ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections on a Decade of Using the Scholarship of Teaching and Learning
Author: Osborne, Randall E.
Date: 2008-00-00
Type: Journal Articles
Subjects: World Views,Online Courses,Teaching Methods,Emotional Response,Models,Critical Thinking,College Faculty,Instructional Effectiveness,Student Attitudes,Interdisciplinary Approach,Psychology,Political Science,Distance Education

This article explores lessons learned from a decade of teaching an online course on the politics and psychology of hatred using a scholarship of teaching and learning (SoTL) model. The authors illuminate course etiquette and a critical thinking model that incorporates SoTL into the ongoing fabric of the classroom. In addition, discussion centers on utilizing SoTL to satisfy colleagues concerned about "loss of content" in process oriented courses, and how to engage students in an ongoing, ever-changing, dialogue that can lead them to accept a more inclusive world view.
The Co-Mentoring Project: Overview and Outcomes
Author: Zucchero, Renee A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Adult Development,Mentors,Older Adults,Biographies,Developmental Psychology,Learning Experience,Volunteers,Aging (Individuals),Undergraduate Students,Evaluation

The Co-mentoring Project matched developmental psychology students with older adult volunteers for an intergenerational learning experience. Students conducted a biopsychosocial life review to increase understanding of older adult development and the continuity in lifespan development. Each student developed a summary paper containing the older adult's life history, a developmental analysis, and personal reflection. A project description, including the scholarship of teaching and learning, and an overview of its outcomes are presented. The project goal was accomplished; students positively evaluated learning outcomes and displayed a significant increase in knowledge about older adults and aging. Implications for college instructors are discussed. (Contains 4 tables.)
Faculty and Student Attitudes about Transfer of Learning
Author: Lightner, Robin
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Attitudes,Transfer of Training,Models,Surveys,Teacher Attitudes,Metacognition,Workshops,Two Year Colleges,Higher Education,Likert Scales,College Faculty,Barriers,Active Learning,Academic Achievement

Transfer of learning is using previous knowledge in novel contexts. While this is a basic assumption of the educational process, students may not always perceive all the options for using what they have learned in different, novel situations. Within the framework of transfer of learning, this study outlines an attitudinal survey concerning faculty and student attitudes about transfer of learning. Faculty and students completed a measure of expectations for transfer and potential barriers to transfer. The survey clarifies unique and common beliefs about transfer in order to promote learning beyond a single course. The results show a clear need for faculty to be explicit about their expectations for transfer. (Contains 2 tables.)
Student Perceptions of Learner-Centered Teaching
Author: Wohlfarth, DeDe
Date: 2008-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Centered Curriculum,Teaching Methods,Student Attitudes,Active Learning,Critical Thinking,Thinking Skills,College Instruction

The learner-centered paradigm departs from traditional teaching models by focusing on students more than teachers and learning more than teaching. Thus, classes are more egalitarian; they emphasize critical thinking, active learning, and real-world assignments. Graduate students in learner-centered classrooms were surveyed about perceptions of their experiences in relation to the key dimensions of the learner-centered paradigm and noted that the approach contributed to their feeling respected as learners, developed their critical thinking skills, and encouraged their self-directedness. Based on these findings, post-secondary instructors are encouraged to experiment with learning-centered approaches to further explore this promising model.
Impact of Journaling on Students' Self-Efficacy and Locus of Control
Author: Fritson, Krista K.
Date: 2008-00-00
Type: Journal Articles
Subjects: Assignments,Locus of Control,Self Efficacy,Academic Achievement,Psychology,Therapy,Diaries,Cognitive Restructuring,Behavior Modification,Undergraduate Study,Scores,Journal Writing

While considerable research has examined the academic and cognitive value of journaling, little has examined the psychological impact of journaling on the personal development of college students. Research on cognitive-behavioral therapy indicates that journaling can have a positive impact on individuals' self-growth and intrapersonal characteristics. The purpose of this study is to examine the impact of classroom-based journaling on students' self-efficacy and locus of control. Students in two undergraduate courses were required to complete weekly journal assignments; one class received targeted information on cognitive-behavioral therapy (CBT) and one class did not. Students completed pre-, mid-, and post-course assessments on self-efficacy, locus of control, and learning. Results revealed that self-efficacy scores for both groups significantly improved after the early journaling assignments; however, there were no differences between those who received direct CBT instruction and those who did not. These findings indicate that journaling may have important psychological benefits above and beyond its expected academic and cognitive outcomes.
Listening to Those We Serve: Assessing the Research Needs of University Faculty
Author: Mullen, Carol A.
Date: 2008-00-00
Type: Journal Articles
Subjects: College Faculty,Researchers,Attitudes,Needs Assessment,Resources,Financial Support,Academic Rank (Professional),Scholarship,Incentives,Research Universities,Surveys

