ethanporcaro/eric-fulltext-meta huggingface dataset:
Maximize Your Teaching
Author: Cleaver, Samantha
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Change Strategies,Educational Strategies,Educational Practices,Student Development,Teaching Methods,Teaching Skills

Here's an awesome thought! Teaching means a teacher's impact on students will last a lifetime. And despite the negatives one hears in the news, a 2010 ING Foundation poll found that 98 percent of adults believe a good teacher can "change the course of a child's life." This year, a teacher will affect every child in his/her class. Over the course of a career, he/she will have an impact on thousands. This article presents eight key strategies for deepening a teacher's effectiveness: (1) Get to know the students; (2) Get into data tracking; (3) Listen to the students; (4) Ask for kids' opinions; (5) Talk to former students; (6) Keep a teaching journal; (7) Start a professional learning community; and (8) Don't forget the small stuff.
The Digital Divide
Author: Hudson, Hannah Trierweiler
Date: 2011-00-00
Type: Journal Articles
Subjects: Workstations,Educational Technology,Access to Computers,Technology Uses in Education,Computer Attitudes,Influence of Technology,Computer Literacy,Mass Media Use,Use Studies,Barriers,Change Strategies,Student Attitudes,Teacher Attitudes

Megan is a 14-year-old from Nebraska who just started ninth grade. She has her own digital camera, cell phone, Nintendo DS, and laptop, and one or more of these devices is usually by her side. Compared to the interactions and exploration she's engaged in at home, Megan finds the technology in her classroom falls a little flat. Most of the classrooms in Megan's school don't have their own workstations, so teachers have to sign up for time at the computer lab. Overall, Megan says that she &quot;definitely&quot; uses more technology at home than she does at school. Recent research suggests that Megan's experience is not all that unusual. While one has traditionally used the term &quot;digital divide&quot; to refer to the technology gap between financially secure suburban districts and their poorer urban counterparts, another divide has emerged, and it's cause for concern: the disparity between how educators view their use of technology and how students themselves perceive it. Despite the obstacles that may be standing in the way, there are steps teachers can take to help bridge the new digital divide. First, survey the students about what, if any, technology they use at home. Then have an open class discussion about technology with the students. Talking to students and their families can also help teachers gauge kids' access to technology outside the classroom.
Ten Reasons Nonreaders Don't Read (and How You Can Change Their Minds)
Author: Johnson, Louanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading,Student Interests,Student Attitudes,Reading Ability,Reading Difficulties,Fear,Student Improvement,Ability Grouping,Grouping (Instructional Purposes)

Children are not born with a natural aversion to reading. Teachers see what happens when they introduce toddlers to books. They fall in love. They carry their favorites around and admire the pictures over and over again. Why, then, is reading such a problem for so many elementary and secondary students? What turns so many little book lovers into adamant book haters? This article discusses the reasons why students offered to explain their aversion to reading and some possible solutions.
Inside the Triple Helix: An Integrative Conceptual Framework of the Academic Researcher's Activities, a Systematic Review
Author: Halilem, Norrin
Date: 2010-00-00
Type: Journal Articles
Subjects: Researchers,School Business Relationship,Government School Relationship,Entrepreneurship,Research,Teaching (Occupation),Experimenter Characteristics,Institutional Characteristics,Regional Characteristics

In the Triple Helix of University-Industry-Government relations, the academic researcher plays a predominant role as he participates in research, which provides opportunities for innovation; in teaching, which develops highly qualified personnel; and in entrepreneurialism, which represents the transformation of knowledge in a more usable form, and so another opportunity for innovation. The changes in the context of the university and of the researcher lead to a need for a more comprehensive understanding of the complexity of the university's universe. To answer this need, a systematic literature review was conducted. From 5,463 articles, 98 were selected that identified four different roles of the researcher (research, teaching, entrepreneurialism, and services), and four levels of variables that influence them: the researcher's characteristics (gender, ethnicity, network, e.g.), the departmental level, the university's characteristics (type, structure, policies, e.g.), and the university's location (city characteristics, entrepreneurial climate, regional policies, e.g.). A contextually sensitive understanding of these variables could provide a more nuanced and creative approach to manage research and entrepreneurial activities, and would provide opportunities to generate best practices to support the researcher. (Contains 2 tables and 15 figures.)
Developing and Managing University-Industry Research Collaborations through a Process Methodology/Industrial Sector Approach
Author: Philbin, Simon P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Administration,Universities,School Business Relationship,Cooperation,Engineering,Foreign Countries

