bluuebunny/crossref_metadata_2025 huggingface dataset:
Writing Across The Curriculum At The City University Of New York
Authors: Iconis Rosemary
Published: March 2016

The City University of New York appreciates that advanced writing ability is the distinguishing feature of an all-encompassing college education and that this ability can only be developed through extensive writing practice, fostered across an array of academic disciplines.  In 1999 CUNY launched a major five year University initiative intended to both concentrate efforts and broaden the scope of the City University of New York’s endeavor to teach writing in courses across the curriculum.
Impacts Of Accountability Indicators And Socioeconomic Factors On Test Scores And Policy Implications
Authors: Budden Michael Craig , Hsing Yu
Published: March 2016

Based on a sample of 63 school districts in the state of Louisiana during academic year 2003-2004, we find that a higher (IOWA) test score is associated with higher attendance rates, smaller class sizes, more qualified teachers, more discipline, less spending per student, lower poverty rates, and lower per capita personal income. Therefore, we need to continue to pursue qualified teachers, smaller class sizes, and more discipline.
Factors That Affect Motivation Among Adult Learners
Authors: Green Thomas M. , Kelso Chandrika M.
Published: March 2016

Motivation is an internal force that energizes the individual for action and determines the direction of that action.  Antecedent conditions (e.g. attitudes toward the subject, concern for academic excellence), and methodological or course design conditions (classroom variety, instructional activities, direct feedback) are variables that influence student motivation.  This research presents the results of a survey (N=563) that examined the influence of personal, teacher behavior, and institutional-structural factors on adult students at the second largest private university in California.  The results indicate that teacher behaviors are among those rated by students as having the most influence on their motivation to succeed.
Outsider Influence And The Utility Of E-Mail As An Instrument For Teaching In Developing Nations: A Case Study In Fiji
Authors: Shanahan Morris W.
Published: March 2016

N/A
Best Practices In Asynchronous Online Course Discussions
Authors: Thompson John T.
Published: March 2016

Along with an increasing number of online courses offered via the Internet, online discussions have become a ubiquitous component in such courses. With the increased use of online discussions comes a corresponding need for the discussions to be of high quality. Online discussions need to be structured so that they are positive communication and learning environments. New online instructors often struggle knowing just what the proper “structure” really is. In order to assist instructors realize what works best in online discussions, this study sought to find best practice suggestions regarding discussions in asynchronous online courses. These best practices were culled from the literature and from the author’s personal experiences in teaching some 60 online courses.
Apprentice Watch: Learning Through Reality TV
Authors: Eisner Susan P.
Published: March 2016

The Apprentice attracts younger viewers in record number. Most of today’s college students fall within that range. This paper presents pedagogy created to use The Apprentice in business school teaching.
Accounting Issues: An Essay Series Part I - Introduction To Accounting Theory And Cash
Authors: Laux Judy
Published: March 2016

Recent accounting scandals challenge academics to refocus the educational process on the theoretical underpinnings of accounting.  This is the first in a series of articles designed to facilitate this realignment.  Intended as a supplement for the introductory accounting course, the essay series connects each of the primary accounting elements to the essential theoretical constructs, discusses the inherent tradeoffs and measurement dilemmas involved, describes newsworthy examples of “accounting gone bad,” and offers a brief bibliography for further investigation should students (or professors) choose to research the element in more depth.  Accounting instructors may elect to include the entire series if time permits or may select articles committed only to certain topics; each essay is designed to stand independently, with only the current article as required preparation.
On The Detriment Of Obsession With Individual Achievement In Cooperative Learning
Authors: Joyce William B.
Published: March 2016

This research developed and tested a model of the relationship between detrimental behavior and cooperative learning.  It is hypothesized that relationship between group and individual detrimental behavior would be strongest among those simultaneously high in individual consideration and abnormal behavior.  The hypothesis was tested and replicated with statistically significant results.  Implications are discussed and future research directions are identified.
Creating A Positive Elementary Environment For Asperger Children
Authors: Batesko Mary Lee
Published: March 2016

The essential features of Asperger’s Disorder are severe and sustained impairment in social interaction and development of restricted repetitive patterns of behavior, interests, and activities.  This disturbance must cause clinically significant impairment in social, occupational, or other important areas o functioning.  In contrast to Autistic Disorder, there are no clinically significant delays or deviance in language acquisition (e.g., single non-echoed words are communicatively by age 2 years, and spontaneous communicative phrases are used by age 3 years), although more subtle aspects of social communication (e.g., typical give-and-take in conversation may be affected.” (p. 80).
The M.B.A.: A Schizophrenic Graduate Program?
Authors: Rinehart Shelley M.
Published: March 2016

