Self‐directed information literacy scale: A comprehensive validation study von Douglas, Kerrie A., Fernandez, Todd, Fosmire, Michael, Van Epps, Amy S., Purzer, Senay

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Predicting Learning Interactions in Social Learning Networks: A Deep Learning Enabled Approach von Sahay, Rajeev, Nicoll, Serena, Zhang, Minjun, Yang, Tsung-Yen, Joe-Wong, Carlee, Douglas, Kerrie A., Brinton, Christopher G.

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Promoting Student Support in an Online Fundamental of Electronics Course von Emberley, Amanda C., Douglas, Kerrie A., Martin, Julie P., Short, Taylor, Soto-Perez, Rene Alexander

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Analyzing Students' Computational Thinking Practices in a First-Year Engineering Course von Cruz Castro, Laura M., Magana, Alejandra J., Douglas, Kerrie A., Boutin, Mireille

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Development and Validation of an Integrated STEM Teacher Classroom Observation Protocol von Zhou, Shuqi, Merzdorf, Hillary E, Douglas, Kerrie A., Moore, Tamara J.

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Learning MBSE Online: A Tale of Two Professional Cohorts von Li, Tiantian, Pollettini Marcos, Leonardo, Huang, Wanju, Kenley, C. Robert, Douglas, Kerrie A., Madsen, Emilee A., Fentiman, Audeen W.

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Informed Designers? Students’ Reflections on Their Engineering Design Process von Douglas, Kerrie A., Moore, Tamara J., Merzdorf, Hillary E.

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Challenges to assessing motivation in MOOC learners: An application of an argument-based approach von Douglas, Kerrie A., Merzdorf, Hillary E., Hicks, Nathan M., Sarfraz, Muhammad Ihsanulhaq, Bermel, Peter

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Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework von Douglas, Kerrie A, Zielinski, Mitchell W., Merzdorf, Hillary, Diefes-Dux, Heidi A, Bermel, Peter

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Validity: Meaning and Relevancy in Assessment for Engineering Education Research: Assessment Validity for Engineering Education Research von Douglas, Kerrie Anna, Purzer, Şenay

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From Waterfall to Collaborative: How the Course Design Process Evolves Along with Relationship Building von Huang, Wan Ju, Douglas, Kerrie, Li, Tiantian, Fentiman, Audeen

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Multi-Layer Personalized Federated Learning for Mitigating Biases in Student Predictive Analytics von Chu, Yun-Wei, Hosseinalipour, Seyyedali, Tenorio, Elizabeth, Cruz, Laura, Douglas, Kerrie, Lan, Andrew S., Brinton, Christopher G.

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Plug‐and‐Play Adaptive Approach to Integrating Model‐Based Systems Engineering Concepts into Academic Curriculum von Marcos, Leonardo Pollettini, Li, Tiantian, Huang, Wanju, Douglas, Kerrie A, Fentiman, Audeen, DeLaurentis, Daniel A, Kenley, Charles Robert

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Contemporary Methods of Assessing Integrated STEM Competencies von Douglas, Kerrie A., Gane, Brian D., Neumann, Knut, Pellegrino, James W.

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Assessing Counselors' Self-Efficacy in Suicide Assessment and Intervention von Douglas, Kerrie Anna, Morris, Carrie A. Wachter

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From Waterfall to Collaborative: How the Course Design Process Evolves along with Relationship Building von Huang, Wanju, Douglas, Kerrie, Li, Tiantian, Fentiman, Audeen

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Multi-Layer Personalized Federated Learning for Mitigating Biases in Student Predictive Analytics von Chu, Yun-Wei, Hosseinalipour, Seyyedali, Tenorio, Elizabeth, Cruz, Laura, Douglas, Kerrie, Lan, Andrew, Brinton, Christopher

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Mitigating Biases in Student Performance Prediction via Attention-Based Personalized Federated Learning von Chu, Yun-Wei, Hosseinalipour, Seyyedali, Tenorio, Elizabeth, Cruz, Laura, Douglas, Kerrie, Lan, Andrew, Brinton, Christopher

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Predicting Learning Interactions in Social Learning Networks: A Deep Learning Enabled Approach von Sahay, Rajeev, Nicoll, Serena, Zhang, Minjun, Yang, Tsung-Yen, Joe-Wong, Carlee, Douglas, Kerrie A, Brinton, Christopher G

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Click-Based Student Performance Prediction: A Clustering Guided Meta-Learning Approach von Chu, Yun-Wei, Tenorio, Elizabeth, Cruz, Laura, Douglas, Kerrie, Lan, Andrew S, Brinton, Christopher G

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