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Elisabeth Weinbaum, Ph. D.
- Member for
- 8 years 3 months
Exploring current emerging issues in Higher education, centering on global innovation and leadership. Focus: Rigorous academic programs designed to reinforce essential concepts and critical cognitive skills. Structured curriculum to deliberately promote students ongoing intellectual growth and utilizing proprietary technology platforms developed to promote active learning and enhance the learning experience of online doctoral students.
Emerging Trends and Issues in online Higher Education; Tzuriel's Dynamic/Formative Assessment and Mediated Learning Models;
Theories of Intelligence: Feuerstein’s Theory of Structural Cognitive Modifiability; Sternberg's WICS model;
*My current research proposal, titled “A Descriptive Case Study: Faculty Views on How Technology Promotes Transformative Learning in Graduate Online Learning” - relates directly to the centers research agenda… ie “studying the improvement of the quality of teaching and learning…exploring issues and challenges related to online education… investigating global trends and issues in higher education…”.
Ongoing Research Project: Augmented/Artificial Intelligence Research Lab; Team Leader (team 6): Use of Augmented Reality Nursing Education: A Systematic Review.
Proposal in the works (IRB/pending review):
Weinbaum, E. (Primary Investigator), Schleckser, H. & Caracena, P. (Co-Investigators). A Descriptive Case Study: Faculty Views on How Technology Promotes Transformative Learning in Graduate Online Learning.
*Listed as 'active research project' on CEITR site; Upon approval, I will apply for SAS grant.
Webinar in the works: Tzuriel & Weinbaum
45-min webinar: Titled "Dynamic Assessment: Revealing "HIDDEN" Intellectual Potential"(*invitation being send to all Research Hub members in NOV 2015)
Manuscript in the works (CEITR: Dissertation to Publication)
(1) Miller, P., Weinbaum, E.
UNIVERSITY STUDENTS’ EXERCISE BEHAVIOR REFLECTS STAGES OF CHANGE ACCORDING TO THE TRANSTHEORETICAL MODEL
*Submitted to "Health Education & Behavior Journal"
(2) McQuilkin, L., Weinbaum, E., Cleave
UNIVERSITY STUDENTS’ EXERCISE BEHAVIOR REFLECTS STAGES OF CHANGE ACCORDING TO THE TRANSTHEORETICAL MODEL (Miller, P. & Weinbaum, E.)
*To be submitted to "Review of General Psychology" (http://www.apa.org/pubs/journals/gpr/)
(3) Krone, B., Weinbaum, E. (2016). Aggression Mediates Gender Effects in STEM Success.
*Manuscript is based on prior conference presentation:
Beth Krone & Elisabeth Weinbaum (2015, July). Impulse Control, Aggression, and Spatial Skill: Their Impact on Math Achievement. Post Secondary University Education for Students with Intellectual Disability: From Vision to Empirical Findings. Annual Meeting of the International Association of Cognitive Education and Psychology; Athens, Greece.
4) Hyland, R. F., Ferebee, S., & Weinbaum E. (2017). Creating Loyal Customers in a Contact Center Environment. Manuscript submitted to Journal of Leadership and Management.
5) Bane, T. M. & Weinbaum, E. (2017) Using Kolb’s Learning Styles Inventory to Identify Learning Styles in Different Learning Environments. Manuscript submitted for publication to the Journal of Cognitive Education and Psychology (JCEP).
Note: Additional CEITR student affiliates invitations (pending): Mary Austin, Ph.D and Linzie Klein, Ph.D.
Future 'joint' research projects w/ Scholars who were invited to CEITR recently:
Prof. David Tzuriel - Professor Emeritus at Bar Ilan University/Israel; Research Director - Feuerstein Institute/Israel; President of the International Association for Cognitive Education and Psychology (1999-2001) and as Editor-in-Chief of the Journal of Cognitive Education and Psychology (JCEP; 2006-2011).
*Potential future research projects will be related to Dr. Tzuriel's most recent publication, titled "The effects of mediation in computer assisted dynamic assessment".
Prof. Lou H. Falik (Prof. Emeritus, SFSU)
*Potential future research projects will be related to Dr. Falik's most recent publication, titled "A Cognitive Curriculum: Enhancing the Quality of Classroom Instruction and Student Learning".
Empirical studies indicate that transformative learning (defined as: centrality of experience, critical reflection, and rational discourse) founded on theoretical mediation models is significant to the learning process. This descriptive case study will look at (via online surveys, virtual interviews, and document reviews) technology embedded in E-learning classroom platforms and student-teacher interaction in online graduate students. We will study the role of Feuerstein’s theory of Structural Cognitive Modifiability (SCM) in (a) facilitating the development of transformative learning skills and (b) assisting online graduate students in reaching their learning potential (or Vygotsky’s ZPD). We will explore the perceptions articulated by online faculty members related to specific elements within learning environments that provide meaningful interaction opportunities between instructors and students (“active learning”) and thus advance transformative learning. The focus will be on experiences related to faculty facilitation centered within the framework of Feuerstein’s applied system of the Shaping of Modifying Environments (SME): equal opportunity and access, conditions of positive stress, planned and controlled encounters with tasks, and individualized instruction and mediation. Insights about positive, transformational supporting elements in online graduate learning may guide strategies (such as improving the IT infrastructure and increasing faculty development) designed at strengthening the quality of the experience for the student in online doctoral programs aimed at developing strong, adaptable, ethical, leadership skills.