ethanporcaro/eric-fulltext-meta huggingface dataset:
Overcoming Student Resistance to a Teaching Innovation
Author: Keeney-Kennicutt, Wendy
Date: 2008-01-00
Type: Journal Articles
Subjects: Resistance (Psychology),Instructional Innovation,Mixed Methods Research,Student Attitudes,Educational Strategies,Peer Evaluation,Chemistry,College Science,Science Instruction,Writing (Composition),College Freshmen

This mixed-methods study investigated student perceptions of an innovative educational tool and the instructor strategies that helped change initial student resistance into acceptance and engagement. The educational tool in this study is Calibrated Peer Review (CPR)™, a web-based program that uses writing as a learning and assessment tool. Evaluations of CPR were analyzed from students in a general chemistry course over seven semesters involving 1515 students. Analysis revealed reasons for students' like or dislike of CPR and how the instructor modified implementation to provide students a more positive experience. Analysis of student perceptions suggests that successful implementation of new tools requires attention to potential sources of student resistance at the outset as well as active listening and response to student concerns.
Integrating Health Information Systems into a Database Course: A Case Study
Author: Anderson, Nicole
Date: 2011-11-00
Type: Journal Articles
Subjects: Case Studies,Information Systems,Databases,Computer Science Education,Interdisciplinary Approach,Integrated Activities,Student Attitudes,College Students,Student Projects,Health

Computer Science is a rich field with many growing application areas, such as Health Information Systems. What we suggest here is that multi-disciplinary threads can be introduced to supplement, enhance, and strengthen the primary area of study in a course. We call these supplementary materials &quot;threads,&quot; because they are executed alongside the material presented in the course, reinforcing and augmenting it but not replacing it. Many studies have been performed on how making a topic more meaningful and relevant to students can improve their outcomes. Integrating Health Information Systems into the Computer Science curriculum can achieve this. In this paper, we present a case study in which the development of a health system is integrated into a Database course. The results indicate that students enjoyed the course more, were more motivated to complete the course project, and were able to learn and apply the core course materials more readily.
Non Directed Utilization of a Hand Held Device: How Does a First Year University Engineering Student Use an iTouch?
Author: Serapiglia, Anthony
Date: 2011-11-00
Type: Journal Articles
Subjects: College Freshmen,Handheld Devices,Engineering Education,Computer Uses in Education,Student Surveys

Handheld computer technology has been available for decades. The college student today has been exposed to various types of handheld computing devices for most of their lives yet there is little known about how a college student utilizes this type of technology tool as a learning advantage to an anytime or place scenario. This study looks at how one incoming class of freshman engineering students at a mid-sized university in Western Pennsylvania utilized Apple iTouch PDA/Mobile computing devices they had been given upon their enrollment at the university. Survey questions resulted in no significant trend in usage. Personal use and curriculum use resulted in an even split. There was a strong indication of expected future usage.
Peer Mentors and Their Impact for Beginning Programmers
Author: Hartness, Ken
Date: 2011-11-00
Type: Journal Articles
Subjects: Computer Science Education,Mentors,Peer Teaching,Programming,Student Recruitment,Academic Persistence,Surveys,Likert Scales,Hypothesis Testing,Statistical Analysis,College Students

The Computer Science department at SHSU is currently employing student mentors to assist with recruitment and retention. The primary purpose of these students is to help frustrated new majors in the beginning programming course realize that they are not alone in their struggles and to assist the students over hurdles in their learning and skill development. We examine the impact of peer mentors on students, including a breakdown of that impact across underrepresented groups.
Students' Responses to Ethical Dilemmas in an Academic Setting and in the Work Place
Author: Teer, Faye P.
Date: 2012-08-00
Type: Journal Articles
Subjects: College Students,Ethics,Student Surveys,Scores,Vignettes,Gender Differences,Ethical Instruction,Cheating,Business Schools,Transfer of Training,Computer Science Education,Information Systems,Majors (Students)

