ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Approach: The Self-Study Process and Writing the Report
Author: Hilliard, Ann
Date: 2010-12-00
Type: Journal Articles
Subjects: Self Evaluation (Groups),Educational Assessment,Collaborative Writing,Accreditation (Institutions),Compliance (Legal),Standards,Stakeholders,Information Utilization,Documentation,Educational Objectives,Writing Strategies,Eligibility,Higher Education

When conducting a self-study within an educational organization, there should be a collaborative effort by members of the organization regarding the process and writing the report. In order to create a culture of self-study and to make the process clear to all stakeholders (faculty, staff, students leaders, administrators and support partners), there should be frequency in evaluation and assessing the progress of the organization. The self-study should be conducted for &quot;self&quot; and to prepare for the accreditation association's visit every five years generally. The major purpose of the self-study is not only to comply with wishes of the accreditation association's standards, but to comprehensively evaluate how the stakeholders or educators are doing within the organization. The self-study should show how the educational organization has evolved and improved its services and commitment over the past several years by addressing strengths and areas recommended for improvement. In preparation for articulation for the growth of the organization, each department within the organization should have in place a common formatted template for writing up the self-study report based on the standards set by the accrediting agency. The standards stated/written by the accrediting agency will help to guide the writing process. In essence, the template will help the writing groups to know who, what, when, where, and why to address needed information. These group writers should know how to address information needed in a precise manner and to the point when writing the report. The writing groups should use information, materials and resources that the educational organization already has on hand to write the report. The available and use of data within the organization should be collected and analyzed by groups and committees of individuals, with expertise, to be shared with others and write the self-study report. All written information for the self-study report should be supported by evidence of physical and electronic documents for review by stakeholders and the visiting accreditation association team. When writing the self-study report in preparation for the accreditation association visit, this is the general format to follow: introduction, degree programs and objectives, general education, resources/materials, outcome assessment, specific recommendation for improvement, a comprehensive look at graduate programs, summary evaluation and optional information about success stories i.e. using photos or graphics.
The Social Media Affinity Scale: Implications for Education
Author: Gerlich, R. Nicholas
Date: 2010-11-00
Type: Journal Articles
Subjects: Social Networks,Internet,Student Surveys,Student Attitudes,Computer Uses in Education,Gender Differences,Undergraduate Students,Likert Scales,Pretests Posttests,Factor Analysis,Statistical Analysis

In recent years, males and females have demonstrated fairly equal amounts of internet usage, but females have demonstrated higher usage of social media sites. These observed differences served as the impetus for the current study. A survey was conducted in early 2010 among college students to assess whether differences still occur between males and females, and specifically with regard to social media usage. In order to assess these phenomena, the Social Media Affinity Scale was created and deployed. Results of the study showed that, among the students surveyed, no significant differences exist between males and females in their internet usage, social media usage, and also beliefs about social media sites in general. Given that students have overwhelmingly adopted social media, we propose that there is now an opportunity to leverage social media in college courses to deliver content and engage students in ways not previously possible. A bibliography is included.
Mentoring in the Clinical Setting to Improve Student Decision-Making Competence
Author: Stick-Mueller, Misty
Date: 2010-09-00
Type: Journal Articles
Subjects: Medical Students,Internship Programs,Mentors,Decision Making Skills,Competence,Physicians,Student Attitudes,Educational Benefits,Program Evaluation,Small Group Instruction,Health Occupations

