ethanporcaro/eric-fulltext-meta huggingface dataset:
Portfolio Development, Reflection, Personal Instructional Theory and the Scholarship of Teaching and Learning
Author: Minott, Mark A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Reflective Teaching,Teaching Methods,Scholarship,Higher Education,Instruction,Learning,College Faculty

The aim of this anecdotal essay is to encourage college lecturers and classroom teachers to examine and articulate their personal instructional theory. This is important for two reasons. One, doing so brings an awareness of personal instructional practices, and two, it is an important facet of the scholarship of teaching and learning. To achieve this aim the author provides evidence of how the process of constructing and reflecting on a professional portfolio brought an awareness of his personal theory about teaching, and displays practical examples of the extent to which the theory drove his instructional practices.
Some Thoughts about Teaching and Technology
Author: Glassman, William E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Technological Advancement,Technology,Evaluation,Higher Education,College Students,Campuses

In this essay, the author shares some thoughts about teaching and technology and focuses on how technological changes have (or have not) changed teaching. He asserts that technology, and it's role in teaching, has been evolving throughout recorded history. Technological change is not new; if there is any significant difference in the past fifteen years, it is simply the rate of change, not the existence of change. At the same time, rate does matter, especially when the changes come so quickly within a human lifespan. While the learning capacities of the human brain have not changed in the past fifteen years, this does not mean that teaching can or should remain static--and trying to sort out what to change, and what not to, has been an on-going journey for the author. To understand this journey (which has been shared by many others involved in teaching), the author describes his personal experiences. He highlights a few examples drawn from his own experiences, in the hope that they may help others who struggle to sort out the role of technology in their own teaching.
Restructuring the Pleas for the Liberal Arts in an Age of Technology in Ascendancy
Author: Doughty, Howard A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Global Approach,Social Change,Information Technology,Liberal Arts,Vocational Education,Higher Education

Education is many things, but it is primarily the mode of production and reproduction of socially sanctioned knowledge, including the technical skills and sustaining ideology needed to maintain cultural continuity while adapting to social change. To teach creatively and to explore and shape knowledge amidst vast technological changes is the test of contemporary educational success. Part of that test involves the protracted assault on the liberal arts in the presence of transformational information technology, an increasingly competitive global economy and the neoliberal market mentality. Liberal arts defenders have confronted disparaging critiques with three basic types of argument: autonomy (the liberal arts are inherently valuable); service (the liberal arts support vocational training); and complementarity (the liberal arts properly balance marketable skills). A fourth position is that humanity's precarious position in dangerous times provides the liberal arts' principal rationale: The liberal arts are essential for ecological sustainability, social survival, the future of our species.
Factors that Enable Women of South Asian and African Descent to Succeed in Leadership Positions in Higher Education
Author: Kamassah, Sharon
Date: 2010-00-00
Type: Journal Articles
Subjects: Employees,Females,Leadership,Recruitment,Higher Education,Questionnaires,Interviews,Employment,Leaders,Training,Administrators,Supervisors,Racial Discrimination,Blacks,Minority Groups,Non Western Civilization,Asians

This research study focused on the factors that enable women of South Asian and African descent to succeed as leaders in the college system. The findings were derived from online questionnaires and in-depth interviews of 16 racialized women from two Greater Toronto Area (GTA) colleges. Many factors and recommendations were shared. Some of the recommendations made were the need to have targeted employment equity plans that aim to increase representation of quality employees of diverse backgrounds by instituting measures that provide needed understanding and support of employees, particularly racialized leaders. Increasing recruitment efforts and better training hired managers to conduct and supervise staff of various backgrounds was also another general recommendation articulated.
Teaching Unmotivated and Under-Motivated College Students: Problems, Challenges, and Considerations
Author: McFarlane, Donovan A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Learning Theories,Multiple Intelligences,Individualized Instruction,College Faculty,Higher Education,College Students,Motivation,Academic Achievement,Colleges

This essay addresses a critical problem in today's college classroom: dealing with unmotivated and under-motivated students whose inclination toward learning stems from both academic and social factors that the faculty must effectively address to meet teaching-learning goals, meet course requirements, and his or her responsibility in contributing to student success as defined by the institution. The author discusses this problem and the teaching learning challenges it poses for faculty members in higher educational settings, explores how the challenge can be met through modified perspective on teaching and learning theory--multiple intelligences, differentiated instruction, and then communicates personal strategies and recommendations.
The Brains behind Brain-Based Research: The Tale of Two Postsecondary Online Learners
Author: McGuckin, Dawn
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Brain,Psychological Patterns,Lifelong Learning,Educational Environment,Learning Experience,Motivation,Postsecondary Education,Adult Learning