A management framework has been successfully utilized at Imperial College London in the United Kingdom to improve the process for developing and managing university-industry research collaborations. The framework has been part of a systematic approach to increase the level of research contracts from industrial sources, to strengthen the university's academic base, and to diversify the provision of research at the university. This management approach is composed of two main platforms of activity: an industrial sector or channel focus (sector platform) and structured management methodologies to facilitate the research collaboration process (process platform). Application of this combined management framework through an engineering program case study at the university helped to significantly increase the university's industrially funded research portfolio in the aerospace and defense sector. Evaluation of the framework against comparative models for collaboration revealed that the management system provides a broad coverage of knowledge, social and financial or cost based factors. The framework has been demonstrated as a suitable tool for research administration staff and those involved with initiating and managing research collaborations. (Contains 2 tables and 4 figures.)
Challenges of Implementing the NIH Extramural Associate Research Development Award (EARDA) at a Minority-Serving University
Author: Pickens, Jeffrey
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Administration,Private Colleges,Awards,Outreach Programs,Faculty Development,College Faculty

The impacts and challenges of implementing an NIH/NICHD Extramural Associate Research Development Award (EARDA) at a private Minority-Serving-Institution (MSI) are examined. This article outlines efforts to gain institutional buy-in and challenges encountered in creating a functioning Office of Sponsored Research and implementing research policies where none existed previously. The model combines NIH training and pilot research funds with on-campus outreach and professional development, to effect change in the research culture at a primarily undergraduate teaching university. Challenges discussed include how best to engage faculty with heavy teaching loads, managing unrealistic faculty expectations about grants and funding, the need to engage institutional leaders in creating a strategic research development plan, locating researcher-appropriate funding opportunities, and developing partnerships to augment research opportunities at non-research institutions. The successes and challenges that emerged can inform research administrators of the needs of faculty while they act as agents of change at universities seeking to increase faculty-student research and funding. (Contains 2 tables.)
Building a Research Administration Infrastructure at the Department Level
Author: Chun, Maria B. J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Administration,Public Colleges,Departments,Administrators,Professional Development,Cooperation,Medical Schools

Due to the current economic crisis, research administrators at public universities are grappling with declining state funding and are faced with identifying other potential sources of revenue to support operations. Research administrators at all levels are forced to do more with less. Department level research administrators must be innovative since they have the least control over distribution of resources, including fiscal, staffing, and space. They must be adequately trained to deal with periodic shifts in the centralization and decentralization of duties that result from fiscal uncertainty and leadership changes. Therefore, strategically planning to accommodate department level assistance for its faculty who are engaged in or are pursuing extramural funding has become imperative. This article discusses a public university department's initiative to support both its faculty and the central administrative office by attempting to reduce administrative burdens. This was accomplished through increasing self-sufficiency of department-level research administration staff via professional development efforts and engaging in collaborative efforts with other departments and the central administrative office.
Tenured and Non-Tenured College of Education Faculty Motivators and Barriers in Grant Writing: A Public University in the South
Author: Walden, Patrick R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Grantsmanship,Schools of Education,Reputation,Teaching Load,Proposal Writing,Tenure,Nontenured Faculty,College Faculty,Teacher Motivation,Barriers,Grants,Public Colleges,Teacher Attitudes,Comparative Analysis,Research Universities,Teaching Assistants,Travel,Financial Support,Conferences (Gatherings),Time Management,Time

The purpose of this investigation was to identify College of Education (COE) faculty members' perceptions of motivators and barriers to grant writing at a public university in the South, to compare the university's COE faculty perceptions to previously published survey results of Colleges of Education at Research I institutions, and to compare tenured and non-tenured faculty's responses. The survey instrument was adapted, with permission, from the instrument reported by Boyer and Cockriel (1998) for administration online. Several significant motivators were identified for the faculty: &quot;opportunity to probe or research new information; personnel support such as graduate assistants and clerical help when proposals are funded; having travel money available for conferences; building my professional reputation as a capable researcher; personnel support such as graduate assistants and clerical help when preparing proposals; more flexibility in how time is allocated; and assistance in grant proposal preparation. One important barrier to grant writing was identified: inadequate support available to submit proposals in a timely manner&quot;. One significant difference (heavy teaching load) was identified between tenured and non-tenured faculty. Recommendations were suggested to increase the number of grant proposals written and submitted by faculty and to support the overall grant writing process at the institution. (Contains 1 table.)
Training the Research Integrity Officers (RIO): The Federally Funded "RIO Boot Camps" Backward Design to Train for the Future
Author: Wright, David E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Administration,Integrity,Administrators,College Administration,Professional Development,Administrator Role,Administrator Responsibility,Inservice Education,Curriculum Design,Course Descriptions,Case Method (Teaching Technique)

