ethanporcaro/eric-fulltext-meta huggingface dataset:
Intense, Pervasive and Shared Faculty Dialogue: Generating Understanding and Identifying &quot;Hotspots&quot; in Five Days
Author: Janke, Emily
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,School Policy,Departments,College Faculty,Faculty Promotion,Tenure,School Community Relationship,Policy Formation,Urban Universities,Discussion,Organizational Change

Once an institution has chosen to recognize and reward community-engaged scholarship in its university-wide promotion and tenure policy, what are some strategies for aligning unit and department policies as well? This chapter describes the path followed at The University of North Carolina at Greensboro to align policies across all units and departments. Discussed are core strategies used to generate faculty support for community-engaged scholarship in promotion and tenure policy and practice, the themes revealed as a result of a weeklong dialogue initiative, and recommendations for continued improvement.
Recognizing Engaged Scholarship in Faculty Reward Structures: Challenges and Progress
Author: Cavallaro, Claire C.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Rewards,Urban Universities,Metropolitan Areas,Community Involvement,School Community Relationship,Classification,Teacher Persistence,Faculty Promotion,Tenure,Scholarship,School Policy,Institutional Mission

The concept of community engagement as a primary function of higher education and the roots of this movement can be traced back to the 1980s with the founding of the Campus Compact in 1985 (Glass &amp; Fitzgerald, 2010). The concept has been endorsed by several higher education organizations, including the American Association of State Colleges and Universities (AASCU), the Association of Public and Land Grant Universities (APLU), and the Coalition of Urban Metropolitan Universities (CUMU). Despite widespread consensus regarding the value of community engagement, progress toward aligning faculty reward structures to support community-community-engaged scholarship has been slow, even among institutions that have attained the Carnegie voluntary community engagement classification (Giles, Sandmann, &amp; Saltmarsh, 2010, pp. 161-176). This special issue of &quot;Metropolitan Universities&quot; aims to examine institutional approaches to the recognition of community-engaged scholarship in faculty retention, promotion and tenure (RPT) policies and processes. The call for papers requested papers that would describe evidence-based approaches to defining and evaluating the quality of engaged scholarship, as well as analyses of the processes and outcomes associated with adoption and implementation of engaged scholarship in RPT policies. Several recurring themes appeared in the stories of successful institutional change as well as individual faculty cases: (1) alignment of community-engaged scholarship with the institutional mission and strategic goals; (2) a top-down and bottom-up collaborative approach to institutional change; (3) space and time for conversation about the difficult issues related to evaluation and recognition of community engaged scholarship; and (4) leadership and support from deans, provosts and presidents, both for institutional change and for individual faculty using engaged scholarship to make their case for promotion and tenure. Challenges remain, however, in each of the institutions described in this volume, as well as in the field of higher education as a whole.
Rewarding Community-Engaged Scholarship: A State University System Approach
Author: Saltmarsh, John
Date: 2016-00-00
Type: Journal Articles
Subjects: State Universities,School Community Relationship,Scholarship,Campuses,Educational Policy,Comparative Education,Rewards,Institutional Mission,Social Problems,Urban Universities,College Faculty,Faculty Promotion,Tenure

The need for new and revised structures to reward new forms of scholarship is being examined nationally and globally. It is also being examined on campuses that make up the University of Massachusetts system, all which are classified by the Carnegie Foundation for Community Engagement. This paper reports on the collective exploration by the five campuses of the University of Massachusetts to understand whether the existing academic policies sufficiently and appropriately rewarding community engagement and publically engaged scholarship enact the core mission of the University of Massachusetts to effectively generate knowledge, address social issues, and fulfill its academic and civic purposes.
Incorporating Community Engagement Language into Promotion and Tenure Policies: One University's Journey
Author: Pelco, Lynn E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Faculty Promotion,Community Involvement,Tenure,College Faculty,Urban Universities,School Policy,Barriers,State Universities,School Community Relationship,Misconceptions

This case study describes the campus context and process for successfully including community engagement language into promotion and tenure policies at Virginia Commonwealth University, a high research, urban public university. The paper also describes barriers our campus faced during the promotion and tenure policy revision process, especially myths that emerged surrounding community-engaged work in the academy. We describe key supports that facilitated a successful process, including the important champions who played roles on our campus.
Community-Engaged Faculty: A Must for Preparing Impactful Ed.D. Graduates
Author: Peterson, Deborah
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Involvement,Doctoral Programs,Community Change,Service Learning,Teacher Education,School Policy,College Faculty,Program Design,Foreign Countries