This paper is written from the perspective of two postsecondary students who realized the implications for brain-based learning in the online environment. This paper explores the relationship between online learning in regards to how the brain generates meaning and understanding, the role of emotions, the collaborative construction of knowledge, and aspects of neuroplasticity. Throughout the paper, we have made a variety of connections in regards to our experiences with online learning. Finally a brief critique ensues pertaining to the theory of brain-based learning.
Why College Students Drop out and What We Do about It
Author: Daley, Frank
Date: 2010-00-00
Type: Journal Articles
Subjects: Attention Span,Student Attrition,Dropouts,College Students,Higher Education,Colleges,Dropout Rate,Academic Failure

This author argues that college and university education in North America is in trouble. Education surpasses health, war, and the economy as the most important issue for the future. It does not get the attention it deserves because its effects are long term and people have short attention spans. In this article, the author explains why so many students fail or drop out of high school, college, and university in North America. He shares some causes of student attrition and describes what colleges are doing to help. In order to create a successful college student, the author argues that it is important to improve students' academic state of preparedness and develop self-knowledge.
Student Retention: A Reply to Frank Daley
Author: Doughty, Howard A.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Programs,School Holding Power,Higher Education,Academic Achievement,Academic Persistence,Colleges,Universities

This article presents the author's response to Frank Daley. Frank Daley begins with the claim that education is more important than health, war and the economy. The author supposes that in some sense professor Daley may be right. Professor Daley, however, seems to mean something more specific. He is interested in college and university education, which is more problematic. When thinking about student retention, the author argues that it is possible to focus on the individual student. This is something that Professor Daley does splendidly in his work with students. He and his colleagues really do help students to change their own lives, to become focused, attentive and thoughtful in their efforts to define and achieve meaningful goals. Here, the author offers a complementary set of concerns. In addition to looking at the individual student and risking the problem of taking the nature of college programs and the designated role of official education in the perpetuation of the fundamental structures of social reproduction and control, the author contends that it is important to see education in a larger context. While it is important for students to reform themselves, there is at least as much to be done in interrogating and redesigning the society to which they are being asked to adapt and into which they are expected to integrate.
Counselling, Suicide Risk Assessment, and Retention in a Community College (2004-2009)
Author: Porter, Shirley
Date: 2010-00-00
Type: Journal Articles
Subjects: Grade Point Average,Academic Achievement,Suicide,Community Colleges,Higher Education,College Students,Risk,School Holding Power,Counselors,Intervention

This study focused on Suicide Risk Assessment (SRA) protocols completed by counsellors for 153 students who presented with suicidal ideation at a community college counselling centre during a five year period. This study sought to: determine the number of students presenting with suicidal ideation annually; identify the types of interventions used by counsellors; and assess the academic progress and retention rates of students who continued in their programs following intervention. Among the 122 individuals who continued in their studies, 73.8% met the criteria for retention and 42.1% achieved a GPA (Grade Point Average) of 3.0 or above. (Contains 3 figures and 1 table.)
Who Are Community College Mathematics Instructors?
Author: Maciejewski, Wes
Date: 2010-00-00
Type: Journal Articles
Subjects: College Mathematics,Educational Background,Mathematics Education,Mathematics Instruction,Community Colleges,Higher Education,Two Year Colleges,Mathematics Teachers,Interviews,Mathematics Achievement,Foreign Countries

This is a preliminary study of (community) college mathematics instructors. Through interviews of twelve instructors we explore each individual's educational background and path to the college, as well as his/her preparation for and feelings about teaching. The purpose of this study is to add to the emerging research on college mathematics teaching and learning.
Personal Investment in Higher Education
Author: Parzen, Maurine
Date: 2010-00-00
Type: Information Analyses
Subjects: Higher Education,Investment,Foreign Countries,Learning Experience,Nursing,Nurses,Human Capital,Employment,Outcomes of Education,Tuition,Labor Market