N/A
Factor Structure Of Deterrents To Adult Participation In Higher Education
Authors: Malhotra Naveen K. , Shapero Morris , Sizoo Steve , Munro Tom
Published: March 2016

As institutions of higher learning have seen the aging of American college students, they have been increasingly concerned about helping them overcome what deters their reentry. Adult perception of deterrents is identified in this study. Analysis and the factor structure underlying these deterrents is examined in the Situational, Institutional, and Dispositional category of deterrents. Six factors with no extraneous items were identified: bad experience, institutional reasons, lack of resources, course offerings, cost/benefit ratio and childcare were identified for potential adult students at a small private tuition-driven undergraduate college. This complex set of findings fits with barriers established in the literature. Bad Experience, a dispositional barrier, and the Institutional factor correspond to Cross’ (1981) typology. Lack of Resources and Course Offerings are spread among situational, institutional and dispositional factors. Cost/Benefit Ratio is situational and institutional. Childcare is situational. This study contributes to a complex model of deterrents to participation.
The Benefits Of Risk: Teaching Entrepreneurs-To-Be About Risk-Taking
Authors: Ortiz-Walters Rowena
Published: March 2016

This paper reports on an innovative way to actively teach risk-taking to students majoring in entrepreneurship. Specifically, students completed a “Fundraising” assignment that involved different degrees of risk. Below, the qualitative experiences of students in one undergraduate class are shared. Additional, results of a short questionnaire suggested that the students believed the assignment was useful in meeting its objectives. In general, it appears that the fundraising activity was effective in helping students appreciate and understand the multiple roles risk plays in becoming an entrepreneur. Finally, feedback is provided from the students’ and professor’s viewpoints for improving upon the risk-taking assignment.
Insights Into The Importance Of Economic Concepts To Other Introductory Business Courses
Authors: Prenshaw Penelope J. , Taylor Susan Washburn
Published: March 2016

The current study uses results of a survey of non-economics business faculty to determine the importance of economic concepts in non-economics introductory business courses. The results give economists data to make the principles of economics course more relevant to the business student and bolster efforts by accrediting bodies to achieve greater business curricular integration.
Motivational Systems Theory And The Academic Performance Of College Students
Authors: Campbell Michael M.
Published: March 2016

This study explored the validity of the Motivational Systems Theory (MST) as a measure of performance of college students pursuing business degrees and the level of academic performance attained across gender and race lines.  This goal is achieved by investigating the relationships between motivational strategies, biological factors, responsive environment factors, skill/prior ability, and academic performance of these college students and the impact on the level of academic performance by the college students’ gender and race. The unit of analysis used in this study was 259 college students pursuing business degrees in an institution of higher learning in the south-eastern region of the United States. The instrument of choice was the Motivated Strategies for Learning Questionnaire (MSLQ) which was used in prior studies to survey the relationship between motivation and learning strategies and performance of students in the disciplines of arts and sciences, philosophy, psychology and natural sciences.  The MSLQ will be used to obtain students responses to 50 questions pertaining to their college experience as relates to their motivation and application of learning strategies. The results indicated that the motivational systems theory is a valid predictor of performance. The female students’ levels of academic performance were higher than their male counterparts irrespective of race. The biological trait, test anxiety, impacted Caucasian females more than the other gender or race groups.  ANOVA confirmed that statistically significant relationships existed between academic performance and demographic variables gender and race. MANOVA confirmed that the differences in performance levels across gender and race lines were statistically significant.  The results strongly supported the premise that the levels of academic performance are impacted significantly across gender and race lines for college students pursuing degrees in accredited business programs.
Using Blended Learning To Facilitate The Mathematical Thought Processes Of Primary School Learners In A Computer Laboratory: A Case Study In Calculating Simple Areas
Authors: Naidoo N. , Naidoo R.
Published: March 2016

Primary school learners’ first encounters with mathematics in a traditional learning environment often create lifelong ‘math phobia.’(Papert 1980) The situation in a country emerging from an oppressive education system designed to educationally disempower the majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator resorts to rote learning, drill and practice and ‘chalk and talk’ methods of teaching.  The individual needs and levels of learners are disregarded and blanket assessment methods are employed (Naidoo and Naidoo 2006b). Collaborative learning is minimal or non-existent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners.  Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools. The introduction of networked computer laboratories to previously disadvantaged South African primary schools enables the use of computers as powerful tools to analyze the thought processes of learners during their early encounters with mathematics. A blended learning approach using a networked computing environment and LOGO mathematics to facilitate the teaching and learning of area in a Grade 5 class produced significantly higher grades and an enhanced learning experience, both for learners and the educator, as compared to a second Grade 5 class utilizing traditional teaching and learning methods only. This study entailed the use of software to promote collaborative learning encompassing both learner-learner and learner-educator interaction. Apart from the educator using the computer as a medium of instruction via the software, learners were allowed to actively provide input. Furthermore the software allowed the educator to view learners’ progress during activities and provide real-time input via the computer.
Meeting The Needs Of Business: Are We Teaching The Right Things?
Authors: Mill Robert Christie
Published: March 2016

