ethanporcaro/eric-fulltext-meta huggingface dataset:
What Are You Doing the Rest of Your Life? Strategies for Fostering Faculty Vitality and Development Mid-Career
Author: West, Ellen L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Faculty Development,Experienced Teachers,Teacher Attitudes,Teacher Motivation,Teacher Burnout,Workshops,Motivation Techniques,Inquiry,Change Strategies

Faculty mid-career sometimes become cynical about and disengaged from their teaching. The consequences can be severe, from alienating their students in the classroom to causing faculty to abandon teaching altogether. This paper explores this vocational disconnect; and, more importantly, proposes remedies for re-energizing faculty; for helping them to bloom anew.
It System Integration: Global Medical Acquisition of Health Tech Case Study
Author: Russo, Mark
Date: 2013-10-00
Type: Journal Articles
Subjects: Information Technology,Information Systems,Organizational Change,Health Services,Corporations,Business,Case Studies,Productivity,Economic Climate,Governing Boards,Meetings,Information Dissemination,Observation,Evaluation,Case Method (Teaching Technique)

Mergers and Acquisitions are just part of life in business. For example, in the health care technology field in 2012, Veritas Capital Partners acquired Thomson Reuters' Healthcare. Other major active acquisition companies included: Medical Transcription Billing, T-System Technologies and Sharecare. In this case study, a larger health technology company (Global Medical) acquires a smaller health technology company (Health Tech). But, as the case unfolds, there are major problems with getting the smaller company integrated into the larger company--including decreased in production and falling behind on deliveries
How the Contents of a Bachelor's Degree Final Project of Engineering Evolve towards Innovative Scientific Knowledge: Keys to Success
Author: Núñez, Cristina
Date: 2017-00-00
Type: Journal Articles
Subjects: Bachelors Degrees,Teamwork,Case Studies,Teaching Methods,Foreign Countries,Student Projects,Cooperative Learning,Innovation,Chemical Engineering,Engineering Education,College Faculty,Tutors,Science Education

The Bachelor's Degree Final Project (BDFP) of our school aims to develop a real constructive project, enhance cooperative teamwork and increase productivity of students. We present a real case study, related with engineering and scientific innovation results obtained by BDFP, which has led to an innovative scientific study presented at the 7th European Meeting on Chemical Industry and Environment and published in EMChIE 2015 Conference Proceedings. The objectives of this paper are: (1) Describing the design and implementation of a BDFP of engineering that encompasses the development of the characteristic elements of engineering and constructive work and, at the same time, it is scientifically innovative; (2) Showing the methodology used for its development; (3) Presenting the results obtained; (4) Emphasizing the importance of teachers, teamwork of students and the use of real case studies in the conceptual development of a BDFP; (5) Enhancing the possibility that the BDFP of Engineering can solve real engineering problems and to be precursors of Innovation and Scientific Knowledge developers; and (6) Learning engineering and, at the same time, providing Science new knowledge and applications. [Paper presented at the International Conference on University Teaching and Innovation (CIDUI): Learning and Teaching Innovation Impacts (9th, Bellaterra, Barcelona, Spain, Jul 5-7 2016.)]
Examining the Impact of Academic Development in the Engineering Faculties in Chile: Changes in Teaching Philosophy and Teachers' Competencies
Author: Acosta Peña, Roxana
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Teacher Competencies,Foreign Countries,Teacher Effectiveness,Academic Achievement,Mixed Methods Research,Semi Structured Interviews,Observation,Focus Groups,Teacher Education Programs,Teacher Attitudes,Teaching Methods,Beliefs,Educational Philosophy

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics' professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty's conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students' interests, skills and attitudes, and with a heavy emphasis on building students' core values. Interviews reveal changes in the participants' learning and competencies due to the training, along with a positive impact on the teachers' lesson planning assessment strategies, students' feedback and the willingness to engage in more reflexive teaching practice. [Paper presented at the International Conference on University Teaching and Innovation (CIDUI): Learning and Teaching Innovation Impacts (9th, Bellaterra, Barcelona, Spain, Jul 5-7 2016.)]
Assessment of CPA Candidates' Education: Part Two
Author: Giffin, Richard B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Assessment,Accounting,Federal Legislation,Educational Quality,Certification,State Licensing Boards,Licensing Examinations (Professions),Eligibility,Business Administration Education,Minimum Competencies