Introduction: The physician-intern relationship can be difficult to develop. A new chiropractic intern in a teaching clinic undergoes a major transition from classroom to clinical practice and must learn to turn classroom knowledge into clinical application. The ability to start formulating clinical techniques and apply them on a patient is daunting. Developing a mentor relationship is difficult to do in a patient-care setting, but it can be done. Mentoring is a process of exchanging skills and values between 2 individuals with the goal of increasing the knowledge base and clinical skills of the intern. With this in mind, our group created short-duration small-group mentoring classes offered at different times on multiple days, permitting interns to have numerous opportunities to view procedure and ask questions about the topic of that day's presentation. Methods: This project spanned a period of 3 months, during which time 6 clinicians were in charge of educating approximately 50 students. The mentorship model was developed so that in addition to the clinicians' regular duties of supervising patient care with interns, there would also be 3 15-minute sessions per week presenting a topic of a clinician's choice pertinent to the intern learning experience. Results: 209 evaluations were turned in, with 5 students not completing the evaluation. Students overwhelmingly believed that these sessions were beneficial to their learning and provided them with the opportunity to ask questions in regard to the topics. Conclusion: Students agreed that these small group mentoring sessions provided them with more information than they previously had learned in the classroom. They thought that the sessions gave them enough information to be motivated to use the knowledge they learned from the session to make decisions on the topic when faced with a patient with a similar problem. This is a small survey sample that will need further review and trials to determine if it will provide the necessary feedback to help improve small group presentations. It will also need to be spread to other clinical settings to determine if it is beneficial for this style of small groups to aid other learners and to evaluate its helpfulness to interns in putting clinical information and evaluations together for practice. Follow-up studies could also include evaluating students at a later date to determine if the students are using the information that they are learning from the sessions.
Developing a Culturally Responsive Classroom Collaborative of Faculty, Students, and Institution
Author: Colbert, Paul J.
Date: 2010-09-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Learning Processes,Higher Education,Organizational Culture,Student Diversity,Race,Ethnicity,Social Influences,Cultural Influences,Economic Factors,College Faculty,Cultural Background,Social Bias,Racial Bias,Teacher Student Relationship,College Students,Classroom Environment,Cultural Differences,Teacher Collaboration,Faculty Development,Workshops,Cultural Awareness,Family (Sociological Unit),Religion,Politics,Student Behavior,Correlation,Active Learning,Teaching Methods

Culture is integral to the learning process. It is the organization and way of life within the community of students and teachers and directs the way they communicate, interact, and approach teaching and learning. Although founded in particular values and principles, the academy, like most organizations, is impacted day-to-day by its culture. Yet, the traditional higher education institution has not been designed to operate within a racially or ethnically diverse student population. The social, political, economic, and cultural forces that support the institution influence the teaching and learning environments. To better address cultural diversity in the classroom, faculty must first examine their own cultural background and understand how biases may affect their interactions with students. To advance teaching and learning in the college classroom requires an understanding of the underlying values, beliefs, perceptions and assumptions of students, which affect their understanding of what they hear and read as well as how they express themselves in the classroom. When teachers recognize these different qualities, classroom instruction can be designed to connect content to students' backgrounds. This paper examines one approach to building a teaching and learning community through faculty professional development and collaboration. It provides an overview of a 5-part workshop series conducted for faculty at the Johnson &amp; Wales University Providence campus on intercultural learning and culturally responsive teaching. Focusing on the essential components of personalizing culture through the five institutions of family, school, religion, politics, and economics through workshop activities, it is an investigation of individual and institutional backgrounds to determine how faculty may recognize the forces that influence student behavior, and how to engage them in a more active learning process.
Enhancing Social Work Research Education through Research Field Placements
Author: Hewson, Jennifer A.
Date: 2010-09-00
Type: Journal Articles
Subjects: Social Work,Counselor Training,Focus Groups,Practicums,Online Surveys,Theory Practice Relationship,Educational Research,Stereotypes,Semi Structured Interviews,Pretests Posttests,Student Attitudes,Journal Writing,Reflection,Role,Mixed Methods Research,Administrator Attitudes,Clinical Experience,Program Development,College Faculty,Graduate Students,Undergraduate Students,Foreign Countries,Supervision,Educational Benefits