It may be that business schools are not providing undergraduate business students with the competencies considered most important by company recruiters.  Research from Bentley College and the University of Guelph indicates that graduates and managers find that non-technical skills such as creativity, oral and written communication, decision-making and leadership are least adequately developed in undergraduate business students.  A study out of Wake Forest University indicates that recruiters consider the most important competencies for undergraduate business students to have are: Communication and interpersonal skills, Leadership skills and potential, Ability to work effectively within teams, Adaptability, including dealing with ambiguity, People and task management skills, Self-management skills.  ‘Specific functional expertise’ is listed as only of ‘medium’ importance.  Yet the overwhelming majority of undergraduate business courses cover the functional areas of accounting, finance, marketing, management, economics and information technology.  A variety of delivery approaches from various undergraduate business programs are examined to determine the best way to cover these important topics.
An Empirical Analysis Of Underlying Factors Affecting The Choice Of Accounting Major
Authors: Heiat Abbas , Brown Doug , Johnson Debra M.
Published: March 2016

This study explores the factors that influence a student’s choice of major along with students’ perceptions of accounting classes and the accounting profession The results indicate that students are most strongly influenced in their choice of major by a genuine interest in the subject matter.  This finding is the same regardless of major and gender.  Other influential factors include availability of employment, starting pay, and the ability to interact with people.  The factor with the least amount of influence on selection of a major is the expected ease of earning a degree.
The Management Of Testing In Distance Learning Environments
Authors: Schultz Marian C., , Schultz James T. , Gallogly James
Published: March 2016

In 2004 Embry-Riddle Aeronautical University transitioned from proctored examinations for distance learning courses to online examinations that are not proctored. The purpose of this study was to determine if there is a significant difference in the midterm and final examination grades between proctored and non-proctored online examinations. Three courses, MGMT 311, MGMT 210 and ASCI 254, were selected for the study,. The study found that there was a significant increase in the mean scores between the midterm and final examinations. What this study did not examine was the impact of the overall course grades. This needs to be considered in future studies.
Computer Aided Instruction: A Study Of Student Evaluations And Academic Performance
Authors: Collins David , Deck Alan , McCrickard Myra
Published: March 2016

Computer aided instruction (CAI) encompasses a broad range of computer technologies that supplement the classroom learning environment and can dramatically increase a student’s access to information.  Criticism of CAI generally focuses on two issues: it lacks an adequate foundation in educational theory and the software is difficult to implement and use.  This paper describes the educational use of CAI in two different courses at a small, private university and the implementation and use experiences of the instructors.  One instructor used Homework Manager in Principles of Financial Accounting and the other instructor used Aplia in Principles of Microeconomics.  It is shown that the use of CAI is pedagogically effective and that currently available applications are easy to integrate into the student’s in-class experience.  The paper also reports on the impact that using CAI has on student evaluations of both the course and the instructor and on student grades.  For student evaluations, mean responses were compared on ten questions believed to be influenced by the switch from traditional homework assignments to CAI-based homework assignments.  While differences were generally in the expected direction, it could not be shown that CAI had a direct impact on student evaluations of either the course or the instructor.  For student grades, final exam grades were compared before and after the adoption of CAI.  It is shown that the use of CAI significantly increased student final exam grades.
Northern State University Teacher Induction: Reflections And Assessments On First-Year Teaching Experiences
Authors: Kono Craig D.
Published: March 2016

The purpose of this paper is to report on the elementary and secondary school experiences of first year classroom teachers who participated in the Northern State University Teacher Induction Program during the 2007-2008 school year. Most of the participants were primarily employed as classroom teachers in large and small schools across South Dakota, with three first-year teachers located out of South Dakota. The NSU Teacher Induction Program is a follow-up support program for new teachers graduating from Northern State University and entering their first year of teaching. The Teacher Induction Program collects data reflecting the first-year experiences of new teachers, and documents trends and issues to be addressed by NSU faculty.
Using The Major Field Test-Business As An Assessment Tool And Impetus For Program Improvement: Fifteen Years Of Experience At Virginia Military Institute
Authors: Bush H. Francis , Duncan Floyd H. , Sexton Edwin A. , West Clifford T.
Published: March 2016

