ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustaining Engagement and Rural Scholarship
Author: Longenecker, Randall
Date: 2003-00-00
Type: Journal Articles
Subjects: Hospitals,Urban Areas,Rural Areas,Qualitative Research,Institutional Cooperation,Scholarship,Community Involvement,Medical Services,Medicine,Graduate Medical Education,Interviews,Questionnaires

The Ohio State University Medical Center, a large urban academic medical center, and Mary Rutan Hospital, a rural community hospital in Logan County, Ohio, have been linked through a series of scholarly engagements spanning more than thirty years. What emerges from a qualitative study of key informants with personal knowledge of this interaction is a complex web of relationships, built with perseverance one strand at a time and marked by explicit agreements from time to time--always evolving, ever fragile, yet remarkably strong. The continuing dialogue around a scholarship of engagement must include the perspective of those on the outside reaching in, recognizing the important contributions of the engaging community. The scholarly activities of academic medical centers, even in the post-Boyer days of scholarship broadly defined, often seem a world apart from the day-to-day activities of rural medical practice (Boyer 1990; Fear and Sandmann 2001-2002). Nevertheless, individuals and institutions in these two environments have bridged the gap between the &quot;high ground&quot; of academia and the &quot;swamp&quot; of clinical work, engaging each other in collaborative projects that have been sustained over many years (Schon 1987, 3). Such interactions could be characterized in postmodern terms as the fusion of academic and praxis (Fear et al. 2001). These relationships are foundational to &quot;restoring the social contract between medicine and society&quot; and addressing the &quot;quality chasm&quot; described by the Institute of Medicine (Ludmerer 1999, 399; IOM 2001). One such relationship is that between Mary Rutan Hospital and the Ohio State University Medical Center.
Outreach Scholarship Learning Community: Agenda of Change
Author: Childers, Jeri
Date: 2003-00-00
Type: Journal Articles
Subjects: Scholarship,Outreach Programs,Models,Partnerships in Education,Conferences (Gatherings),Networks,Communities of Practice,Community Change,Universities,Institutional Cooperation,Online Surveys,Interviews

Three universities are fostering leaders committed to (1) defining models of scholarship, (2) building a network of leaders that can learn from each other, and (3) creating an outreach culture. This three-way university partnership has established an annual conference and an online learning community to support a network of leaders. How have the needs of the members of this community changed over the years? This article provides a discussion of the changing needs of the members through an analysis of evaluation data.
The Maryland Plan: Building a Town/Gown Relationship on a Shared Vision of the Physical Environment
Author: Silva, Kapila D.
Date: 2003-00-00
Type: Journal Articles
Subjects: School Community Relationship,Physical Environment,Community Involvement,College Role,Educational History,Neighborhoods,Space Utilization,Cooperative Planning,Outreach Programs,Design

A constant challenge for any university location within an urban residential enclave is to engage the neighboring community in a continuing and purposeful dialogue on how to mitigate the negative impacts and increase the positive impacts of its presence on the quality of life of that community. The Maryland Plan, a strategy resulting from a shared vision of the concerns, solutions, and needed change in the relationship between the University of Wisconsin-Milwaukee (UWM) and its residential neighborhood, offers some useful lessons for comparable situations of community engagement in improving town/gown relationships. By focusing initially on shared concerns about the physical environment and successfully initiating agreed upon strategies to address those concerns, UWM and its neighbors have begun to move from a historically adversarial relationship to one based on trust and cooperation.
The Craft of Public Scholarship in Land-Grant Education
Author: Peters, Scott J.
Date: 2003-00-00
Type: Journal Articles
Subjects: Scholarship,Land Grant Universities,Higher Education,Institutional Mission,Citizenship Responsibility,Citizen Participation,Action Research,Outreach Programs,Wildlife,Partnerships in Education

The emerging movement to deepen and expand higher education's civic mission and work is calling on scholars to enter the public realm and become actively engaged in civic life. To heed the call, scholars will need to embrace and pursue a view of scholarship as a public rather than a private craft, one that brings them into public space and relationships in order to facilitate knowledge discovery, learning, and action relevant to civic issues and problems. In this paper, we tell the story of one scholar who has helped us understand and appreciate the craft of public scholarship in land-grant education. Drawing from the findings of an action research project we have launched, we then identify some of the practical skills, value commitments, and institutional supports that public scholars need in order to be successful in their work.
Using a Common Experience to Teach Introductory Managerial Accounting
Author: King, Gail Hoover
Date: 2010-10-00
Type: Journal Articles
Subjects: Accounting,Introductory Courses,Teaching Methods,Experiential Learning,Business Administration Education,Decision Making,Perspective Taking,Relevance (Education),Retention (Psychology),Transfer of Training,Learning Activities