Since its inception nine years ago, CPED members have re-envisioned and implemented a new purpose for the professional practice doctorate in education, or Ed.D. This new purpose is grounded in the goal of preparing doctoral students to serve as scholarly practitioners, those who engage community as stakeholders in the process of improving problems of practice. Forming practitioners to be leaders in their communities under the CPED framework requires faculty who look beyond traditional roles by embEd.D.ing themselves in communities to work alongside practitioners working to transform their communities. Unfortunately, at many institutions, community-engagement is considered counter-normative to the traditional interpretation of research, teaching, and service, though it need not be. This paper will discuss the implications of CPED's community-engagement principle for Ed.D. programs, institutional policies, and academic environments in which community-engaged faculty do their work and the importance of these faculty members in the design of the Education Doctorate.
Engaged Scholarship: (Re) Focusing on Our Mission
Author: Kirtman, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Institutional Mission,Scholarship,College Faculty,Faculty Promotion,School Policy,Best Practices,Tenure,School Community Relationship,Partnerships in Education,Teacher Attitudes,Advisory Committees

Although the mission statements of most comprehensive teaching institutions of higher education include serving as a resource for the global and local community, the tenure and promotion process typically does not recognize these community partnerships as research endeavors, even when the nature of the work is firmly grounded in sound empirical practice. This paper shares the process a faculty task force undertook to gain consensus and incorporate language on engaged scholarship within the College's personnel document. The process took four years and included five steps: (a) establish a definition of engaged scholarship grounded in scholarly literature, (b) gather practice-oriented information regarding best practices as well as faculty perceptions of engaged scholarship practice, (c) create policy language for department personnel documents, (d) generate consensus among faculty for the policy language, and (g) submit final documents to the University Personnel committee for approval. The paper concludes with a discussion of implications for policy and practice.
Academic Development of First-Year Living-Learning Program Students before and after Hurricanes Katrina and Rita of 2005
Author: Rohli, Robert V.
Date: 2013-00-00
Type: Journal Articles
Subjects: Natural Disasters,Futures (of Society),Academic Achievement,Longitudinal Studies,Sense of Community,Dormitories,First Year Seminars,College Freshmen,Research Universities,Role,Student Attitudes,Critical Thinking,Social Responsibility

Previous research suggests that the far-reaching impacts of hurricanes include the academic performance of students. In an examination of such impacts, we found a trend toward self-perceived decline in some performance indicators relative to students at peer universities. However, few longitudinal impacts were found, perhaps because of the sense of community offered by the living-learning program. These results may inform administrators and faculty of areas for emphasis in mitigating future impacts.
The Learning Community Experience: Cultivating a Residual Worldview
Author: McDowell Marinchak, Christina L.
Date: 2013-00-00
Type: Journal Articles
Subjects: World Views,Learning Experience,Communities of Practice,Group Dynamics,College Freshmen,Humanistic Education,College Programs,Student Development,Affective Objectives

In this essay, we conceptualize first-year learning communities as worldviews that, during the first year and residually in subsequent years, allow students to recognize and engage difference and acknowledge and articulate their biases. Students who take part in a learning community have an opportunity to develop the biases and presuppositions of the community, as well as a position that is present throughout life. Using the first-year learning communities at Duquesne University as an example, we contend that inclusion in a learning community upholds a given worldview--as narrative, philosophical or theological system, or shaper of individuals. This, in turn, fosters the biases and presuppositions of the community's members, a residual outcome that stays with students for the rest of their lives.
On Effort and Achievement of Business Undergraduate and Graduate Students under a Disastrous Event
Author: Mok, Wai Yin
Date: 2016-00-00
Type: Journal Articles
Subjects: Natural Disasters,Observation,Business Administration Education,Undergraduate Students,Graduate Students,Comparative Analysis,Grades (Scholastic),Student Surveys,Statistical Analysis

The 2011 tornado event in Alabama left college students with a choice to be exempt of their final examinations or participate in an attempt to improve their overall grades. This incident provided an opportunity to conduct an observational study with the goal of measuring the academic effort of business undergraduate and graduate students. The observation methodology utilized total enrollment of 3804 with an undergraduate enrollment of 3298 and a graduate enrollment of 506 for the spring term of 2011 which included 969 undergraduates and 276 graduates. A stratified random sampling was used to collect enrollment data according to 8 disciplines within the business college. Findings of this study suggest graduate students outperform undergraduate students in grade improvement. In fact, the eligibility rate and successful rate for obtaining a higher grade after taking a final examination for both undergraduates and graduates were statistically insignificant. However, the participation rate for taking the final examination between undergraduates and graduates was statistically different.
Applying TLC (a Targeted Learning Community) to Transform Teaching and Learning in Science
Author: Steiner, Hillary H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Instruction,Communities of Practice,College Freshmen,Chemistry,Science Achievement,Student Attitudes,Expertise,Dropout Prevention,Majors (Students),Metacognition,Faculty Development,Transitional Programs,School Holding Power