We examine the history of VMI’s use of the Major Field Test as an assessment tool for its Department of Economics and Business.  Further, we chronicle how the information gathered from a decade and a half of use has shaped the curriculum, faculty composition and policies within the Department. There is evidence that the policies surrounding how and when the Major Field Test is administered influences student performance on the test and that it can be a valuable component of a comprehensive assessment program.
Paving New Roads To Knowledge: An Experiment To Enhance Construction Education
Authors: Sattineni Anoop , Williams Steve
Published: March 2016

As a result of their own sometimes frustrating educational experiences, and a growing discontent with their current teaching methods, the authors, in conjunction with another instructor, decided to try an experiment.   With the goal of enhancing visualization and understanding, the instructors created several multi-path educational paths for the reinforced concrete class.  These alternative paths or “roads” included electronic visits to the site of the construction of a concrete frame building, homework assignments based on the various building components, discussions with the project manager, and a “hands on” public service project.  This paper details the traditional and multi-path educational delivery models in a concrete course, resources required to “construct” more roads to knowledge, the results of a short survey of student reaction, and a synopsis of faculty comments on the effectiveness of the effort.
Linking Project-Based Interdisciplinary Learning And Recommended Professional Competencies With Business Management, Digital Media, Distance Learning, Engineering Technology, And English
Authors: Bender Melinda , Fulwider Miles , Stemkoski Michael J.
Published: March 2016

This paper encourages the investigation of real world problems by students and faculty and links recommended student competencies with project based learning. In addition to the traditional course objectives, project-based learning (PBL) uses real world problems for classroom instruction and fieldwork to connect students, instructors, and industry mentors from several disciplines with the recommended professional competencies required of students entering a profession or career. The purpose and focus of this paper is to inform and enlighten, to instruct and educate, and to evoke industry and community interest by combining educational service value with an educational enterprising activity. The paper demonstrates how project-based learning objectives in the classroom integrate with industry recommended professional competencies in solving real world problems. Utilizing the extraordinary intellectual capital of students and faculty in a learning environment on college campuses allows projects to be arranged and managed in a manner that may also provide funding and grant opportunities. Project-based learning linked to recommended professional competencies is a contributing educational force that addresses the needs in communities, student life, and career choices.
Modern Learning Theories Provide Applications For Distance Learning Practice
Authors: Tesone Dana V. , Severt Denver , Carpenter Monica L.
Published: March 2016

This article reports the findings of a recent empirical study that was conducted at a large university in the United States.  The study compared the findings from modern learning theories to reported perceptions of undergraduate and graduate students taking courses in online learning environments.  The intention of the study was to compare perceived student learning preferences with theories that support distance learning design and delivery.  The article provides a report of objectives, methodology, findings, discussion, conclusions, and implications relative to the study.  Final suggestions concerning online courses aimed at satisfying student learning expectations are implicated from the findings of the study.
Integrating The Wall Street Journal Into A Business School Curriculum: A Success Story At Samford University
Authors: Loudon David L. , Carson Charles M.
Published: March 2016

In the Spring of 2006 Samford University’s School of Business made a decision to participate in The Wall Street Journal’s Academic Partnership (AP) program beginning with the Fall semester of 2006.  This paper examines School of Business student and faculty attitudes and usage of the WSJ that made for a successful implementation this past year.
Internet Courses: Who Is Doing The Work?
Authors: Saunders Gary , Wenzel Loren , Stivason Charles T.
Published: March 2016

The growth in Internet courses (E courses) and degrees is continuing but controls to insure academic honesty do not seem to be keeping pace with the growth in offerings.  Responses to a questionnaire distributed to chairpersons of accounting departments relating to the use of controls for controlling academic dishonesty in E courses indicated that respondents strongly favored requiring students to provide a digital photo ID and audio capabilities when registering for an E course but rejected the idea of requiring them to provide a web cam that might be used for verifying their identity.  Respondents strongly believe that students taking an E course should complete some, but not all, examinations on-line and, whenever possible, on the university web site and that they should complete some, but not all, homework assignments on-line and at the university web site whenever possible.  They also tended to believe, even though they did not endorse requiring one, that students should use a web cam when completing examinations on-line and that faculty should compare the photo ID with the web cam image.  However, they do not believe that students should be required to use a web cam when completing homework assignments or that faculty should compare the photo ID with the web cam image.  Respondents believe that students should be required to participate in on-line chat rooms with both the instructor and with the instructor and other students.  The use of a web cam and the comparison of a photo ID with a web cam image were not seen as desirable.  Overall accounting chairs endorse requiring the student who enrolls in an E course to obtain some existing technology, except for a web cam, that might help control academic dishonesty.  They expect the student to be prepared to spend more than $100 to obtain the technology.
Longitudinal Faculty Study Groups: A Model For Developing Comprehensive Teacher Preparation Programs
Authors: Griffin Leslie L. , Cummins Cheryl J.
Published: March 2016