This study presents findings from a university-wide faculty survey on research resources at a top-tier research institution in the United States (U.S.). The researchers (faculty leaders) designed the original instrument, submitted it for critique and validation to a faculty senate's research body, and solicited participation from all colleges. The principal investigators sought to identify impediments to research and scholarship, as perceived by faculty. The questions posed were: What specific types of resources do faculty members deem important to facilitate their research activities? Are financial and non-financial resources deemed equally important? Do junior and senior faculty members differ in their views on the importance of various resources as valued resources? Are there differences across academic units in the degree to which particular resources are valued? The survey also elicited faculty perceptions of the level of research support actually received and demographic information about the faculty respondents, their recent research and scholarship activities, and their attitudes towards various types of incentives for research. The survey was distributed to all faculty members (1,474) at the University. It was completed by 305 faculty, yielding a response rate of 20.6%. Results obtained reveal that across all faculty ranks financial and material resources are deemed critical for supporting faculty members' research efforts. Intellectual and scholarly resources, such as the availability of research mentors, were deemed significantly more important by junior faculty. The results should be of interest to anyone seeking to enhance the research output of the academic enterprise. (Contains 9 tables and 1 figure.)
University-Based Research Centers: Characteristics, Organization, and Administrative Implications
Author: Sa, Creso M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Research and Development Centers,Universities,Institutional Autonomy,Financial Support,Institutional Characteristics,Institutional Administration,Administrative Organization,College Administration,Institutional Cooperation,Sustainability

This paper examines the characteristics and organizational issues associated with university-based research centers. The first section sketches general characteristics and functions of centers. The second section examines major issues concerning the organization of centers, including funding and sustainability, center autonomy, and relations with academic units. Implications for central administration are considered.
A Need to Know: An Ethical Decision-Making Model for Research Administrators
Author: Lincoln, Sarah Hope
Date: 2008-00-00
Type: Journal Articles
Subjects: Research Administration,Ethics,Decision Making,Models,Case Studies,Moral Values

When faced with a morally charged situation, individuals engage in an ethical decision-making process to resolve the ethical dilemma. This paper outlines a model that describes the steps in the ethical decision-making process and identifies situational factors, collectively termed moral intensity, which may influence this process. The use of a case study, presenting an ethical dilemma relevant for professionals, offers an opportunity to apply the ethical decision-making model. This model can be used as a teaching and training tool to enhance research administrators' professional development in research ethics. (Contains 1 figure.)
SBIR and STTR Programs: The Private Sector, Public Sector and University Trifecta
Author: Ford, Bryan K.
Date: 2008-00-00
Type: Journal Articles
Subjects: Innovation,Research and Development,Technology Transfer,Small Businesses,Universities,School Business Relationship,Government School Relationship,Public Sector,Private Sector,Federal Programs,Grants,Proposal Writing,Organizational Culture,Institutional Cooperation

The process of creating and transitioning the storehouse of university research and development to commercial products is by its nature a true partnership of great university innovators, experienced entrepreneurs and adequate funding sources. In the United States, the process of university innovation to commercialization begins deep in university laboratories, where researchers engage in more than $40 billion of cutting edge research and development annually (National Science Foundation, 2006). However, the culture of the university often does not readily endorse quality research with rapid return on investment (ROI) through the traditional commercialization process. In 1982, the Federal government recognized the need to promote university spin-off companies and passed the Small Business Innovation Development Act. In effect, the Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) programs that were spawned from this legislation create a trifecta of resources from the private, academic, and government sectors to bring research to the marketplace. This article will enhance the reader's overall understanding of the commercialization process within a university to include a discussion of the advantages of participating in the SBIR/STTR programs, and to underscore the necessity of forming commercialization partnerships to maximize the potential for success of funded SBIRs/STTRs in Phase III. (Contains 3 figures.)
Research Administration in History: The Development of OMB Circular A-110 through Joseph Warner's COGR Subcommittee, 1976-1979
Author: Myers, Phillip E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Research Administration,Policy Formation,Federal Government,Government Publications,Committees,Standards,Compliance (Psychology),Revision (Written Composition),Federal Regulation,Public Agencies,Costs,History

