bluuebunny/crossref_metadata_2025_split huggingface dataset:
Organizational Culture At The University Level: A Study Using The OCAI Instrument
Authors: Fralinger Barbara , Olson Valerie 
Published: March 2016

Organizational culture is a primary component of functional decision making in universities. In order for administrators, faculty, and staff to effectively coordinate an efficient academic environment for health education, continuing cultural assessment and change are necessary. The purpose of this study was to explore the concept of culture at the university level. Specifically, 50 students from two health education courses at Rowan University were studied with regard to three main levels of culture with respect to the Health and Exercise Science Department: Artifacts, Espoused Values, and Basic Underlying Assumptions. The Organizational Culture Assessment Instrument (OCAI) was utilized to determine how departmental culture affects the perceptions, thoughts, and feelings of students. In this paper, results of the OCAI were examined in terms of how students rated the current departmental culture, and what they would prefer it to be in five years. It was hypothesized that student perceptions of departmental culture would positively coincide with the overall mission, goals, and objectives of the department and university.
The Effects Of Student Response Systems On Performance And Satisfaction: An Investigation In A Tax Accounting Class
Authors: Cummings Richard G. , Hsu Maxwell 
Published: March 2016

Does the use of student response systems (clickers) in the classroom increase student performance on exams? Do students perceive a benefit to using clickers in the classroom? This study investigates the effect of student response systems on accounting students’ learning outcome and perceived satisfaction. Results show that, though the use of clickers may not always help students do better on exams, clickers are a useful pedagogical tool that can help students pay attention in class and be more involved in a learning friendly environment.
Adjusting Lecture Style To Accommodate Student Reading Habits
Authors: Socash Richard R. 
Published: March 2016

The reasons behind the reading habits of undergraduate MIS students were examined to learn from the students’ point of view why many don’t read the textbook. Willingness to work hard on homework and project assignments and an appreciation of what is expected of them appears to be in place. However, carrots, sticks, ruses and requests all meet with limited success when used to encourage reading assigned material. Four sections of a required business school 2000-level MIS course were asked to respond anonymously to a questionnaire covering the course, textbooks, instructors, and personal reading habits. Follow-up discussions in the classroom and with individuals volunteering comments provided additional insight. In open discussions, one is led to believe limited time is the principal determining factor affecting reading habits. In the questionnaire, admitting to not understanding the textbook material followed by lack of interest in the subject exceeded limited time as the main reasons for not reading. Lack of interest can often be overcome by changes in instruction style and emphasis. Working around or compensating for deficient reading skills is a more difficult challenge. An analysis of the findings is presented in this paper along with the author’s reactions and thinking on restructuring lecture sessions, reading assignments, and presentation practices for teaching undergraduate MIS courses.
Teach Me In The Way I Learn: Education And The Internet Generation
Authors: Baker Russell , Matulich Erika , Papp Raymond 
Published: March 2016

College students learn differently than their professors. This disconnect between learning styles is not a new problem, however the problem has been magnified by the technology driven environment which exists in contemporary higher education. Students who grew up using computers and Playstations while surfing MySpace blogs and listening to their MP3 players are frequently neither receptive to traditional lectures nor able to relate to examples based on 20th century technologies. Numerous tools and technologies, however, can be used effectively to teach college students. This paper discusses several methods of addressing this disconnect through both pedagogical technique and classroom technologies.
The Creation And Implementation Of A Formal Faculty Orientation And Training Program In Higher Education
Authors: Mujtaba Bahaudin G. , Gibson Jane 
Published: March 2016

This document provides an overview of a faculty training and orientation program used for adjunct faculty at the H. Wayne Huizenga School of Business and Entrepreneurship at Nova Southeastern University. The model includes components for assessing, hiring, orienting, and providing initial training for a diverse cadre of part time faculty in many distant locations. The authors make suggestions as to how this model can be used to provide long-term success in orientation and training, including an argument for appropriate rewards for both new hires and the full time faculty involved in their training.
Understanding The Impact Of Gender By Imagining The Self As The Other Gender: A Role-Play Writing Assignment
Authors: Black Katherine A. 
Published: March 2016

To encourage students to think about and understand the considerable role gender plays in their lives, a writing assignment early in a gender course asks them to consider the impact of permanently becoming the other gender. Students’ papers were examined for particular themes, which were used to illustrate course concepts and to spark class discussions. For example, some students wrote that they must learn how to be the other gender, which leads to a discussion about the sources of gender differences. Other themes as well as suggestions for expanding the assignment are discussed.
Have Basic Mathematical Skills Grown Obsolete In The Computer Age: Assessing Basic Mathematical Skills And Forecasting Performance In A Business Statistics Course
Authors: Noser Thomas C. , Tanner John R. , Shah Situl 
Published: March 2016