This paper is the second of a two part study comparing The Sixth Edition of the Uniform Accountancy Act as prepared and adopted by the National Association of State Boards of Accountancy (NASBA)with the actual regulatory practice of the various jurisdictional boards of accountancy in place just prior to the release of the most recent NASBA guidelines. The purpose of this part is to examine the state, district and territorial boards of accountancy educational requirements to sit for the Uniform Certified Public Accounting (CPA) Exam in the first &quot;of the 'Three Es'--Education, Examination, and Experience&quot;--that constitute the requirement for Certified Public Accountant (CPA) licensure. (AICPA 2011) And to compare these existing educational requirements to those presented in the &quot;Uniform Accountancy Act Model Rules&quot; as approved by NASBA Board of Directors on July 29, 2011. Educational requirements--general education, accounting, and business related courses at both the bachelor and graduate level--were obtained by the authors from state, district, and territorial web sites as of April 11, 2011 in order to examine requirements by the various accountancy boards. Each board of accountancy establishes the requirements for licensure within its jurisdiction. (A bibliography is included.)
Assessing the Degree of Integrated Learner-Centered Instruction on Student Outcomes in a Large Non-Major Environmental Science Course
Author: Thompson, Ruthanne
Date: 2012-01-00
Type: Journal Articles
Subjects: Student Centered Learning,Outcomes of Education,Environmental Education,Undergraduate Students,Pretests Posttests,Large Group Instruction,Integrated Activities,Learning Activities,College Instruction,Lecture Method,Nonmajors,Teaching Methods,Multiple Choice Tests,Scores,Student Evaluation

The decision to employ learner-centered teaching methods, teacher-centered teaching methods, or whether to integrate the two within large lecture halls in higher education continues to be heavily researched and hotly debated. All, in one form or another, have been shown effective at varying levels, throughout a myriad of disciplines and across diverse cultures. Yet there are fewer quantitative studies assessing the effects of implementing varying degrees of integrated learner-centered methods within large classroom environments. To that end, this study compared two sections of an undergraduate non-major environmental science large lecture course. One section received a minimal degree of learner-centered (MLC) instruction (&lt;5% class time). A second section received a higher degree of learner-centered (HLC) instruction (&gt;75% class time). Pre-test and post-test measures along with end-of-course grades were used to determine how student scores were affected by the degree of learner-centered instruction provided. Additionally, student evaluations were compared for attitudinal information. Statistical tests did not demonstrate significant differences in student scores or in student evaluations between the two groups. Yet this in itself is intriguing because: 1) the two classes were provided with different methods of post-testing; 2) the HLC class was provided with problem-based assignments while the MLC class was provided with multiple-choice Clicker™ questions; and 3) in contrast to much of the literature, this study found students' evaluations of the MLC class were comparable to those of the HLC class; potentially demonstrating a greater level of comfort/acceptance on the part of the students to higher degrees of learner-centered instruction. This work elaborates on the findings described here and the potential implication of such findings on the evolution of best practices for large lecture classrooms.
Virtual Teams and Synchronous Presentations: An Online Class Experience
Author: Adkins, Joni K.
Date: 2013-08-00
Type: Journal Articles
Subjects: Teamwork,Synchronous Communication,Online Courses,Educational Technology,Technology Uses in Education,Assignments,Graduate Students,Student Attitudes,Student Projects,Feedback (Response)

Global expansion, cost containment, and technology advances have all played a role in the increase of virtual teams in today's workplace. Virtual teams in an online graduate information technology management class prepared and presented synchronous presentations over a business or non-profit sector case. This paper includes a brief literature review of virtual teams and synchronous presentations, strategies suggested for virtual teams, the process used for this assignment, and feedback from the students in the course. The students in the course overwhelmingly recommended the format of the virtual team synchronous case assignment for other online projects. Lessons learned as recommendations for future implementation are also included.
The Impact of Grading on a Curve: Assessing the Results of Kulick and Wright's Simulation Analysis
Author: Bailey, Gary L.
Date: 2012-01-00
Type: Journal Articles
Subjects: Grading,Scores,Mathematical Models,Student Evaluation,Correlation,Prediction,College Freshmen,Heterogeneous Grouping,Statistical Significance,Monte Carlo Methods,Test Preparation

Kulick and Wright concluded, based on theoretical mathematical simulations of hypothetical student exam scores, that assigning exam grades to students based on the relative position of their exam performance scores within a normal curve may be unfair, given the role that randomness plays in any given student's performance on any given exam. However, their modeling predicts that academically heterogeneous students should fare much better than high achieving, academically homogenous students. We assess their conclusion indirectly using student scores from actual exams in actual university classes. We document that academically heterogeneous students do tend to perform at a similar level on different exams across a given semester: correlations among six different assessments were moderately strong and highly significant. We confirm their prediction that actual student scores for academically heterogeneous first-year students do not reveal gross random variation. We encourage similar analysis of scores for high achieving, academically homogeneous students.
Creative Differences: Teaching Creativity across the Disciplines
Author: Marquis, Elizabeth
Date: 2012-01-00
Type: Journal Articles
Subjects: Teaching Methods,Creativity,Creative Development,Interdisciplinary Approach,Pilot Projects,Foreign Countries,College Faculty,Teacher Surveys,Teacher Attitudes,Definitions,Knowledge Level,Intellectual Disciplines,Differences