Teaching introductory accounting courses can be both challenging and rewarding. In introductory financial and managerial accounting, students struggle with the unfamiliar terminology and concepts. However, managerial accounting offers distinct challenges in that managerial accounting reports used for decision-making are not publically available, and students are not typically familiar with internal business operations or production processes needed to understand managerial accounting concepts. Therefore, before launching into the theories and concepts of managerial accounting, it would be beneficial to provide students with a common experience or frame of reference. This article describes how to use a simple activity to provide a common understanding of business operations and production processes to use throughout the course. Included is a matrix identifying course concepts and suggestions for referencing the common experience.
A Tale of Two Schools
Author: Coleman, Phillip D.
Date: 2011-05-00
Type: Journal Articles
Subjects: Bachelors Degrees,Online Courses,Student Attitudes,Undergraduate Students,Learning Strategies,Active Learning,Student Satisfaction,Difficulty Level,Group Discussion,Community Colleges,Nontraditional Students,Distance Education,Student Surveys,Regression (Statistics)

The purpose of this research study was to investigate the perceptions of students entering an online bachelors program in a Midwest university that had either previously graduated from a regional Community College or has taken some classes but did not have an Associate's Degree from a Community College. This study analyzed the student's perception of how they learn best (active or passive), their self-reported satisfaction with the university program, their perceived difficulty (rigor) with the university program, how prepared they felt they were and the amount of time they spent studying at the university. The university online program requires that students engage in active learning by sharing and participating, so satisfactory completion of the first two classes requires that students become active learners. This is made possible by discussion group participation with minimal intercession by the professor. The results of this study indicate that although students state that they learn best by passive means (watching or listening), their discussion board grades, along with their degree program satisfaction, indicate otherwise. Additionally, this study indicates that students feel that the university program contains rigor, believe that their Community College prepared them for their university studies, are satisfied with the university program, and generally spent more time studying at the university than they did at their Community College. Also, active learning can overcome the lack of face-to-face interaction in an online degree program as evidenced by the student's level of satisfaction with the online program.
Integrating Real World Entities into an Academic Curriculum
Author: Tompkins, Terrance
Date: 2010-10-00
Type: Journal Articles
Subjects: Experiential Learning,Practicums,College Curriculum,Case Studies,Relevance (Education),Cooperative Education,College Seniors,Integrated Curriculum,Curriculum Implementation

This research will demonstrate how an experiential learning practicum can be successfully implemented into an academic curriculum, using Drexel University's (Philadelphia, PA) award-winning student-run record label, MAD Dragon Records, as a case study. It will describe the components necessary to implement and operate a real-world entity within the construct of the classroom, such as the structure of the organization, student assignments, meeting agendas, journaling techniques, reflection, grading, sample work and correspondence with outside professionals. Additionally, this article will describe how incorporating such an entity into the curriculum employs various core concepts associated with experiential learning.
Reality-Based Learning: How to Nurture Reality Stars from Classroom to Workforce
Author: Cojanu, Kevin
Date: 2010-06-00
Type: Journal Articles
Subjects: Relevance (Education),Business Administration Education,Communication Skills,Content Area Writing,Problem Based Learning,Undergraduate Students,Courses,Business Communication,Taxonomy,College Instruction,Technical Writing

In the classroom, the focus is on theory rather than reality on how to be effective in the business world. The lack of developing business savvy in the classroom leaves our next generation of leaders without practical abilities to be successful leaders in the global marketplace. The subject Business Writing course of this paper was developed to meet all of the elements of Bloom's Taxonomy and it also focuses on building skills with real-world business scenarios with serious business impact. The reality players (students) are responsible for creating the written policies and solutions (business writing) and learning effective communication skills required in business (communication skills). What developed were learning outcomes where students matured at every attempt in developing critical documentation and delivering confident and effective communications. The goals of this reality-based course result in a clear understanding of real-world business issues including the confidence to deliver materials in a realistic setting. The ability to operate in a dynamic business marketplace as a vital member of the workforce is an important dimension for today's students who will be tomorrow's leaders. The students from the subject Business Writing course will have an advantage of being exposed to critical real-world settings that will help them to become more effective communicators and business leaders.
Action Research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities
Author: Young, Mark R.
Date: 2010-06-00
Type: Journal Articles
Subjects: Action Research,Active Learning,Experiential Learning,Educational Responsibility,Educational Practices,Theory Practice Relationship,Learning Activities,Marketing,College Students,Business Administration Education,Questionnaires,Learning Strategies,Learning Processes