Teacher preparation programs nationwide struggle to meet rigorous national standards, particularly as they relate to the assessment standard of the National Council of Accreditation of Teacher Education (NCATE). There are many issues which make decisions about program improvement complex, often confusing and frustrating faculty. These include the challenge of orchestrating interdisciplinary studies through multiple college/university organizational structures, meeting the specialized requirements of competing professional organizations, communicating and coordinating these efforts with partner P-12 schools, and systematically acquiring data on multiple assessments to make informed decisions about program improvement. Only when faculty and program planners come to grips with the organic nature of the process does it begin to crystallize and fall into place. The realization that this is an evolutionary process and one that cannot be forced is fundamental to healthy and seamless program development. The authors propose to share a study process spanning three years and in continuance that has allowed faculty at a regional university to develop and monitor the teacher preparation program through the reasoned and studied involvement of each faculty member.
A Comparative Study Of Ethical Values Of Business Students: American Vs. Middle Eastern Cultures
Authors: Shurden Michael , Shurden Susan , Cagwin Douglass
Published: March 2016

Business schools must prepare students to face the world and yet maintain strong ethical convictions. The question of ethics in the business environment is not exclusive to the United States. Ethical business behavior is a multinational issue, and all business schools world-wide must deal with this issue. However, cultural differences often define acceptable ethical behavior. For example, the acceptable amount of a “token” gift from one party to another is an ethical issue. Some American businesses do not even allow employees to accept gifts from clients, while within other businesses, both National and International, it is an acceptable tradition. Bribery of foreign officials during the 1970’s addressed this issue of what is acceptable in the form of gifts and/or payments between public officials when they initiated the Foreign Corrupt Practices Act of 1977, which prohibits the “paying, offering, promising to pay (or authorizing to pay or offer) money or anything of value…..to corrupt payments to a foreign official, a foreign political party or party official, or any candidate for foreign political office” (usdoj.gov). Ethical situations involving foreign officials and diplomats in other countries can also affect business transactions, which may ultimately be controlled by graduates from business schools in our colleges and universities. Consequently, the question is “What are the differences in ethical perceptions and values between cultures?” Once this question is addressed, business professors can adapt their teaching methods to help shape and mold the ethical values of business students. In a search for the answer to these ethical questions between cultures, the authors representing two universities, decided to conduct a small research sample on their business students. One of the colleges is a small public university located in the Southeastern United States, and the other is a university located in the Middle Eastern country of the United Arab Emirates (UAE). A small sample of students from selected business classes of each school were given a 16 question ethics quiz which had been taken from The Wall Street Journal.  The questions ranged from personal use of company e-mail on the job to whether or not the individuals had lied about sick days or had taken credit for another’s work. The authors hoped to determine whether there were any significant differences between the answers given from the two schools pertaining to these types of ethical issues and to learn to what extent the different cultures had in shaping the ideas of these future business professionals.
Integrating Internet Video Conferencing Techniques And Online Delivery Systems With Hybrid Classes To Enhance Student Interaction And Learning In Accelerated Programs
Authors: Beckwith E. George , Cunniff Daniel T.
Published: March 2016

Online course enrollment has increased dramatically over the past few years. The authors cite the reasons for this rapid growth and the opportunities open for enhancing teaching/learning techniques such as video conferencing and hybrid class combinations. The authors outlined an example of an accelerated learning, eight-class session course detailing effective instructional techniques.
Re-Examine The Use Of The Student's First Language In The English As A Foreign Language Classrooms: A Cross-Case Analysis From Undergraduate Engineering Students In Bangkok, Thailand
Authors: Vanichakorn Neelawan
Published: March 2016