Several authors have suggested that educational institutions have a responsibility to foster creativity in their students. Yet, research has shown that creativity is a variable concept that can mean different things in different fields and contexts (Kaufman &amp; Baer, 2005). As a result, generic pedagogical techniques for developing creativity may not be equally appropriate across domains. In light of these factors, this pilot study explored (via an electronic survey of instructors) the ways in which creativity is defined and taught across McMaster University's six faculties. Results suggested areas of both commonality and difference across disciplines in terms of academics' understandings of creativity and their stated strategies for developing creativity within their students. In this respect, our data provide preliminary support for the notion that creativity teaching may be at least partially discipline-specific, and suggest that further work in this area is warranted.
Conscientiousness and Academic Performance: A Mediational Analysis
Author: Conrad, Nicole
Date: 2012-01-00
Type: Journal Articles
Subjects: Academic Achievement,Personality Traits,Path Analysis,Undergraduate Students,Self Efficacy,Test Anxiety,Teaching Methods,Personality Measures,Learning Strategies,Questionnaires,College Students,Psychology,Likert Scales,Cognitive Ability,Individual Characteristics,Individual Differences,Self Motivation,Regression (Statistics),Statistical Analysis

Previous research has established that a relationship exists between the personality trait of conscientiousness and academic achievement. The current study extends prior research by using a path analysis model to explore various proximal traits that may mediate this relationship in a sample of two hundred and twenty three undergraduate university students. Consistent with previous research, a strong positive relationship was found between conscientiousness and academic performance as measured by final grades. Of greater importance, two factors were found to mediate this relationship: Academic Self-Efficacy and Test Anxiety. The current study illustrates the complex nature of the relation between personality traits and academic achievement and indicates that personality likely has a distal effect on academic performance through more proximal characteristics.
Doing What Comes Naturally? Student Perceptions and Use of Collaborative Technologies
Author: Kalin, Jason
Date: 2012-01-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Technology Uses in Education,Cooperative Learning,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Assignments,Shared Resources and Services,Data Analysis,Usability

This study investigates how students perceive and use collaborative technologies while also examining the meanings students assign to both collaboration and technology. A qualitative inductive analysis of students' assignments in a professional communication course demonstrates that students use technology to collaborate for its Accessibility, A/synchronicity, and Collaborativity. Students perceive and use technology within a functional literacy framework wherein technologies are tools providing pragmatic means to complete a shared-document assignment. These results are important for integrating collaborative assignments and collaborative technologies to promote social learning within the classroom.
Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention
Author: Bennett, Jessica G.
Date: 2017-00-00
Type: Journal Articles
Subjects: African American Students,Grade 2,Elementary School Students,Urban Schools,Reading Programs,Reading Fluency,Program Effectiveness,Computer Assisted Instruction,Educational Technology,Culturally Relevant Education,Intervention,Reading Comprehension,Comparative Analysis,Oral Reading,Repetition,Reading Materials,Reading Tests,Emergent Literacy,Pretests Posttests

This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance oral reading fluency and comprehension. A concurrent multiple probe experimental design across seven participants was used to assess intervention effects. Results showed a positive effect on both practiced and novel passages during intervention and on the 2-week and 1-month maintenance probes. Further, reading growth rates for the participants exceeded the growth rates for comparison peers on AIMSweb assessments. This study supports previous research on the beneficial effects of repeated reading strategies and computer delivered instruction. The link between fluency and comprehension was further supported in these findings. The possible relative effects of the use of culturally relevant material as well as study limitations are discussed.
Influences on Diversity in Teacher Education: Using Literature to Promote Multiple Perspectives and Cultural Relevance
Author: Gibson, Karen M.
Date: 2012-01-00
Type: Journal Articles
Subjects: Student Diversity,Cultural Awareness,Teacher Education Programs,Undergraduate Students,Childrens Literature,Group Discussion,Qualitative Research,Student Journals,Teaching Methods,Culturally Relevant Education,Reflection,Student Teacher Attitudes