Since 2005, in Ontario, RPN's have had the option to return to school to obtain their BScN degree in three years of full time study instead of four years. Many of these students are mature and come with prior family and financial responsibilities that add extra challenges to their learning experience. Questioning their choice of investment in returning to post secondary education becomes more evident as they progress through the program and try to meet the large financial demands of university education. This paper reviews literature on personal investment in higher education in an effort to understand how one would begin to make a decision in personally investing in higher education. Recommendations for leaders in higher education are also discussed to encourage support for mature students who return to school.
Study Abroad: Enhanced Learning Experience in Cultural Diversity
Author: Jaoko, Japheth
Date: 2010-00-00
Type: Journal Articles
Subjects: International Education,Private Colleges,Experiential Learning,Cultural Pluralism,Foreign Countries,Learning Experience,Cultural Background,Study Abroad,Social Work,Higher Education,Ethnic Groups,Caseworkers

This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more sensitive to cultural diversity and to better understand their cultural heritage and its influence on their worldview.
There'll Always Be an England: Anglophilia as Antimodern Leisure
Author: Plato, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Ideology,Foreign Countries,Cultural Influences,Political Power,North Americans,Culture,Philosophy

North Americans have had a lengthy and often one-sided relationship with Great Britain. Long after the waning of the British Empire and the apex of Britain's exercise of global political and economic hegemony, its cultural influence remains strong. Beyond the commercial successes in the box office and the bookstore, there is a much more immersive, even fetishistic and nostalgic, preoccupation with British culture, texts, and worldview within North American society, as well as other parts of the world. Described as anglophilia, or &quot;Masterpiece Theatre Culture,&quot; its presence in North America is not wide, but its influence on those who exercise and maintain the traditionally dominant ideology has been significant, especially within the realms of economic and political power and academia. Anglophilia can be characterized by its adoration of the class system in Britain, in particular, the upper classes and their values. It is a form of leisure which is both consumptive and performative. As an antimodernist tendency it creates nostalgia for an English past, typically a genteel one.
Makeover Television: Instruction and Re-Invention through the Mythology of Cinderella
Author: Thomas, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Television,Clothing,Improvement,Opinions,Communication (Thought Transfer),Peer Influence,Social Values,Cultural Context,Interpersonal Attraction,Gender Issues,Life Style,Purchasing,Consumer Economics

Makeover shows are ideal sites from which to examine mediated images of the individual and the cultural values imparted through program viewing. The author ventured to investigate the interpellation of viewers and the decoding of the messages and ideology of the television program "What Not to Wear" (WNTW), a popular weekly makeover program that focuses on the physical appearance of its "ambushed" victims. WNTW speaks to viewers as learners with "rules" on how to dress for a better appearance, but it also carries messages and implications of the necessity to improve oneself, along with strict definitions of gender correctness. Do viewers recognize the hegemonic messages of prescribed notions of gender and acceptable appearance, or do the rituals of the program disguise them as natural parts of the narrative so as to desensitise viewers to the forces at play? In order to answer these questions the author undertook an exploration of viewer participation as the program was both watched and discussed, listening to feedback and impressions of a group of 6 women, during the airing of WNTW. Through these observations and the author's own participation in the viewing of the program, she was able to explore the implications of WNTW for a particular audience, examining the meaning taken from the experience, both overt and suggestive.
Talent Development in STEM Disciplines: Diversity--Cast a Wide Net
Author: Roberts, Julia Link
Date: 2010-00-00
Type: Journal Articles
Subjects: Talent,Talent Development,Gifted,Science Education,Technology,Technology Education,Mathematics Education,Engineering,STEM Education,Academic Achievement,Low Income Groups,Achievement Gap

Diverse learners are capable of becoming talented professionals in science, technology, engineering, and mathematics (STEM)--but they need opportunities to develop. &quot;Just as in generations past, there are talented students from every demographic and from every part of the country who with hard work and with the proper opportunities will form the next generation of STEM innovators&quot; (National Science Board, 2010). In this paper, the author describes diverse learners and recommends steps necessary to recognize potential talent and provide appropriately challenging learning opportunities to develop them to optimum levels.
STEM Mentoring--Aspiration to Achievement
Author: Church, Al
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Students,High Schools,Mentors,Low Income,Academic Achievement,Internship Programs,Aspiration,Engineering,Minority Groups,Science Education,Science Instruction,STEM Education,Technology,Technology Education,Partnerships in Education,Undergraduate Students,Higher Education,High School Students,Ethnic Groups,Academic Aspiration