Action Research is an applied scholarly paradigm resulting in action for continuous improvement in our teaching and learning techniques offering faculty immediate classroom payback and providing documentation of meeting our educational responsibilities as required by AACSB standards. This article reviews the iterative action research process of planning, acting, observing, reflecting and revising in which faculty/researchers collaborate, openly communicate, critically analyze, reflect and relate their classroom practice to theory. An innovative experiential learning activity (Bake Sale) designed to teach marketing concepts to Principles of Marketing students is used to illustrate the action research process.
To Stream or Not to Stream in a Quantitative Business Course
Author: Buhagiar, Tarek
Date: 2010-06-00
Type: Journal Articles
Subjects: Business Administration Education,Video Technology,Lecture Method,Comparative Analysis,Urban Universities,Core Curriculum,Online Courses,Grades (Scholastic),Instructional Effectiveness,College Instruction,College Students,Introductory Courses,Conventional Instruction,Statistical Analysis

This paper investigates whether there is a difference in student learning in a quantitative business course taught through video streaming with the option of going to a face-to-face lecture, compared to the same course taught only through face-to-face lecture. This topic has been the subject of research in recent years because of the importance of this new tool in the delivery of information to students in many high schools and universities. The study focuses on students in the College of Business Administration in a large (50,000 plus students) urban university, enrolled in a core quantitative business tools course. There was no statistical difference on overall grades between the two sections.
Emotional Intelligence: Pedagogical Considerations for Skills-Based Learning in Business Communication Courses
Author: Sigmar, Lucia
Date: 2010-06-00
Type: Journal Articles
Subjects: Emotional Intelligence,Training,Undergraduate Students,Business Administration Education,Student Attitudes,Satisfaction,Collaborative Writing,State Universities,Writing Assignments,Pretests Posttests,Student Surveys,Business Communication,Group Dynamics,Hypothesis Testing,Statistical Analysis,Scores

This study investigates the effect of Emotional Intelligence (EQ) training on student satisfaction with the collaborative writing process and product. Business communication students at an AACSB-accredited state university worked collaboratively on writing assignments in pre-and post-EQ-training sessions. Pre-and post-training surveys measured student satisfaction with the collaborative writing process. An independent evaluator measured the quality of the writing product. Our findings suggest that student awareness of EQ strategies enhances their communication behavior in work groups. Incorporating EQ training into the business communication curriculum can provide students a competitive advantage academically, personally, and professionally.
Using Manipulatives to Teach Elementary Mathematics
Author: Boggan, Matthew
Date: 2010-06-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Elementary School Mathematics,Manipulative Materials,Instructional Effectiveness

The purpose of this paper is to explain the importance and benefits of math manipulatives. For decades, the National Council of Teachers of Mathematics has encouraged school districts nationwide to use manipulatives in mathematical instruction. The value of manipulatives has been recognized for many years, but some teachers are reluctant to use them in their lessons. Throughout this paper, a discussion of the positive results of several research studies that strongly suggest the use of manipulatives will be mentioned. The history and advancement of manipulatives with also be discussed. Defining manipulatives and explaining the correct way to use them will be highlighted in this paper.
Environmental Impacts on GPA for Accelerated Schools: A Values and Behavioral Approach
Author: Deviney, David
Date: 2010-06-00
Type: Journal Articles
Subjects: Grade Point Average,Acceleration (Education),Student Adjustment,Residential Schools,High School Students,Mathematics Education,Science Education,Measures (Individuals),Educational Environment,Stress Variables,Individual Differences,Scores,Multiple Regression Analysis,School Holding Power,Predictor Variables,Student Attrition,At Risk Students,Preferences

This research explores the impact of students' ability to adjust to school environment at a residential accelerated upper-level high school for math and science. Students in their junior and senior years were given the DISC (Dominance, Influence, Steadiness, Conscientiousness) behavioral instrument and tracked over a two year period. The DISC has been used in job profiling to help companies make better hiring decisions such that employee retention and job success are maximized. The DISC identifies a person's adapted behaviors based on what he or she believes about the environment, and also identifies the person's natural or preferred behaviors. Stress from the environment can be measured by reviewing the difference between the adapted and natural behaviors. Dissimilarity between the adapted and natural behavioral styles would indicate more stress related to the environment. The individual difference scores for the four DISC components were added to create a new variable, TotalD. The study used multiple regression analysis to assess the impact of TotalD scores on the outgoing GPA of the student. Results indicate that the greater the TotalD score, the lower the outgoing GPA. Further analysis showed via t-tests that students with an outgoing GPA of 3.60 or higher were most affected by this TotalD score. This research illustrates that the DISC can be used with relatively young subjects to determine how well they are adjusting to the environment. Findings can also be used to help improve retention at the institution and better predict those who may be most at risk for attrition.
Using Video Feedback to Measure Self-Efficacy
Author: Bobo, Linda
Date: 2010-06-00
Type: Journal Articles
Subjects: Self Efficacy,Video Technology,Feedback (Response),Psychomotor Skills,Competency Based Education,College Athletics,Intervention,Questionnaires,Pretests Posttests,Randomized Controlled Trials,Likert Scales,Program Effectiveness,Statistical Analysis

