet it is difficult to pinpoint and in need of justification. Other than simply pointing to the medical risks coming along with using non-prescribed medication, the salient moral question is whether these practices are troubling in and of themselves. In due consideration of empirical insights into the concrete effects of smart drugs on brain and behavior, our attempt is to articulate wherein this moral unease consists and to argue for why the authors believe cognitive enhancement to be morally objectionable. The authors will contend that the moral problem with these practices lies less in the end it seeks, than in the underlying human disposition it expresses and promotes. Some might ask, what is wrong with molding our cognitive capacities to achieve excellence, get a competitive edge, or, as the whim takes us? In all of these occasions, the usage of smart drugs serves a certain goal, a telos. The goal is, broadly speaking, this: outsmarting opponents in an arms race for limited resources and thereby yielding a competitive edge. In plain words: competition is valued higher than cooperation or solidarity. What is wrong with striving for this goal? The authors submit that the question whether people really want to live in a society that promotes the mentality ‘individual competition over societal cooperation' deserves serious consideration. In developing their answer, the authors draw on an ‘Ethics of Constraint' framework, arguing that widespread off-label use of smart drugs bears the risk of negative neural/behavioral consequences for the individual that might, in the long run, be accompanied by changing social value orientations for the worse.

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Conference papers on the topic "Cooperative College student orientation"

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Xu, Wei, Huanxia Qian, Hangsheng Chen, Na Tang, and Shanshan Hou. "Research on the Cooperative Mechanism of Volunteer Service of “Team Cadre + College Student Volunteer + Social Worker”." In 5th International Symposium on Social Science (ISSS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200312.072.

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Reisslein, Martin, Daniel Tylavsky, Bassam Matar, Patrick Seeling, and Jana Reisslein. "Active and cooperative learning in a freshman digital design course: impact on persistence in engineering and student motivational orientation." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417917.

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Meng, Qin, and Weiwei Zhao. "Research on the Reform of College English Mixed Teaching Model Based on "Online Self-learning and Offline Teacher-student Cooperative Discussion"." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.92.

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Wu, Yueqin. "The Application of “Student Teams-Achievement Divisions Cooperative Learning (STAD CL)” Approach in College English Language Teaching (ELT) and Language Learners’ Communicative Competence Acquisition." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. ACM, 2021. http://dx.doi.org/10.1145/3456887.3457094.

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Jernigan, Shaphan R., Bill Fortney, Yusef Fahmy, and Gregory D. Buckner. "Implementing Effective Low-Cost Laboratory Experiments Into a Distance Engineering Program." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40938.

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This paper details the successful and inexpensive implementation of remote laboratory experiments into a control systems course using readily available hardware and software. The custom-made experiments include an inverted pendulum, a platform leveling system, a ball and beam apparatus, and an aerodynamic beach ball levitation system, each implemented in a separate course offering. With each laboratory, the control objective is to regulate a physical parameter, (pendulum angle, platform orientation, ball position, etc.) by manipulating voltage to a drive component (DC motor, linear actuator, b

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Lichtenstein, Gary, and James S. Collofello. "Infusing Entrepreneurial Mindset Into Engineering Education: Five Strategies for Implementation Success." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24644.

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Abstract The Ira A. Fulton Schools of Engineering (FSE) received a two-year grant to institutionalize entrepreneurial mindset (EM) throughout the college. This paper summarizes the history of entrepreneurial education in engineering, then reviews metrics of initial implementation success across 17, ABET-accredited programs. Five strategies were deployed during the implementation stage of the initiative, which strived to engage 66 faculty who taught one of three EM-focus courses in each undergraduate program: a first-year engineering course, a required design or technical course in the second o

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