Research administrators can be assisted in resolving issues with awareness of the critical period of policy formation divulged in the Joseph Warner Papers. He and his colleagues on the Subcommittee on Grants and Contracts Provisions of COGR adopted the philosophy that research administrators needed flexibility and reduced paperwork and costs. Federal principles needed standardization without stifling the diversity that is the strength of American higher education. Of note were attempts to reduce the burdens associated with property and procurement matters. In this and other matters, the subcommittee's federal counterparts respected and cooperated with the erudition of the subcommittee's members about issues that curtailed research administrators from their duties and threatened to raise costs of accounting for federal awards. The subcommittee's goal was to ensure revision of the OMB Circular A-110 after it was first published on July 1, 1976. The COGR subcommittee's successes are causes for celebration and recognition that research administrators' common sense and experience count in shaping federal principles. Thus, this article uses a critical era in the history of research administration to retrieve a new and deeper understanding of A-110 and why the experiences of research administrators and their networks are critical in shaping continual evolution. This knowledge presents a deeper appreciation for principles. All parties in the research effort--scientists, researchers of every discipline, executives, and controllers--need to get this message to continue the necessary work of transforming the vision for the public good. (Contains 1 table.)
Developing Cultural Competence and Overcoming Ethical Challenges in the Informed Consent Process: An Experience from Egypt
Author: Abdel-Messih, Ibrahim Adib
Date: 2008-00-00
Type: Journal Articles
Subjects: Ethics,Cultural Differences,Research Administration,Medical Research,Participation,Competence,Cultural Awareness,Literacy,Comprehension,Social Influences,Cultural Influences,Communication (Thought Transfer),Information Dissemination,Foreign Countries

Research is conducted in a variety of cultural settings. Ethical standards developed in Europe and the Americas are increasingly applied in these settings, many of which are culturally different from the countries in which these standards originated. To overcome these cultural differences, investigators may be tempted to deviate from ethical standards. To suggest that, without such deviations, the contribution of these countries to medical science would be limited, is misguided. The argument that research would be impossible without these deviations, which limit the contribution these countries make to medical sciences, is not accepted. To overcome these challenges, it is important for research administrators, managers and investigators to develop the cultural competence that enables them to establish recruitment and consent procedures consistent with cultural, political, and social practices. This paper presents some of the issues and challenges encountered in conducting research in Egypt. It is hoped that, by sharing these experiences, researchers and research administrators will gain insight into the design, implementation, and management of research in different cultural settings.
Development and Progression of a Model: Prospective Research Compliance Monitoring
Author: Fedor, Carol
Date: 2008-00-00
Type: Journal Articles
Subjects: Compliance (Psychology),Research Administration,Evaluation,Professional Continuing Education,Hospitals,Evaluators

Recent trends in Human Research Protection Programs (HRPPs) have contributed to the rising emphasis on prospective monitoring of clinical research and education programs. Therefore, internal efforts and resources to monitor investigator compliance and site performance have become an important focus in the conduct of clinical research. Once the science and ethics of the research is approved by the Institutional Review Board (IRB), the investigator has the overall responsibility for conducting the research, protecting human subjects, and providing periodic reports and updates related to the research to the IRB. Any potential non-compliance issues that arise during the conduct of the study will be reported to the IRB and potentially prompt decisions about the continuation of the study. Nevertheless, institutions should recognize that IRB review processes, investigations of noncompliance and prospective monitoring are distinct components within an HRPP. The Center for Clinical Research and Technology (CCRT) at University Hospitals Case Medical Center (UHCMC) recently implemented a prospective monitoring and education program and collected data to evaluate the program's development. Trends associated with resource utilization, monitoring procedures and educational activities of the program will be presented, as well as an analysis of the impact of the program. (Contains 3 tables and 1 figure.)
Laboratory Management Institute: A Model for the Professional Development of Scientists
Author: Galland, John C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Management Development,Professional Continuing Education,Research Administration,Scientists,Researchers,Science Laboratories,Program Development,Learning Activities,Program Evaluation