When a student has a high sense of self-efficacy, foreseeing success and providing positive guides and supports for performing the skill will usually occur. A low self-efficacy tends to predict failure and anticipation of what could go wrong. Videotape feedback provided to students has reported favorable outcomes. Self-efficacy could alter performance in learning a psychomotor competency skill (PCS). The purpose of this study was a) to assess the self-efficacy of athletic training students in learning to perform a PCS; and b) to measure the impact on self-efficacy by implementing an educational intervention of video feedback in learning to perform a PCS. An intact cohort of level I (lower-level) students within a CAATE-accredited entry-level master athletic training educational program learned and performed an upper body neurological screening. Throughout the study students also completed the &quot;Self-efficacy questionnaire&quot; (n = 5 trials/times). Group mean for self-efficacy from baseline (M = 6.14; ± 2.04) to post-intervention (M = 9.51; ± 0.70) increased. One-way ANOVA indicated a significant effect using Wilks' Lambda post hoc, with alpha set at 0.001 (0.05/5 = 0.001). Significant differences of improved self-efficacy between trials one and four, one and five, and two and five were found, all following the educational intervention. The use of video feedback could increase self-efficacy when learning to perform a PCS.
Issues in Offering Numeric Based Courses in an Online Environment
Author: Mensch, Scott
Date: 2010-03-00
Type: Journal Articles
Subjects: Online Courses,Mathematics,Numbers,Computation,Difficulty Level,College Instruction,Distance Education,Withdrawal (Education),Undergraduate Students,Algebra,Accounting,Statistics

When developing online classrooms it is necessary to ensure that all learners will be successful in the course regardless of the topic or discipline that is being discussed. This becomes especially important when the class involves numerical data. This paper outlines the difficulty of delivering online classes such as algebra, accounting, and other courses that involve mathematical calculations. One of the authors of this paper currently sits on the Indiana University of Pennsylvania (IUP) University Wide Distance Education Committee that has begun to look at their online course offerings in more detail. The intent of this paper is to identify if number based courses are more difficult to deliver in an online setting as compared to classes that do not involve math.
360[supercript 0] Approach to Assessing Cross-Cultural Intelligence: Use of Film
Author: Smith, Wilbur I.
Date: 2010-06-00
Type: Journal Articles
Subjects: Films,Cultural Awareness,Business Schools,Global Approach,Curriculum,Business Administration Education,Measures (Individuals),Scoring Rubrics,Student Evaluation,Management Development

Increasing globalization of the world economy has placed disruptive demands on management education. No longer is it sufficient for B-schools to focus only on developing the traditional, disciplined-based knowledge, abilities, and skills of graduates. For today's global economy, B-schools must also assure that graduates acquire what is commonly referred to as &quot;cultural intelligence,&quot; possessing the attitude and skills to work productively and profitably across a wide range of cultural boundaries. Consequently, B-schools are enhancing their curricula--an important part of which involves developing methods to assess the impact of curricular enhancements on students' cultural intelligence. This exploratory research note reports the efforts of the School of Business &amp; Industry to develop an innovative method to assess the effect of its curriculum on MBA students' cultural intelligence--referred to in this study as &quot;cross-cultural intelligence&quot; (CCI). The movie &quot;Crash&quot; is used to measure CCI at two progressive levels: 1) &quot;basic cross-cultural understanding&quot; (i.e., understanding of cross-cultural concepts) and 2) &quot;advanced cross-cultural understanding&quot; (i.e., ability to explain why cross-cultural misunderstandings or conflicts occur). Using student input, an assessment instrument was developed, including the rubric, to assess students' CCI. Then, the assessment results were used to evaluate students' CCI. As a final reflective exercise, participating students evaluated the assessment instrument, process, and their CCI performance to identify areas for improvement. The assessment results show that students performed well in understanding the causes of cross-cultural problems whereas their performance involving basic understanding (i.e., &quot;foundational knowledge&quot;) of cross-cultural concepts did not fare as well.