This article describes the development of a Targeted Learning Community (TLC) that supports first-year science students enrolled in a General Chemistry course. Drawing on student feedback and knowledge and expertise in their respective disciplines, four faculty members from two colleges at Kennesaw State University came together to develop a learning community that would prevent early attrition in the science majors and increase student metacognition. In this paper, the design of the TLC is presented, and the effect it had on faculty vitality is discussed.
Students Teaching Students: A Method for Collaborative Learning
Author: Halley, Jean
Date: 2013-00-00
Type: Journal Articles
Subjects: Peer Teaching,Teaching Methods,Cooperative Learning,Small Group Instruction,Student Centered Learning,Models,Sense of Community,Self Esteem,Critical Thinking,Thinking Skills,Teamwork,Learner Engagement,Mastery Learning,Educational Benefits,Undergraduate Students,Communities of Practice

The Student Small Group Presentation (SSGP) model, a student-centered approach, is introduced and applied to learning communities. Similar to the jigsaw classroom, small groups of students in learning communities are responsible for teaching material to their peers. Unlike other jigsaw techniques, presentation groups in the SSGP teach an entire lesson based on collaborative work conducted outside of class. Presenters are responsible for thorough analysis of course material as they lead a discussion among a small group of peers. Students meet with the same small group throughout the semester, creating a feeling of intimate community within the larger learning community. By challenging students to become well versed on a section of course material, SSGPs promote student confidence, enhance critical thinking skills, and provide the opportunity to work as a member of a team
Building Community Partnerships with Adults with Disabilities: A Case Study Using Narrative Literacy as a Conduit for Shared Learning
Author: Gordon, David S.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Peer Relationship,Communities of Practice,Adults,Case Studies,Personal Narratives,Literacy,Cooperative Learning,Intellectual Disability,Community Organizations,School Community Relationship,Life Style,Outcomes of Education,Interdisciplinary Approach,Experiential Learning,Educational Planning,Program Implementation,Student Attitudes

Building relationships between traditional college students and adults with disabilities is an important yet little understood aspect of civic engagement. The case study presented in this paper built one such relationship by utilizing a shared narrative project to construct an equitable collaborative experience between a set of students from Wagner College and some adults with intellectual disabilities from a community organization, Lifestyles for the Disabled. We also discuss learning outcomes of this project, which included a deeper understanding and connection between people who learn differently.
Predicting First-Year Student Success in Learning Communities: The Power of Pre-College Variables
Author: Sperry, Rita A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Predictor Variables,College Freshmen,Communities of Practice,Academic Achievement,Success,School Holding Power,Academic Probation,Public Colleges,Universities,Correlation,Multivariate Analysis,Cohort Analysis,Regression (Statistics),Prior Learning,Models,Student Characteristics,College Entrance Examinations,Scores

The study used pre-college variables in the prediction of retention and probation status of first-year students in learning communities at a regional public university in South Texas. The correlational study employed multivariate analyses on data collected from the campus registrar about three consecutive cohorts (N = 4,215) of first-year students. Logistic regression models were developed to predict retention and probation status without respect to learning community membership, as well as for each learning community category. The logistic regression model to predict retention regardless of learning community membership included five pre-college variables, while the model to predict probation status included eight pre-college variables, five of which overlapped with the retention model. The models for each learning community contained different sets of predictor variables; the most common pre-college predictors were high school percentile and the number of days since orientation. The results of the study provide practical implications for the learning communities program, as well as learning community scholars interested in targeting interventions to the students who need them most.
Developing Leaders through Service at the University of Wisconsin-Whitewater
Author: Collet-Klingenberg, Lana L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade Point Average,Communities of Practice,College Freshmen,Education Majors,Nontraditional Education,Service Learning,Student Attitudes,Volunteers,Seminars,Leadership Training,Qualitative Research,Surveys,Best Practices,Program Descriptions,Student Leadership