It is important for students to be prepared to act ethically when they face real world situations that test their ethical leadership. The purpose of this study was to examine university students' responses to ethical dilemmas. One hundred and sixty two students in numerous majors and both undergraduate and graduate classifications responded to a survey that presented 13 ethical dilemmas. A low survey score represents more ethical responses and a higher score represents more unethical responses. The findings for respondents indicate that the mean ethics score was 5. Since all 13 scenarios were clearly unethical, a mean score of 5 indicates many student respondents stated they would act unethically in numerous scenarios. The findings also indicate that there is not a significant difference between gender and ethics scores. The findings of our study reinforce the importance of the need for educators to work toward making academic integrity valued by all university graduates. Business school administrators and faculty need to carefully examine their curriculum to see how well their school is fulfilling its obligation in providing employees who will be ready to lead and act ethically. With the extent of university student cheating reported in the literature and in our own research, it is clear that more insight into this problem would be helpful. Future empirical research is needed to explore the extent to which business school administrators and faculty are responding to the AACSB call to provide business students with the ability to be ethical leaders in the work place.
How Students Use the Course Syllabus
Author: Calhoon, Sharon
Date: 2008-01-00
Type: Journal Articles
Subjects: Course Descriptions,Psychology,Student Surveys,Incidence,Reference Materials,Time Management,Use Studies,Student Attitudes,College Students,Attitude Change

Current literature says little about how students use a course syllabus. We surveyed students regarding how frequently they consulted their General Psychology syllabus and other syllabi, what they looked for, and where they kept them. All 112 students responding prior to midterm and 91 of the 93 students responding six weeks later reported they still had their syllabus. Almost half of the students in the first administration looked at their syllabus less than two hours before class. Six weeks later, nearly half of the students looked at the syllabus the day prior. Students looked most frequently at whether there was a quiz scheduled that day, the topic of the day's class, what they should read for class, and what homework was assigned. Results contradict faculty lore that students lose or do not look at their syllabi, though students may not use the syllabus in ways faculty might expect.
Designing an Introductory CIS Course to Attract and Retain Female (and Male) Students
Author: Soe, Louise
Date: 2012-08-00
Type: Journal Articles
Subjects: Computer Science Education,Introductory Courses,Curriculum Design,College Freshmen,College Transfer Students,Career Exploration,Females,Best Practices,Networks,Academic Persistence,Experiential Learning

In order to stem the decline of female majors and encourage the persistence of all students in the Computer Information Systems (CIS) Department at Cal Poly Pomona (CPP), the department faculty is instituting a new course to introduce incoming freshmen and transfer students into the major. This course will incorporate the career exploration that students previously conducted in a junior level class, as well as introduce students to best practices in the computing field. Students will start to build their professional/mentor networks in this class through interaction with alumni, student clubs, presentations by professional organizations, and a hands-on networking workshop. A university librarian, the career center, and a blind woman who will demonstrate the importance of accessibility will conduct other in-class workshops. Students will use social media, critique one another's work, and work in teams and small groups. The goal of the course is to show the value of studying computer information systems and the variety in potential CIS careers. The class design is based on research about attracting students to CIS (particularly members of under-represented groups such as females and minorities), retaining females in the profession, and the positive effects of pair programming.
The Challenges of Introducing a Generic Graduate Skills Unit into a Business Degree in Malaysia
Author: Stein, Andrew
Date: 2012-08-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Basic Skills,Units of Study,Instructional Effectiveness,College Students,Barriers,Cultural Differences,Cooperative Learning,Statistical Analysis,Qualitative Research,Teacher Student Relationship,Trust (Psychology),College Instruction

The School of Management and Information Systems at Victoria University Australia resides within the Business Faculty and has a range of Management and Information Systems degrees. In 2008 all degree programs in the Business Faculty introduced a compulsory generic graduate skills unit that focussed on problem-solving, critical thinking, communication and teamwork. This paper presents a preliminary analysis of the challenges faced when delivering the generic graduate skills business unit into a Business degree at a Malaysian University College. Cultural, pedagogical, logistical, operational and student perceptions are some of the challenges that must be assuaged when introducing new units. This paper will present preliminary quantitative data to analyse and identify key classroom delivery challenges and facilitator/student qualitative data to provide context and a deeper understanding of the challenges. These challenges include; the need to customise programs into culturally different destinations, the need to find and train facilitators that could deliver the generic graduate skills-based activities, and the adoption of a team-based learning pedagogy with the commensurate difficulty this type of pedagogy engenders in a teaching culture that is heavily reliant upon the individual in its education system. Suggestions for improving learning outcomes are provided and include; the adoption of a team-based learning pedagogy; a focussed student assessment rationale and the development of a student lecturer trust relationship.
Strategies for Ensuring Computer Literacy among Undergraduate Business Students: A Marketing Survey of AACSB-Accredited Schools
Author: Hungerford, Bruce C.
Date: 2012-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Computer Literacy,Business Schools,Questionnaires,College Programs,Courses,School Surveys