The purpose of this study was to examine how the use of the student’s first language (L1) by a non-native English-speaking EFL teacher affects the students’ experiences in learning English compared to those in the classrooms where only English is used as a means of teaching.  This study also investigates the role of the teacher in providing comprehensible inputs to her EFL learners. A total of four groups participated in this study (approximately 25 students per group).  Two groups were randomly assigned to be taught by using both Thai and English languages while the other two groups were taught with English only. Two qualitative data collection methods employed included focus group interviews and classroom observations.  A Comprehensible Inputs Checklist was developed to code the classroom observation data and the results were analyzed using a cross case analysis technique.  From the cross-case analysis, it was revealed that the students’ English competency level and their attitudes toward English played the most important role in the students’ learning of English. The teacher’s use and non use of the L1 would have a significant effect only when it came to difficult topics or topics that are not related to the students’ backgrounds and interests. The results from the checklist showed that the teacher supported and provided ‘enough’ comprehensible inputs during her teaching.  Surprisingly, instead of benefiting more on the students’ learning, the use of the L1 was found to help facilitate the teaching of the non-native EFL teacher.  Furthermore, classroom atmosphere, as well as students’ interactions in the participating classrooms, were analyzed and discussed.
Facebook: Perils, Perceptions And Precautions
Authors: La Roche Claire Reeves , Flanigan Mary A. , La Roche St. Clair Reeves
Published: March 2016

Facebook is one of the fastest growing applications of the Internet.  Social networking via Facebook provides a popular way for students and others to connect with a wide audience and expand their circle of friends.  Facebook account holders have been denied admission to universities, not hired for jobs, lost scholarships, been disciplined by college administrators and arrested for online postings and exercising what they consider to be their right of free speech.  A survey of 118 undergraduate students and 45 employers was conducted in an effort to determine their Facebook habits and perceptions about proper postings.  Recent cases involving disciplinary action, restrictions on Facebook use and the First Amendment are discussed.  Suggestions are made for safer Facebook protocol.
Reflections On Service-Learning, Critical Thinking, And Cultural Competence
Authors: Goldberg Lynette R. , Coufal Kathy L.
Published: March 2016

In today’s increasingly multicultural society, students need to be prepared for the work world they will encounter. Well-developed critical thinking skills appear essential to needed cultural competence. With its focus on community involvement, deep reflection and civic engagement, the possibility that Service-Learning (SL) could improve students’ critical thinking abilities, and thus contribute to students’ intellectual development and cultural competence, was explored. The critical thinking abilities of a group of 4th and 5th year university students were measured before and after 12 weeks of community-based experiences. The 4th year students were involved in an integrated SL course. The 5th year students had completed the SL course the previous year. There was a significant difference between the two groups with the 5th year students better able to think critically, particularly in deducing conclusions and evaluating arguments. Both quantitative and qualitative data from the two groups revealed a non-linear developmental trajectory of skills that provide insights for professionals in higher education.
You Tube As A Learning Tool
Authors: Fralinger Barbara , Owens Russell
Published: March 2016

This paper expands upon previous research conducted on the effectiveness of implementing Microsoft MovieMaker (a digital video editing program) into the classroom.  Sixty-one graduate and twenty undergraduate students from King’s College and Rowan University took part in this study.  Using the MovieMaker software to design student created tutorials on material learned in class, participants uploaded finished movie tutorials to the Internet-based website “You Tube” with the goal of providing classmates with a distance education learning program.  With the ability to create and upload coursework using graphics and animation, new opportunities exist for teachers and trainers to expand their teaching methodologies while catering to a variety of learning styles.  The purpose of this study was to investigate student perceptions of the effectiveness of the You Tube tutorial project on their learning so that a future educational workshop to teach the basics of creating and uploading student video tutorials may be implemented.  A survey containing both quantitative and qualitative components was administered at the completion of the You Tube project to assess student perceptions of this teaching strategy. Quantitative analysis involved the use of frequencies and descriptive statistics, while qualitative analysis consisted of grouping open-ended responses into the following themes:  1. Application of You Tube; 2. Major Strengths of the You Tube Project in the Learning Process; 3. Instructor Effectiveness in the Learning Process; and 4. Suggestions for Improvement to Enhance Learning.   Results showed that the You Tube tutorial methodology had a significant positive effect on perceived student learning.
Stress Management Strategies For Students: The Immediate Effects Of Yoga, Humor, And Reading On Stress
Authors: Rizzolo Denise , Zipp Genevieve Pinto , Stiskal Doreen , Simpkins Susan
Published: March 2016