The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students’ basic math skills have changed over time. The results showed that 22 percent of the students’ final grades in business statistics courses were explained by their scores on this skills test. These findings may be of use to statistics faculty in identifying students who experience difficulties in these courses in the future. The current students’ scores were compared to scores from a test previously given to students in 1992/1993. The students from the first group had significantly higher scores than the current group of students.
AACSB Accreditation: Symbol Of Excellence Or March Toward Mediocrity?
Authors: Francisco William , Noland Thomas G. , Sinclair Debra 
Published: March 2016

Accreditation by the Association to Advance Collegiate Schools of Business (AACSB) is supposed to be a symbol of excellence for business schools. However, the recent increase in the number of accredited schools and the creation of AACSB’s “professionally qualified” (PQ) designation for faculty raises some concern in the academic community. Why has the AACSB increased the number of accredited institutions by over 75% since 1996? What is the purpose of the PQ designation? Does accreditation by the AACSB promote quality in business education or has accreditation become just a marketing tool? This paper argues that the AACSB needs to reconsider its mission and divide accredited institutions into tiers or classes based on criteria such as the types of degrees granted, research productivity, and financial resources.
Getting Active In The Classroom
Authors: Yerigan Tanya 
Published: March 2016

This paper presents active learning theory and how implementation of dynamic instruction strategies can transform the K-12 classroom. A multi-part study was conducted to determine both the level of active learning knowledge among participants and applicability of newly acquired approaches within the participants’ classrooms. First, teachers were surveyed regarding their knowledge of active learning; second, they were educated on the concept and trained in methods; third, participating instructors implemented active learning techniques; and, fourth, participants were surveyed after conducting a minimal number (one active learning activity a week for six weeks) of lessons that integrated active learning theory. The goals of this study were to assess the level of readiness of the K-12 teacher to implement active learning, educate them on active learning, have them utilize active learning principles and share the results.
Unmet Expectations: Why Is There Such A Difference Between Student Expectations And Classroom Performance?
Authors: Stinson Terrye A. , Zhao Xiaofeng 
Published: March 2016

Past studies indicate that students are frequently poor judges of their likely academic performance in the classroom. The difficulty a student faces in accurately predicting performance on a classroom exam may be due to unrealistic optimism or may be due to an inability to self-evaluate academic performance, but the resulting disconnect between expectations and reality can be very discouraging to students and may lead to early attrition. This paper studies undergraduate business students and investigates differences between scores they predicted earning on final exams and scores actually earned. Results indicate that the average student will overestimate an exam score by over five points. Results also indicate that freshmen students, and students with low cumulative grade point averages are likely to overestimate exam scores by the equivalent of a letter grade. Understanding this phenomenon may help educators deal with discouraged students and provide opportunities for faculty to create a learning environment that reduces attrition and ultimately increases student success and graduation rates.
Gender, College Major Selections, Classifications Within Majors, And Its Relationship With Locus Of Control: An Empirical Evidence For Counseling Educators
Authors: Jemi-Alade Tunji 
Published: March 2016

To help counselors develop strategies to enhance students’ social, personal, and psychological well-being, this research provides an understanding of how students perceive their environment. Specifically examining graduate and undergraduate students, the researcher was concerned with ascertaining the effect of the college-major variable (Business Administration versus Health Care Administration) and classification (graduate versus undergraduate) of the internal versus external Locus of Control orientations. Employed in this investigation was a parametric procedure, which was the t-Test of independent samples. One hundred twenty-five (125) graduate and undergraduate students were selected to participate in this empirical study. The Social Reaction Inventory Questionnaire was used to collect the data regarding the internal versus external orientations of the college students. The investigative instrument had a split-half reliability coefficient of .82 for the test as a whole and was deemed to have excellent construct validity. The study concluded that Business and Health Care Administration students have similar overall Locus of Control orientation scores, graduate students have similar overall Locus of Control orientation scores, and counselors and other concerned individuals in the helping profession should be cognizant of the characteristics and traits of internally and externally oriented students.
Scientific Communication Skills: The Transition From Further Education To Higher Education In The UK.
Authors: Rees Alun , Wilkinson Myra 
Published: March 2016