There is broad agreement that college students need computer and information literacy for their studies and to be competitive as graduates in an environment that increasingly relies on information technology. However, as information technology changes, what constitutes computer literacy changes. Colleges have traditionally used the freshman- or sophomore-level course in microcomputer applications/introduction to computers to assure basic literacy. There has been much discussion in schools of business about whether today's entering students have enough experience in computer applications from high school and work experience to omit the course. There is also ongoing debate about the appropriate balance of theory and application, as well as the appropriate format for the course. This research used a questionnaire administered electronically via www.SurveyMonkey.com to poll individuals nominated by the deans of schools of business accredited by the Association to Advance Collegiate Schools of Business (AACSB) as being the most appropriate for completing a survey on their school's computer literacy requirements. The instrument requests information in the following areas: (1) demographic data about the respondents and the institutions they represent, (2) the structure and content of their computer literacy programs, (3) whether students are allowed to test out of courses, and if permitted, how many try to test out, how many succeed, and what are the standards to test out, (4) the contents of their computer literacy programs with percentages of time devoted to various aspects of computer literacy, and finally (5) the respondents' views of major influences on computer literacy programs.
Effectiveness of Regular Online Quizzing in Increasing Class Participation and Preparation
Author: Marcell, Michael
Date: 2008-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Computer Assisted Testing,Student Participation,Study Skills,Study Habits,Feedback (Response),Classroom Communication,Undergraduate Students,Introductory Courses,Psychology,Online Surveys,Multivariate Analysis

Research suggests that frequent, regularly scheduled quizzing is associated with pedagogically desirable outcomes such as higher performance on exams. It was hypothesized that requiring students to complete brief scheduled online quizzes on assigned reading material before class would also result in increases in both the number of in-class questions and comments and the number of students who read the material prior to class. For each of 3 semesters, students in 1 section of introductory psychology who took time-limited, out-of-class, &quot;open-book&quot; WebCT quizzes on daily readings were compared to students in another section who did not take quizzes during that unit. Because each section participated in quizzing during 2 units and no quizzing during 2 units, within-section comparisons were also made. Analyses indicated that quizzing was associated with increases in both the number of student questions and comments made at the beginning of class and the number of students who reported that they came to class having read the assigned material. It was suggested that the immediate feedback provided by quizzes is particularly efficient in identifying areas of misunderstanding and in challenging students' &quot;illusion of knowing&quot; the material. Spontaneous, anonymous comments on end-of-unit surveys also suggested that a primary value of online quizzing is in helping students maintain a regular reading and study schedule.
Tag Clouds as a Pathway to Improved Pedagogical Efficacy in Information Systems Courses: A Baseline Study Involving Web 2.0 Technologies
Author: Conn, Samuel S.
Date: 2011-11-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Information Systems,Computer Science Education,Web 2.0 Technologies,Indexing,Correlation,Word Frequency,Internet,Visual Aids,Electronic Learning,Online Courses,Models,Data Collection,Computer Mediated Communication,Connected Discourse,Integrated Learning Systems,Asynchronous Communication,Educational Experiments,Formative Evaluation,Technology Uses in Education,Graduate Students

Various Web 2.0 technologies can be used to support pedagogy. Examples include wikis, blogs, and social media including forum discussions. Online class forum discussions involving electronic text can result in robust strings of data containing meta-knowledge, inherent meaning, themes and patterns. Based on instructional design, learning outcomes guide and reflect class generated work product such as assignments, activities, and discussions. As such, class discussions should evolve with alignment to learning outcomes. One measurement of instructional efficacy involves the closeness with which this alignment occurs. In this experimental research the authors report on the design and prototyping of a deterministic model utilizing a tag cloud engine to determine dominant and emerging themes from a text string, namely word data collected from a threaded discussion. Textual data used in this investigation involved two Information Systems online classes where threaded discussions during one week were captured as a text string. Text from a learning management system threaded discussion was fed into a tag cloud engine where emerging and dominant asynchronous conversation themes were determined. Calculating a correlation coefficient as an indicator of pedagogical efficacy, the application evaluated the pedagogical efficacy evidenced in the discussion forum through comparison of themes with instructional objectives. In this experimental research, a real-time online analytical processing (OLAP) tool prototype to support pedagogical intelligence via systemic formative evaluation was designed and developed. Findings from the investigation were used to reach conclusions regarding the use of Web 2.0 technologies in guiding instruction.
Using Business Analysis Software in a Business Intelligence Course
Author: Elizondo, Juan
Date: 2011-11-00
Type: Journal Articles
Subjects: Undergraduate Study,Integrated Curriculum,Statistics,Marketing,Business Administration Education,Information Systems,Courseware,Data Analysis,Course Descriptions,Business Skills,Class Activities,Student Projects,Teaching Methods