Research institutions receiving U. S. Public Health Service (PHS) funding must assure the Office of Research Integrity (ORI/OPHS/DHHS) that policies and procedures are in place conforming to 42 CFR 93 to investigate allegations of Misconduct in Research, defined as fabrication or falsification of research data, or plagiarism. An institutional official known as the Research Integrity Officer (RIO) generally administers these policies and procedures. The role of the RIO is complex, exacting, and unique. There is no closely analogous position in the academy of higher education. Some university attorneys refer to the RIO's role as "quasi-judicial," but, in fact, the RIO functions variously as prosecutor, judge, mediator, counselor, teacher, and regulatory manager. Institutions rarely train their RIOs, and no professional society has provided training or support for RIOs. Serious errors by RIOs in handling allegations of research misconduct have landed in the press and in the courts and, in the worst cases, have cost their institutions millions of dollars, public embarrassment, and internal upheaval. The RIO Boot Camp project aims to train RIOs and to professionalize their roles. The RIO Boot Camps were developed in collaboration with the ORI Division of Investigative Oversight (DIO). This paper outlines the unique aspects of the curriculum and the pedagogical techniques used. Results of a survey of RIO Boot Camp participants provide a portrait of the roles and responsibilities of RIOs and the challenges they face. The paper concludes by discussing the planned final products of the RIO Boot Camp initiative and future efforts to support the RIOs. (Contains 5 tables.)
Work for Play: Careers in Video Game Development
Author: Liming, Drew
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Games,Development,Occupational Information,Employment Opportunities,Employment Qualifications,Educational Attainment

Video games are not only for play; they also provide work. Making video games is a serious--and big--business. Creating these games is complex and requires the collaboration of many developers, who perform a variety of tasks, from production to programming. They work for both small and large game studios to create games that can be played on many different devices, including console systems, computers, and cell phones. This article covers career options in video game development. The first section provides an overview of the development process. The second section describes four groups of video game occupations: designers, programmers, artists, and others. The third section covers the skills and training workers need for these jobs. The fourth section discusses the benefits and challenges of working in the video game industry. And the fifth section provides job-seeking tips for a career in video game development. Suggested resources for additional information are presented.
Paving the Occupational Path: A New System for Assigning Education and Training
Author: Torpey, Elka Maria
Date: 2011-00-00
Type: Journal Articles
Subjects: Career Guidance,Classification,Employment Qualifications,Educational Attainment,On the Job Training,Work Experience,Competence

Training and education paths vary widely. But knowing the most common ways people prepare for an occupation helps one identify which one he/she might pursue--and helps guide him/her in that pursuit. For career-guidance purposes, the U.S. Bureau of Labor Statistics (BLS) assigns education and training categories to occupations. Along with developing the upcoming 2010-20 projections, BLS is implementing a new system of assigning these categories. The new system includes categories for education, experience, and training assignments that give a detailed explanation of the usual requirements for entering and attaining competency in an occupation. This article provides an overview of the new categories, with examples of each. The first section summarizes each of the three categories of education and training: (1) typical education needed for entry; (2) work experience in a related occupation; and (3) typical on-the-job training needed to attain competency in an occupation. The second section explains how BLS developed the system and how economists determined an occupation's category assignments. Sources of additional information are included.
Helping Those in Need: Human Service Workers
Author: Moffat, Colleen Teixeira
Date: 2011-00-00
Type: Journal Articles
Subjects: Human Services,Public Service Occupations,Occupational Information,Career Guidance,Social Support Groups,Caregivers,Helping Relationship,Social Services

Many people experience hardship and need help. This help is provided by a network of agencies and organizations, both public and private. Staffed by human service workers, this network, and the kinds of help it offers, is as varied as the clients it serves. Human service workers help clients become more self-sufficient. The first section of this article explains the duties of human service workers and the types of assistance they provide. The next several sections detail the populations served by, and the occupations commonly found in, human services. Another section describes some benefits and drawbacks to the work, and the section that follows discusses the education and skills needed to enter human service occupations. The final section lists sources of additional information.
You're a What? Psychometrician
Author: Torpey, Elka Maria
Date: 2011-00-00
Type: Journal Articles
Subjects: Psychometrics,Standardized Tests,Test Construction,Occupational Information,Employment Opportunities,Employment Qualifications,Educational Attainment,Test Reliability,Measures (Individuals),Test Results