The study investigates the development of scientific communication skills in Further Education (FE) and Higher Education (HE) students studying science in the UK. Perspectives are gained from students and staff in both sectors. Evidence suggests that a mis-match in expectations exits and the onus may be on HE to explore more effective and innovative ways of developing scientific writing skills in new entrants.
Innovating Through Structured Curriculum Development
Authors: Sutton-Brady Catherine , Stegemann Nicole 
Published: March 2016

Structured and innovative curriculum development can have a profound impact on learning outcomes. This paper provides interesting and innovative ideas for educators in higher education institutions to allow them to achieve improved learning outcomes. This paper showcases how engaging students throughout the course and supporting them through consistent, incremental course development leads to innovative curriculum development. The improved course structure and students’ increased engagement achieve maximum learning outcomes. Various research studies support the use of innovative methods though not much is said about consistency of assessments and course structure in curriculum development with the aim to reduce exam anxiety and ultimately enhance learning outcomes. In our unit of study, seminar presentations and poster sessions in conference style were used to engage students and introduce them to a different way of learning other than reports. The paper not only provides information for educators on how to design engaging course structures but more significantly supports the outcomes through the analysis of student feedback based on objective teaching evaluation conducted before exams.
Contemporary Capstone Computer Courses: Lessons From The Service Sciences
Authors: Wright M. Keith , Capps III Charles J. 
Published: March 2016

Enrollment in computer programming courses has plummeted in the past decade. Facing a similar situation in the 1960s, the mathematics community responded by inventing the “new math.” Unfortunately the new math failed because it was too abstract for students to see connections with their lives, and because math teachers were not adequately prepared. Many of today’s computing related degree programs are in danger of failing for similar reasons. This paper argues that, besides off-shoring; there may be other less obvious reasons for the drop in enrollment. These reasons include curriculums that overemphasize functional programming, and under-emphasize ethics and practical service internships. This paper further argues that modern curriculums for the fields of Computer Science, Information Systems, Information Technology, and Software Engineering could all be improved by viewing them as sub-specialties of the newly emerging discipline of Service Sciences. The paper concludes by sketching a basic curriculum for a hypothetical new program we call the School of Artificial Systems and Service Sciences. It is an extension of the philosophical approach used at Yale Medical School.
Comparing Effectiveness Of Undergraduate Course Delivery: A Student Perspective
Authors: Koenig Robert J. 
Published: March 2016

Higher education students can and do take courses delivered in a variety of ways. But, to date, little research has been done on the effectiveness of different delivery modes. This study sought to fill that void by comparing the effectiveness of three undergraduate course delivery modes: classroom, online, and video conference at a technical institute in a mid-Atlantic state. Students (N = 1,206) completed questionnaires on effectiveness, in terms of satisfaction, for each mode and on demographic characteristics. The questionnaire response rates were 74% for students. In terms of student satisfaction, the results revealed that classroom delivery was more effective than technologically delivery with online being slightly more effective than video conference. The results of this research should assist leaders in higher education to understand the benefits associated with different undergraduate course delivery modes. In addition, the study provides leaders with a useful tool for securing and applying this type of information when making decisions about the modes best suited to serve their academic communities.
Young Offenders: Early Intervention For Students With Behavioral And Emotional Disorders
Authors: Hammond Helen , Ingalls Lawrence 
Published: March 2016

The value of early intervention programs for children with delays and/or disabilities has been well accepted in the research. Providing appropriate special education services at an early age of detecting academic and behavioral/social problems has proven to be effective at eliminating or decreasing special services at a later age. This presentation will discuss the types of educational services provided to young offenders who are now incarcerated at a state prison. A description of 30 male inmates’ academic history will be provided and patterns regarding the history will be discussed.
The Road Toward Tenure
Authors: Ableser Judith 
Published: March 2016

