Ho-Chieh Lin | The Ohio State University (original) (raw)
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Papers by Ho-Chieh Lin
Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education
The pandemic compels higher education programs to consider ways to offer virtual support to stude... more The pandemic compels higher education programs to consider ways to offer virtual support to students of color. This qualitative study, using collaborative autoethnography, investigates how three Ph.D. candidates from diverse cultural and educational backgrounds experienced isolation during the COVID-19 pandemic and found support and motivation within a virtual workspace. Interweaving a framework minimizing doctoral attrition with communities of practice, the researcher-participants analyze pre- and post-surveys, reflections, and focus group interviews. Key findings point towards (1) social capital inequities and financial disadvantages experienced by international students, (2) tensions and negotiations handled online with social organizations and advisors, and (3) the results of increased emotional support with active participation in a messaging platform. Implications for leaders and instructors in higher education include the implementation of small group virtual spaces as an ins...
European Journal of STEM Education, 2018
European Journal of STEM Education, 2018
This mixed methods study is one of the first to evaluate the effects of the incorporation of dram... more This mixed methods study is one of the first to evaluate the effects of the incorporation of dramatic inquiry, dance, visual arts and physical education into preK-3 science, technology, engineering and mathematics units on student conceptual understanding of technology and engineering. The study used data collected from over 200 student surveys and focus group interviews with 14 teachers. The use of integrated STEAM units supported significant improvement in 4 to 8 year old students’ understanding of engineering and technology. We report an average 55% increase in student understanding of what engineers do, and a 36% increase in their understanding of technology. The effect sizes for both assessments showed mostly large effects for all grade levels. The pre test scores across all grade levels were not significantly different. By implementing these integrated units with our younger students, we aimed to nurture their interest and understanding of engineering and technology across grade levels. This study results imply that students may not learn about these important topics outside of school hours; thus, it is important they become acquainted with these topics during school hours. Our work suggests that engineering units with dramatic inquiry should be introduced beginning in kindergarten.
Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education
The pandemic compels higher education programs to consider ways to offer virtual support to stude... more The pandemic compels higher education programs to consider ways to offer virtual support to students of color. This qualitative study, using collaborative autoethnography, investigates how three Ph.D. candidates from diverse cultural and educational backgrounds experienced isolation during the COVID-19 pandemic and found support and motivation within a virtual workspace. Interweaving a framework minimizing doctoral attrition with communities of practice, the researcher-participants analyze pre- and post-surveys, reflections, and focus group interviews. Key findings point towards (1) social capital inequities and financial disadvantages experienced by international students, (2) tensions and negotiations handled online with social organizations and advisors, and (3) the results of increased emotional support with active participation in a messaging platform. Implications for leaders and instructors in higher education include the implementation of small group virtual spaces as an ins...
European Journal of STEM Education, 2018
European Journal of STEM Education, 2018
This mixed methods study is one of the first to evaluate the effects of the incorporation of dram... more This mixed methods study is one of the first to evaluate the effects of the incorporation of dramatic inquiry, dance, visual arts and physical education into preK-3 science, technology, engineering and mathematics units on student conceptual understanding of technology and engineering. The study used data collected from over 200 student surveys and focus group interviews with 14 teachers. The use of integrated STEAM units supported significant improvement in 4 to 8 year old students’ understanding of engineering and technology. We report an average 55% increase in student understanding of what engineers do, and a 36% increase in their understanding of technology. The effect sizes for both assessments showed mostly large effects for all grade levels. The pre test scores across all grade levels were not significantly different. By implementing these integrated units with our younger students, we aimed to nurture their interest and understanding of engineering and technology across grade levels. This study results imply that students may not learn about these important topics outside of school hours; thus, it is important they become acquainted with these topics during school hours. Our work suggests that engineering units with dramatic inquiry should be introduced beginning in kindergarten.