When taking a standardized test, one wants it to be fair and objective. Catherine McClellan makes sure that it is. Catherine is a psychometrician. Like many in this occupation, she designs, scores, and analyzes data from exams. Psychometrics is the science of measuring psychological attributes, such as intelligence or understanding. Tests are one way to assess these intangible qualities. And psychometricians' work ensures that each test is reliable and that all test results are valid. Specific job tasks vary with the type of exam a psychometrician develops.
Putting Business Students in the Shoes of an Executive: An Applied Learning Approach to Developing Decision Making Skills
Author: Liu, Jeanny
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Problem Based Learning,Experiential Learning,Course Content,Learning Processes,Decision Making Skills,Teaching Methods,Problem Solving,Higher Education,Learner Engagement,College Faculty,College Students,Business Administration Education,Business Administration

Students often struggle with how to translate textbook concepts into real-world applications that allow them to personally experience the importance of these concepts. This is an ongoing challenge within all disciplines in higher education. To address this, faculty design their courses using methods beyond traditional classroom lectures to facilitate and reinforce student learning. The authors believe that students who are given hands-on problem-solving opportunities are more likely to retain such knowledge and apply it outside the classroom, in the workplace, volunteer activities, and other personal pursuits. In an attempt to engage students and provide them with meaningful opportunities to apply course concepts, the authors have initiated a number of experiential learning methods in the classroom. Since fall of 2008, elements of problem-based learning were integrated in the authors' business courses. Specifically, real-world consulting projects were introduced into their classrooms. This paper focuses on the authors' experiences implementing problem-based learning processes and practical project assignments that actively engage students in the learning process. The experiences and the feedback gathered from students and executives who participated in the "real-world" project are reported in this paper. (Contains 4 tables.)
Incivility beyond the Classroom Walls
Author: Bjorklund, Wendy L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Behavior,Teacher Student Relationship,Higher Education,College Faculty,College Students,Teacher Expectations of Students,Antisocial Behavior,Teacher Surveys,Predictor Variables,Public Colleges

Classroom incivility has become a major concern in higher education. Faculty and students frequently interact outside of class, and the lack of civility in those interactions can influence the relationship between students and faculty and impact classroom dynamics. Based on a survey of faculty at a Midwestern public university, this study reports that faculty experience a fair amount of moderately inappropriate student behavior outside the classroom, including missing scheduled appointments, wearing revealing clothing, and requesting a grade change. These results can help faculty and administrators guide students toward more appropriate behavior and create better relationships between faculty and students. (Contains 2 endnotes and 2 tables.)
Reflections from an Adjunct: How the Scholarship of Teaching and Learning Empowers the Part-Time Instructor
Author: Durso, Maria C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Colleges,Adjunct Faculty,Part Time Faculty,Instructional Improvement,Teacher Improvement,College Faculty,Faculty College Relationship,Scholarship,College Instruction,Student Centered Curriculum,Teacher Attitudes

In this reflective piece, an adjunct instructor narrates her experience with institutional efforts to encourage faculty to become better instructors through exposure to and engagement in the Scholarship of Teaching and Learning (SoTL). Institutions of higher education can find it difficult to draw faculty out of their instructional status quo. Of particular concern are part-time instructors who, typically less connected to the institution than full-time professors, may struggle to find the resources to improve instruction, even if such resources are desired. As a case in point, this piece demonstrates that early, consistent, persistent, quality exposure to SoTL, combined with individual commitment, does yield concrete improvement in teaching and learning.
Transforming the Transcript to Reflect the Whole Scholar: Legitimizing Pedagogical Training for Graduate Student Instructors
Author: Iorio, Josh
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,Teacher Education,Case Studies,Program Validation

Although universities acknowledge that teacher training is critical for ensuring quality undergraduate education, research has repeatedly demonstrated that universities typically do an inadequate job of preparing graduate students for their instructor role. In this paper, we show that both graduate students and universities find the pedagogical development of graduate students to be a valid endeavor, and while graduate students strive to legitimize their own pedagogical development, universities must more fully and officially engage in the process. We conclude with a short list of recommendations for universities to consider toward the goal of legitimizing graduate student pedagogical development. (Contains 2 figures.)