Background: Health science programs can be demanding and difficult for many students, leading to high levels of stress.  High levels of stress can have a negative effect on students and subsequently the practicing clinician.  Research suggests that yoga, humor, and reading are simple, effective methods to help reduce stress. To date no research compares the acute effects of yoga, humor, and reading in doctor of physical therapy and master’s of occupational therapy students.  Additionally, it is undetermined if one technique is more effective than the other in reducing stress.  Purpose: The purpose of this study was to compare the immediate effects of yoga, humor, and reading on acute stress in students enrolled in doctor of physical therapy and master’s of occupational therapy programs. It was hypothesized that following a 30-minute yoga, humor, and reading intervention session, students would demonstrate a reduction of stress on the Daily Stress Inventory (DSI) and a decrease in blood pressure and heart rate. Subjects: Twenty-two students from the School of Graduate Medical Education Doctor of Physical Therapy (DPT) program (n=14) and Master’s of Science in Occupational Therapy (OT) program (n=8) volunteered to participate in the study.  Methods: At baseline subjects completed a demographic survey.  All subjects participated in a yoga, humor, and reading intervention session, once a week on the same day and at the same time for a total of three weeks. Intervention sessions were randomized and counterbalanced across subjects. Before and after each intervention session, stress was measured using the Daily Stress Inventory, systolic blood pressure (SBP), diastolic blood pressure (DSP), and heart rate (HR).  Results: A repeated one-way ANOVA indicated that all three interventions significantly decreased  SBP, DBP, and HR and no one intervention was more effective than the other in reducing these dependent variables (p = . 058, p = .315  and p= .180 respectively).  There was no significant main effect or interaction of the yoga, humor, or reading intervention session on the DSI scores (p = .362). Conclusions: The results of this study indicate that one 30-minute session of yoga, humor, and reading had similar effects in decreasing acute stress in health science students. This finding is important since these interventions resulted in a significant reduction in stress in a relatively short amount of time, allowing educators to begin to consider different stress management strategies to offer to students.
A Fresh Approach: Ethnic Diversity On Campuses In America
Authors: Ray Pamela E.
Published: March 2016

The Historical Black Colleges and Universities (HBCU) has defined its legacy.  The HBCU developed campuses to prepare African-Americans for a variety of careers.  They are considered to be specialized educational system within higher education.  This system provided a way for many African-Americans to showcase their intellectual abilities.  The HBCU’s historical context and missions primarily focus on African-Americans (Roebuck & Komanduri, 1993).  As education for African-Americans changed, access to college became more inclusive.  More HBCU’s face adversity and diversity, with challenges brought on by a more diverse student population.  This article describes how the HBCUs must look at ethnic diversity on campuses.  Then begin the challenge of modifying traditional missions based on serving one type of ethnic student population.
The Faculty Evaluation Process: The First Step In Fostering Professional Development In An Online University
Authors: Weschke Barbara , Canipe Stephen
Published: March 2016

The presentation will trace the experiences of two program directors from Walden University and their examination of issues involved with faculty assessment.  Their experiences were used to create a simple but effective and workable model for faculty assessment and development.  Once a presentation of how data were obtained, and analyzed, to create an effective communication process, the specifics of how faculty members were engaged in the collegial methods to ensure a workable professional development process will be described.  The experiences of the directors in working with assessment will be utilized as they demonstrate how they regularly conduct an interactive evaluation process, involving the audience in using the model created at Walden in the Richard W. Riley College of Education and Leadership.  This model was developed using various metrics, such as student course evaluations, faculty self-assessments, checklists of activity, adherence to rubrics, etc.  The entire process begins with the premise that collegial interactions will provide the most sustainable changes.  The process concludes with the implementation of online professional development in response to the collected data.
The Role Of The Academic Portfolio In Documenting Faculty Development
Authors: Zipp Genevieve Pinto , Simpkins Susan
Published: March 2016

The academic portfolio provides a means for faculty to organize, present and reflect on their accomplishments in the areas of teaching, scholarship and service. Since the portfolio represents faculty accomplishments in these key areas it may be used to support an application for promotion, tenure or merit reviews. Given this, it is important to identify faculty’s knowledge and perspectives on the structure and utility of the academic portfolio. Surveys were sent to faculty at Seton Hall University to gather information on what faculty know about academic portfolios and whether portfolios should be used for promotion/tenure or merit reviews. Results indicate that faculty understand the characteristics and organization of a portfolio, but are not certain about whether portfolios should be used for personnel decisions. The lack of objective criteria for evaluating portfolios may be a factor underlying this perspective. Further research using a larger sample is warranted.
Academic Staff Disposition To Promotion Criteria In Nigerian Universities
Authors: Archibong Ijeoma A. , Effiom David, O. , Omoike Don , Edet Aniefiok O.
Published: March 2016