In conjunction with an NSF-funded mentoring program that partners University of Utah engineering professors and their undergraduate and graduate students with high school students from several Salt Lake City high schools that have a high percentage of low income and ethnic minority students, the Academy for Math, Engineering, and Science (AMES) students continued on a journey of self discovery that may, in some way, help with the national STEM challenge. AMES is a high-performing Title One STEM early college high school in Salt Lake City. Teachers learned that a key factor in moving students from aspiration to achievement is mentoring. The NSF program and other AMES campus efforts, the required AMES community-based internship program, opportunities with mentors, role models, and supportive adults in STEM fields prove to be turning points and driving forces in the lives of aspiring AMES students. In this article, the author shares perspectives from his experiences as a specialized school director in Utah, focusing on the importance of mentoring relationships in changing minority students' aspirations into achievements.
Assessing Intercultural Competence: A Review
Author: Lombardi, Marissa R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Competence,Colleges,Cultural Differences,Likert Scales,Multicultural Education,Evaluation

Educators and employers increasingly acknowledge the value of intercultural competence. While most higher education institutions consider these skills as important outcomes for their graduates, few have specifically addressed the means by which to measure the wide variety of results. Having and using intercultural assessment tools will allow educators to understand and measure the effectiveness and outcomes of their initiatives and will also aid them in developing appropriate interventions and responses at a variety of levels. There are several instruments that are specifically designed for the assessment of intercultural sensitivity or competence of students, faculty, or staff. Five of the most common instruments appropriate for use in higher education institutions are: (1) the Intercultural Development Inventory (IDI); (2) the Cross-Cultural Adaptability Inventory (CCAI); (3) Cross-Cultural World-Mindedness Scale (CCWMS); (4) Intercultural Sensitivity Inventory (ISI); and (5) the Assessment of Intercultural Competence (AIC). The IDI and CCAI are two commercially available tools that have dominated the research landscape in recent years. The latter three instruments represent the emerging non-commercial sector. In this article, the author offers a review of the purpose, application, availability, reliability, and scoring of each of these assessment tools.
Twelve Recommendations for Strengthening Mathematics and Science Programs Serving a Diverse Population
Author: Kaser, Joyce S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Careers,Charter Schools,Science Programs,Mathematics Achievement,Science Achievement,Cultural Differences,Mathematics Education,Mathematics Instruction,Science Instruction,Science Education

Based on the data gathered and the interviews with administrators, the author makes the following suggestions. These twelve recommendations are targeted primarily toward educators wanting to strengthen their own mathematics and science offerings, possibly by establishing a school-within-a school or launching a charter school. The recommendations are listed in the order in which they should occur: (1) Conduct a market study before developing a plan; (2) Have a broad-based planning group; (3) Develop a business plan; (4) Make explicit one's desire to have a diverse student body; (5) Make an informed decision regarding open versus standard enrollment; (6) Hire a principal who can deal effectively with a diverse student body and community; (7) Hire a diverse staff committed to one's vision and mission; (8) Develop support programs and services that address the diversity within the school; (9) Sponsor pre-programs at lower grade levels to interest students in mathematics and science careers; (10) Develop a systematic approach to planning and implementing support programs for students; (11) Develop a curriculum based on the requirements of post-secondary institutions, the expectations of the business and industrial community, and the interests of the students; and (12) Gather data on the effectiveness of programs and services, and make sure that the data are disaggregated on the basis of the diversity represented in a student body. (Contains 2 footnotes.)
Technology Focus: Using Technology to Promote Equity in Financial Decision Making
Author: Garofalo, Joe
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Instruction,Technology,Technology Uses in Education,Educational Equity (Finance),Decision Making,Educational Finance,Debt (Financial),Loan Repayment

The process of borrowing money can be intimidating to some people. Many feel at the mercy of a loan officer and just accept terms and amounts at face value. A graphing calculator, or spreadsheet, with appropriate knowledge of how to use it, can be an empowering tool to help create a more equitable situation or circumstance. Given the proper technology tool, one may find it easy to calculate a correct payment and a remaining mortgage balance respectively. This article presents stories that illustrate how technology, together with relevant mathematics knowledge, can help all consumers make more informed financial decisions. Equity requires that all students have opportunities to learn the mathematics of compound interest in high school mathematics courses and to learn how to use today's commonplace technologies to apply this important mathematical knowledge to their own finances over the course of their lives. The authors point out that if teachers want school mathematics courses to prepare their students for life in the real world they need to include the useful and simple technologies that allow them to succeed. (Contains 3 figures.)