This paper presents an example of a project used in an undergraduate business intelligence class which integrates concepts from statistics, marketing, and information systems disciplines. SAS Enterprise Miner software is used as the foundation for predictive analysis and data mining. The course culminates with a competition and the project is used to enhance communication and presentation skills.
Visualizing Opportunities: GIS Skills for Retail Marketing
Author: Wu, Peter Y.
Date: 2011-11-00
Type: Journal Articles
Subjects: Geographic Information Systems,Spatial Ability,Decision Making,Business Administration Education,Retailing,Distributive Education,Skill Development,Marketing,Demography,Visualization,Maps,Map Skills,Proximity,Site Selection,Correlation,Curriculum Design

Business students need to develop skills in the intelligent use of information, especially spatial information, for decision-making. Geographic Information System (GIS) is a viable tool for that purpose. Yet the few GIS courses in the Information Systems curriculum offered in various business schools tend to focus on different concepts and skills. In this paper, we examine the application of GIS in retail marketing. With access to appropriate data, GIS is an excellent tool for the analysis and identification of market opportunities. We describe a skill set of three specific approaches in GIS application using demographics data pertaining to potential customers and collected competitors' information. These approaches include visualization using choropleth maps, spatial overlay to classify feature information based on spatial correlation, and proximity analysis for site selection. These techniques allow us to identify where the potential customers are located, study competitor locations, and analyze opportunities for site selection. By identifying these techniques in the GIS skill set, we also discuss the pre-requisite knowledge for the students and what we may or may not emphasize in the design of GIS courses in the IS curriculum.
Investigating Contemplative Practice in Creative Writing and Education Classes: A Play (of Practice and Theory) in Three Acts
Author: Hall, Maureen
Date: 2008-01-00
Type: Journal Articles
Subjects: Creative Writing,Educational Practices,Undergraduate Students,Reflection,Graduate Students,Methods Courses,Writing Instruction,Teaching Methods,Writing Assignments,Student Attitudes,Taxonomy,Transformative Learning

This article reports the results of a research project involving &quot;unconventional&quot; pedagogical practices and examines the impact of contemplative practice on teaching and learning in an undergraduate creative writing class and a graduate level methods of teaching writing course. Using student evaluations of the projects, the authors conclude that it is possible to enhance learning through reflection and insight. At the conclusion of the project, over 90% of the students' from both classes valued reflective writing as an assignment at the beginning of class. The three themes that emerged from the data offered explanations from students' perspectives in addressing how reflective writing inform students' value of the need for reflection and reflective writing within the classroom and within their lives.
Correlates of Success in the Sociology Major
Author: McKinney, Kathleen
Date: 2008-01-00
Type: Journal Articles
Subjects: Undergraduate Students,College Seniors,Academic Achievement,Success,Sociology,Majors (Students),Questionnaires,Student Attitudes,Learning Processes,Interpersonal Communication,Learning Strategies,Study Habits,Multiple Regression Analysis,Correlation,Least Squares Statistics

My focus in this exploratory study is on factors related to success in the sociology major. One hundred, fourteen graduating majors from a mid-sized, public university completed a self-administered questionnaire. Students reported that talking with others about the material as well as using application, real world examples, and review strategies are critical to their learning. In multiple regression analyses, there is limited evidence for a positive relationship between several interpersonal academic/study behavior variables and success. Multiple and ordinal regression analyses point to a negative relationship between age and success in the sociology major at this institution. Implications for teaching and learning in sociology and other disciplines are discussed.
An Improved Database System for Program Assessment
Author: Haga, Wayne
Date: 2011-12-00
Type: Journal Articles
Subjects: Database Design,Database Management Systems,Databases,Program Evaluation,Information Systems,Engineering Technology,Course Evaluation,Program Descriptions,Program Development,Institutional Evaluation,College Faculty

This research paper presents a database management system for tracking course assessment data and reporting related outcomes for program assessment. It improves on a database system previously presented by the authors and in use for two years. The database system presented is specific to assessment for ABET (Accreditation Board for Engineering and Technology) accreditation effort of a CIS (Computer Information Systems) department, but could be easily adapted to any program assessment. The relevance of tracking course assessment data and its role in reporting the outcomes for assessment is discussed. Issues of consistency, efficiency, flexibility, and reusability are discussed and sample data and reports are presented. This paper concludes with a discussion of the merits of the database management system as a tool in program assessment.