This paper/presentation outlines a “top ten list” of key strategies that will aid in the tenure process for new faculty members. Research and focus group comments are interwoven with the experiences of one faculty member. The strategies described include; integrating teaching, research and service, learning the culture and politics, organization, devoted time to research and planning, focusing on your passions, setting goals, setting high standards, learning from others, prioritizing and balancing, and celebrating your accomplishments. As one begins an academic career, the thought of earning tenure can be daunting and overwhelming, yet by approaching it as a planned journey, one can enjoy the road along the way and celebrate the destination. In September, 2008 I earned tenure. The purpose of this paper is to provide insight into the steps and strategies that guided me during my process. Although I will cite recommendations outlined by the American Association of University Professors (AAUP), the American Council on Education (ACE) and other research (Boyer, 1990; Bradley, 2005; Caesar, 2004; DeGeorge, 1997; Fox, 2006; Holly 1977; Mullen, 2000; Ward, 2004; Sotello, 2000; Zellers, 2006), my intent is primarily to share my own experiences. I will contrast this with conversations I have had with other colleagues during focus group discussions to demonstrate that we must each follow our own path to arrive at our destination. Hopefully, this will assist you as you plan your journey. But please note that this is what worked for me. Do not follow my precise path; I encourage you to set your own course. Know where you are headed and plan, intentionally and deliberately, to ensure that you will not only be successful in reaching your destination but to grow and develop throughout the entire journey.
Foreign Films In The Classroom: Gateway To Language And Culture
Authors: Harrison Lucia Guzzi 
Published: March 2016

The teaching of culture has become gradually more significant for all teachers involved in language education; it has been referred as the “hidden curriculum” of foreign language teaching. Because of limited time available in the classroom and curriculum constraints, the inclusion of cultural lessons often comes second to the teaching of the language at all levels of education. This paper will discuss the inclusion of foreign films to develop culture-based contexts for language in the classroom. While the description of the course focuses on Italian-language students who have achieved intermediate-mid or intermediate-high oral proficiency, according to the ACTFL oral proficiency guidelines, the article describes how the principles illustrated can be adapted for use with other languages and at other levels of instruction.
Investigating The Styles Of Teaching And Learning In The RE Curriculum In Botswana Secondary Schools
Authors: Lumadi Mutendwahothe Walter , Awino James Onyango 
Published: March 2016

This is part of a larger study that investigated the impact of democratic pedagogy in the Religious Education (RE) curriculum in Botswana secondary schools. It investigated the teaching and learning styles in the RE curriculum in Botswana secondary schools. This was intended to explore how far the democratic space has been appropriated in the Botswana RE classroom. The literature review focused on some studies that focused on the need to promote democratic pedagogy in the classroom. The research methodology employed both quantitative and qualitative methods. The data generated for this study, as projected by graphical analysis in Table 1 and Figure 1, indicate how in most of the 4-minute observation intervals the teacher tallies on the rate of class participation exceeded those of students. This provides evidence that RE teachers tend to restrict participation of learners. RE teachers, therefore, might need to vary their classroom roles from being dominative to emphasize facilitation of more learners’ active classroom participation.
Developing A Culturally Responsive Classroom Collaborative Of Faculty, Students, And Institution
Authors: Colbert Paul J. 
Published: March 2016

Culture is integral to the learning process. It is the organization and way of life within the community of students and teachers and directs the way they communicate, interact, and approach teaching and learning. Although founded in particular values and principles, the academy, like most organizations, is impacted day-to-day by its culture. Yet, the traditional higher education institution has not been designed to operate within a racially or ethnically diverse student population. The social, political, economic, and cultural forces that support the institution influence the teaching and learning environments. To better address cultural diversity in the classroom, faculty must first examine their own cultural background and understand how biases may affect their interactions with students. To advance teaching and learning in the college classroom requires an understanding of the underlying values, beliefs, perceptions and assumptions of students, which affect their understanding of what they hear and read as well as how they express themselves in the classroom. When teachers recognize these different qualities, classroom instruction can be designed to connect content to students’ backgrounds. This paper examines one approach to building a teaching and learning community through faculty professional development and collaboration. It provides an overview of a 5-part workshop series conducted for faculty at the Johnson & Wales University Providence campus on intercultural learning and culturally responsive teaching. Focusing on the essential components of personalizing culture through the five institutions of family, school, religion, politics, and economics through workshop activities, it is an investigation of individual and institutional backgrounds to determine how faculty may recognize the forces that influence student behavior, and how to engage them in a more active learning process.
Intellectual Growth For Undergraduate Students: Evaluation Results From An Undergraduate Research Conference
Authors: Potter Sharyn J. , Abrams Eleanor , Townson Lisa , Wake Cameron , Williams Julie E. 
Published: March 2016

We describe the development and evaluation of the university-wide, weeklong undergraduate research conference at the University of New Hampshire. Despite increases nationally in the number of undergraduate research conferences (URC), there has been little research examining the social and educational impact of these events on student presenters. We describe the development and evaluation of the university-wide, weeklong URC at the University of New Hampshire. A survey administered to URC participants over a four year period revealed that research culminating in a presentation at the URC was one of the more influential events students experienced during their undergraduate years and students realized a high level of satisfaction from presenting at the URC.