The Laboratory Management Institute (LMI) at the University of California, Davis (UC Davis) was an experiment designed to enhance the leadership and management skills of researchers and thereby enhance the overall quality of the academic research enterprise. The educational programs that resulted provide examples of how research administrators can help academic research teams become more productive, quality-vigilant, compliant, and safe; make a more satisfying research workplace; mitigate institutional risk; and advance science and careers. The LMI delivered educational programs for researchers that were novel in pedagogy, including &quot;LabAct&quot; learning, which used actors to help researchers practice skills such as communication, innovation, leading teams, and managing resources; &quot;LabScripts&quot;, which were sample dialogs researchers used to practice communicating authentically and to build their confidence before initiating important discussions (courageous conversations) with others; &quot;LabTrek&quot;, team building exercises for practicing research management skills; and &quot;LabCheck&quot;, a novel learning assessment tool. One of the LMI educational programs developed for postdoctoral scholars and some of the curricula and pedagogies developed through the LMI are described, as well as the rationale and significance for providing professional development for researchers at the institutional level. (Contains 1 table and 1 figure.)
A Conceptual Framework for the Future of Successful Research Administration
Author: Lintz, Elizabeth M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Research Administration,Models,Higher Education,Administrative Principles,Institutional Mission,Information Management,Communication (Thought Transfer),Cooperation,Change,Measurement Techniques,Needs Assessment,Methods,Evaluation

Research administration has experienced dramatic changes over the past decades. As scientific research has evolved, higher education institutions have tried to adapt, with varying degrees of success. This paper presents a conceptual framework based on six cornerstones of research administration: mission, information, communication, collaboration, transition or transformation, and outcomes. Within these cornerstones are key strategies that research administrators can apply according to their needs, resources, history, and goals. The purpose and importance of such a framework is to give research administrators a strategic role in leading their institutions into the highly competitive scientific research environment of the future. (Contains 1 table and 2 figures.)
Conflict: A Catalyst for Institutional Change
Author: Schaller-Demers, Debra
Date: 2008-00-00
Type: Journal Articles
Subjects: Conflict of Interest,Research Administration,Ethics,Private Financial Support,Policy

This article focuses on perceptions and behaviors surrounding potential conflicts of interest and/or commitment on both personal and institutional levels. It references past cases, public reaction and subsequent policy decisions. Most people believe conflict to be negative, something to be avoided. While conflict might make one feel stressed, angry, scared, or confused, it can offer new and positive opportunities for change, learning, and growth. In that same vein, a potential conflict of interest or commitment is not inherently a bad thing. Conflicts within science are almost to be expected. In fact, often it means there is good work happening that will contribute to generalizable knowledge and benefit society. Therefore, there is no shame or crime in having external financial relationships. The shame is in allowing those relationships to potentially bias the work, create false presumptions and distort decision-making, or in hiding the fact that they exist in the first place. This paper endorses a proactive approach for dialoguing and developing effective conflict of interest policies that will ultimately lead to changes in people's perceptions as well as their behavior in conflict of interest situations.
Women's Ways of Collaboration: A Case Study in Proposal Development
Author: Easterly, Debra
Date: 2008-00-00
Type: Journal Articles
Subjects: Research Administration,Research Proposals,Proposal Writing,Teamwork,Women Faculty,College Faculty,Gender Differences,Case Studies,State Universities

Research has shown that women may perform actions such as leading, communicating, or working on a team differently than men perform them. For example, female leaders may have a more inclusive rather than authoritarian style. The American university is an institution designed by men for men. Women are increasingly represented as students and faculty in higher education, but are they able to succeed in this structure? Meyerson and Ely (2003) have provided an approach that could change the &quot;masculine&quot; structure. An examination of the work conducted by a group at Idaho State University as they developed a proposal for funds from the National Science Foundation ADVANCE grant program reveals examples of the theories of women's ways of working, Meyerson and Ely's approach, and how this model could be incorporated into the work conducted by research administrators. This case study examined how this group (six women and one man) worked together, comparing the work to current theories on women's communication and leadership. This knowledge is valuable for research administrators as they work to assist faculty with development of proposals for external funds, work that many faculty are finding is now a requirement of their career in academia. (Contains 1 table.)
The Social Justice Perspective
Author: Loewen, Gladys
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Democracy,Disabilities,Civil Rights,Social Attitudes,Social Bias,Advocacy,Social Change,Higher Education,Access to Education,Equal Education,Democratic Values,Activism,Attitudes toward Disabilities

This article shines an important light on the continuing struggle of disabled people for dignity, citizenship rights, and access to the marketplace. Common threads bind the struggle for basic human rights among disenfranchised groups, offer experience and approaches to facilitate change, and move society towards social justice. The philosophy behind the Disability Rights movement offers disability service professionals the opportunity to reframe disability in order to effectively advocate for and facilitate social changes in higher education. Disability service professionals have an important role and crucial responsibility in moving their profession, students, and the campus towards a social justice model, supporting disability pride, offering equality, and promoting participatory democracy to disabled students. (Contains 2 tables.)