It is not uncommon for students in a teacher education program to bring with them a lack of experience in working with diverse populations. This culturally insular perspective often leaves them ill-prepared to face the highly diverse classrooms they will soon encounter. This study describes a context created for 120 students in an undergraduate Literature for Children course to critically analyze selected literature and participate in varied group discussions in order to better understand the diverse classrooms they will likely face as teachers. This qualitative study examines themes extracted from student journals and discussions in order to show the influence literature can hold in promoting multiple perspectives and cultural relevance.
In the Valley of the Giants: Cultivating Intentionality and Integration
Author: Carey, Miriam
Date: 2012-01-00
Type: Journal Articles
Subjects: Intention,Teaching Methods,Group Discussion,Small Group Instruction,Journal Writing,Large Group Instruction,Student Attitudes,Foreign Countries,Undergraduate Students,General Education,Community,Social Influences,Standards,Student Responsibility,Political Issues,Social Problems,Relevance (Education),Coding,Consciousness Raising,Diaries,Affective Behavior

This study examines the cultivation of intentionality and integration in a foundation level General Education class: Communities and Societies. Three research tasks were set within the context of a grounded theoretical approach: codification of indicators for both intentionality and integration, and an examination of student learning logs. Intentionality was helpfully scaffolded by targeted questions for reflection while integration appeared more spontaneously, apparently as a result of the course design and delivery but also possibly as a result of the nature of free-styling journaling. Learning logs suggested students found full class discussions, continuous small groups, and journaling itself to be the most consistently useful in terms of their learning. One student described him/herself as a sleeping giant whose excitement for learning was re-awakened in this course. The suggestion is that more explicit cultivation of both intentionality and integration may help other sleeping giants (both students and faculty) to awaken.
Lesson Study as a Means for Facilitating Preservice Teacher Reflectivity
Author: Myers, Julia
Date: 2012-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflection,Communities of Practice,Reports,Mathematics Instruction,Methods Courses,Qualitative Research,Writing Assignments,Language Usage,Group Activities

This study sought to determine if, how, and the extent to which, the implementation of lesson study with preservice teachers facilitates reflection in its participants. The lesson study reports of 20 preservice teachers were analyzed qualitatively along three dimensions to determine what lesson study reports revealed about their reflections. More specifically, the analysis sought to determine what preservice teachers wrote about in their lesson study reports, and if it showed signs of reflectivity. The analysis revealed that the reflections of the participants, as evidenced within lesson study reports, resided at the lowest levels, thus supporting existing literature on the reflective abilities of preservice teachers. It also highlighted the difficulty of determining the degree to which individuals engage in reflective thinking. The results point to several considerations for those who wish to implement lesson study with preservice teachers, and identify numerous questions that warrant further investigation.
The Learning Alliance Inventory: Instrument Development and Initial Validation
Author: Rogers, Daniel T.
Date: 2012-01-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Psychometrics,Teacher Student Relationship,Interaction,Cooperation,College Faculty,Test Items,Factor Analysis,Age Differences,Gender Differences,Maximum Likelihood Statistics,Multivariate Analysis,Undergraduate Students,Statistical Analysis

Despite potential applications to educational contexts, the working alliance concept has largely been confined to psychotherapy intervention research. Some have explored theoretically related concepts (e.g., immediacy, rapport), but no measure currently exists of the working alliance between a teacher and student within an academic course. The aim of this study was to develop such a measure. Results of exploratory and confirmatory factor analyses led to the creation of the Learning Alliance Inventory (LAI), which contained three factors (Collaborative Bond, Teacher Competency, and Student Investment). Reliability and validity analyses indicated that the LAI has temporal stability, distinguishes between instructors, and correlates with numerical course grades when controlling for GPA. As a result, the LAI provides a psychometrically sound instrument for measuring aspects of student-teacher interactions pertaining to their collaborative, purposive work. As such, the LAI may prove helpful in furthering our understanding of student learning and teaching effectiveness.
Personal Reflection: Rough Seas to Calmer Waters: The Journey of an Early Career Academic
Author: Kruger, Mellissa L.
Date: 2012-01-00
Type: Journal Articles
Subjects: College Faculty,Reflection,Teacher Attitudes,Educational Experience,Personal Narratives,Teaching Methods

As an early career academic I have had the opportunity to reflect on my early experiences in academia. This paper is a reflection on my journey through rough seas to calmer waters. This paper describes an uneasy voyage of experience, from confident practitioner to uncertain academic. Helping to steer me through uncharted waters on the high seas of academia was the Graduate Certificate in Education (University Teaching). This experience was instrumental in my development as an academic. Key to this personal reflection is discovery, action and reflection.