First year learning community (LC) freshmen entering as education majors participated in year-long activities related to service learning and leadership development. Activities included fall cohort classes with shared content, a common read, and a spring seminar that included leadership learning, fund raising, and a short-term service project in an alternative school setting. Students were compared with other LC freshman not engaged in the project, non-education LC students, and those not in learning communities across measures of attitudes toward volunteerism and diverse groups, grades, and rates of volunteering. Additional qualitative data were collected in regard to self-reflection of those involved in the service-learning project. Survey results were inconclusive, though GPA and volunteer involvement data were positive for students who participated. These findings are discussed in light of current best practice regarding high impact practices and Liberal Education America's Promise and support the continued use of first year service learning and leadership activities.
From Cognitive to Educational Neuroscience
Author: Dündar, Sefa
Date: 2016-00-00
Type: Journal Articles
Subjects: Neurosciences,Interaction,Educational Research,Interdisciplinary Approach,Cognitive Science,Cognitive Processes,Learning Processes

In recent years, several theoretical discussions as to the relationship between neuroscience and education have been held. Researchers have started to have cooperation over neuroscience and the interdisciplinary researches in which education is included. It was found that there were interactions between cognitive neuroscience and educational researches. It is thought that when the research results regarding the ones carried out on an educational dimension along with neuroscience and the application of their findings into classroom environments are included, then these research results will be given more importance. It is also considered that interdisciplinary researches such as cognitive and educational neuroscience will contribute to the understanding of how one can learn better.
Relationship between the Religious Attitude, Self-Efficacy, and Life Satisfaction in High School Teachers of Mahshahr City
Author: Bigdeloo, Masoomeh
Date: 2016-00-00
Type: Journal Articles
Subjects: Religious Factors,Religion,Self Efficacy,Life Satisfaction,Teacher Attitudes,High Schools,Secondary School Teachers,Foreign Countries,Questionnaires,Correlation,Hypothesis Testing,Likert Scales,Multiple Regression Analysis

This study aims to investigate the relationship between the religious attitude, self-efficacy, and life satisfaction in high school teachers of Mahshahr City. To this end, 253 people of all high school teachers in Mahshahr City, in Iran were selected as the sample using the multistage cluster sampling method. For data collection, Glock and Stark's (1965) religious attitude questionnaires, Schwartz and Jerusalem's general self-efficacy questionnaire and Diener et al.'s (1985) life satisfaction questionnaire were used. For data analysis, Pearson's correlation coefficient was used. Results showed that there is a positive and meaningful relationship between the religious attitude and life satisfaction. In addition, there is a meaningful relationship between the religious attitude and self-efficacy. Results also showed that religious attitude and self-efficacy can predict the life satisfaction.
An Effect of the Co-Operative Network Model for Students' Quality in Thai Primary Schools
Author: Khanthaphum, Udomsin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Networks,Program Implementation,Elementary Schools,Educational Quality,Semi Structured Interviews,Questionnaires,Academic Achievement,Statistical Analysis,Cooperative Planning,Stakeholders,School Community Relationship

This research aimed: 1) to study the current and desirable states of the co-operative network in developing the learners' quality in Thai primary schools, 2) to develop a model of the co-operative network in developing the learners' quality, and 3) to examine the results of implementation of the co-operative network model in the primary school. Research and development was employed. The research procedure was divided into three stages. The first stage studied the current and desirable state of the co-operative network in development of the learners' quality in Thai primary schools. The samples in this stage were school administrators, academic teachers and chairpersons of the primary schools totaling 1,113. The second stage was concerned with the development model of the co-operative network in developing the learners' quality. The third stage studied the results of the implementation of the co-operative network model in developing the learners' quality. The research instruments were the questionnaire and semi-structured interview form. Statistics used were mean and standard deviation. The research results were: 1) the current states of the co-operative network in developing the learners' quality were at moderate level, and the desirable states were ranked at highest level; 2) the co-operative network model in developing the learners' quality was a relation structure of awareness, perception of problems, common analysis and planning, operation as planned, and determination of techniques and evaluation; 3) as per the use of the model, the students under study had increased learning achievement and had the desirable characteristics as stated in the core course of the basic education.
Promoting Engaged Scholars: Matching Tenure Policy and Scholarly Practice
Author: Lambert-Pennington, Katherine
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Promotion,Tenure,Faculty Evaluation,Evaluation Criteria,Guidelines,Community Involvement,School Policy,Anthropology,Psychology,Urban Planning,Departments,Scholarship

This article explores what an uneven embrace of community engagement means for faculty as they apply for tenure and promotion. It closely examines how three faculty members (including the author) from different departments framed and discussed their engaged scholarly contributions in the presence or absence of departmental guidelines on engaged scholarship. Their experiences and success reveal the influence of departmental context on decisions to include engagement in faculty evaluation criteria and the importance of finding strategies to mitigate the absence or underdevelopment of guidelines.