This study aimed at determining academic staff satisfaction with promotion criteria and what, in their view, should be included in the promotion criteria. A researcher-designed questionnaire was utilized for data collection from a sample size of 349 academic staff. Findings show that the majority of the academic staff were dissatisfied with the promotion practices. Academic staff were satisfied with promotion criteria that had to do with required number of publications but dissatisfied with those related to computer literacy and international publication requirements. An oral interview before promotion was advocated for inclusion into the promotion criteria by academic staff.  Evolving a more holistic criterion for promotion of academic staff was recommended.
Management Of Teaching Practice In The Preparation Of Nigerian Certificate Of Education (NCE) Teachers
Authors: Asaya Samuel Adetunji
Published: March 2016

If the teacher must be “everything” to the learner as well as be the character-model to society, as it is commonly expected, his training must be such that is not only comprehensive but well articulated.  Such training must be based on sound conceptual understanding and reasoning that have been developed within the matrix of practice and experience (Ehiametalor, 1990).  Consequently, this paper examines a brief historical background of the teacher training institutions in Nigeria, taking a look at the meaning and objectives of teaching practice and some management problems militating against the professional preparation of teachers-in-training. This paper further considers the strategies that could improve the management and supervision of teaching practice, generally, and in colleges of education, in particular. Suggestions are made on how to ensure that the professionally prepared teachers are retained in the education system through appropriate incentives and motivation.
Comparative Analysis Of Learning Outcomes In Face-To-Face Foreign Language Classes Vs. Language Lab And Online
Authors: Salcedo Claudia S.
Published: March 2016

Action research was conducted for two consecutive semesters comparing beginning level Spanish courses taught in the traditional classroom and the same class taught exclusively in the language lab. A subsequent semester compared an intermediate class taught in the traditional classroom compared to the same class conducted online. Assessment scores were compared for quizzes, tests, oral interview and final exam. Overall course GPA and student opinions were also compared. Identical treatments showed the classroom performed significantly better than the lab class yet the following semester showed the lab performing better but not at a significant level. A second study compared a higher level of students for classroom vs. online. This study showed the classroom performance was better in three out of four assessments, however this difference was not significant.
Peer Review: The Importance Of Education For Best Practice
Authors: Goldberg Lynette R. , Parham Douglas F. , Coufal Kathy L. , Maeda Masako , Scudder Rosalind R. , Sechtem Phillip R.
Published: March 2016

The effectiveness of teaching is expected by an increasingly skeptical public that wants those in higher education to contain costs, increase access, and teach in ways that make sure students learn. An integral and under-used component of documenting teaching effectiveness is peer review. A framework for best practice to ensure a systematic and comprehensive approach to any peer review has been developed and a foundational aspect of this framework is education about the process and its implementation. In the current pilot study, administrators and non-administrators involved in university teaching were surveyed about their knowledge of, and experiences with, peer review. A striking finding was the notable degree of uncertainty about many components of the process on the part of non-administrators. Results verify the critical importance of education prior to and following any peer review, particularly for instructors in non-administrative positions.
Who Wants To Pass Math? Using Clickers In Calculus
Authors: Strasser Nora
Published: March 2016

A typical Calculus class tends not to be very interactive.  Students view the class as passive.  The students expect the instructor to provide the information with very little activity or effort on their part.  Asking students questions and trying to get them to respond is often a challenge.  Many students know the answer, but are scared to respond.  It is usually the same students over and over who answer the questions.  This leaves the instructor wondering whether or not the rest of the class is actually comprehending the material.  The use of a personal response system (clickers) in the class allows students to respond to questions anonymously.  The entire class becomes much more interactive and the instructor knows how well the entire class is grasping the concepts.  Clickers can help students stay awake and alert, improve their speed in answering questions, and know whether or not they understand a concept.  Finally, clickers can be used to take attendance and reduce tedious record keeping.  The use of a clicker system has made a major impact on how these classes respond and a positive effect on learning has been achieved.
English Language Learner Status In A Predominantly European-American School
Authors: Han Keonghee Tao
Published: March 2016

Using status characteristics theory, this study examined a sixth-grade Korean student’s experiences associated with English literacy learning while attending a predominantly European-American school in the United States. Of particular interest was the interaction between race, culture, and learning in a classroom where the mainstream teachers, students, and the English language learner experienced poor communication and unequal social relationships when addressing academic and literacy tasks. The study’s findings suggest that the teacher’s perceptions of and inexperience with culturally and racially different students contributed to the classroom social dynamics, thereby influencing the English language learner’s class interactions and participation in literacy activities. This study provides critical insight for educators regarding the importance of social acceptance and equal status in a teaching and learning relationship in the mainstream classroom with English language learners.