The increased focus on the role of research in the social service sector, pressure for practitioners to engage in research and the demand for integration of research and practice challenges faculties about ways in which to engage social work students in research. This paper evaluates a research based practicum program within a social work faculty at one Canadian university aimed at meeting this need. The objectives of the practicum include providing opportunities to integrate research theory/methods with practice; develop a broad range of research knowledge and skills; reduce negative stereotypes; instill passion and excitement for research; and connect students with agencies to engage in community based research. The mixed methods evaluation of the practicum included semi-structured qualitative interviews with former and current directors (n = 2); an online survey with past practicum students (n = 15); and a pre- and post-test attitude/skills assessment, a self reflection journal exercise, and a focus group with students currently in practicum (n = 7). Findings suggest benefits of the research practicum across stakeholders as well as several challenges and opportunities for program enhancement. Research practicum is an innovative way of engaging students in applied research which can augments research capacity, mitigate negative stereotypes about research, and better prepare future social work practitioners.
EINO the Answer
Author: Hollister, James
Date: 2010-05-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Computer Simulation,Simulated Environment,Experiments,Computer Oriented Programs,Design,Problem Solving,Computer Graphics,Computer Interfaces

This study investigated the various methods involved in creating an intelligent tutor for the University of Central Florida Web Applets (UCF Web Applets), an online environment where student can perform and/or practice experiments. After conducting research into various methods, two major models emerged. These models include: 1) solving the problem for the student 2) helping the student when they become stymied and unable to solve the problem. A storyboard was created to show the interactions between the student and system along with a list of features that were desired to be included in the tutoring system. From the storyboard and list of features, an architecture was created to handle all of the interactions and features. After the initial architecture was designed, the development of the actual system was started. The architecture underwent a several iterations to conclude with a working system, EINO. EINO is an intelligent tutoring system integrated into the UCF Web Applets. The final architecture of EINO incorporated a case-based reasoning system to perform pattern recognition on the student's input into the UCF Web Applets. The interface that the student interacts with was created using Flash™. EINO was implemented in three of the experiments from the UCF Web Applets. A series of tests were performed on the EINO tutoring system to determine that the system could actually perform each and every one of the features listed initially. The final test was a simulation of how the EINO would perform in &quot;real life.&quot; Test subjects with the same educational level as the target group were chosen to spend an unlimited time using each of the three experiments. A single experiment is designed to reinforce a topic currently being covered by the book. Each of the test subjects filled out a survey on every lab to determine if the EINO system produced a helpful output.
An Investigation of Institutional Enhancement Factors on Student College Success
Author: Nwaokoro, Amaechi Nkemakolem
Date: 2010-08-00
Type: Journal Articles
Subjects: Investigations,Institutional Characteristics,Success,College Students,Achievement Need,Learner Engagement,Technology Uses in Education,Academic Advising,Mentors,Tutoring,Academic Achievement,Demography,Student Characteristics,Time on Task,Time Factors (Learning),Grade Point Average,Predictor Variables,Statistical Analysis

This study focuses on the importance of students' hard work and institutional factors--technology, advising, mentoring, and tutoring on student's academic performance. It is important for institutions to emphasize both students' hard work and effective institutional factors that will have positive impact on student success.
Preparing Culturally Diverse Special Education Faculty: Challenges and Solutions
Author: Peterson, Patricia
Date: 2010-09-00
Type: Journal Articles
Subjects: Special Education Teachers,Special Education,Multicultural Education,Hispanic American Students,Indigenous Populations,College Faculty,Teacher Education Programs,Rural Schools,Student Diversity,Cultural Awareness,Disabilities,Cultural Differences,Language Usage,Bilingual Education,Doctoral Programs,Teacher Competencies,American Indians,Technology Uses in Education

This paper describes why more bilingual culturally responsive special education faculty are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States. In addition, the paper presents the successes and challenges in the journey to prepare university faculty leaders in bilingual multicultural special education. The NAU Faculty for Inclusive Rural-multicultural Special Educators (FIRST) program is a bilingual/multicultural special education program which prepares doctoral students from Latino and Indigenous backgrounds to become highly qualified university faculty in the areas of teaching, research, technology, and cultural/linguistic diversity.
Form over Substance: Learning Objectives in the Business Core
Author: Stokes, Leonard
Date: 2010-11-00
Type: Journal Articles
Subjects: Business Administration Education,Behavioral Objectives,Active Learning,Accounting,Textbook Content,Textbook Evaluation,Textbook Research,Cognitive Objectives,Taxonomy,Use Studies,Marketing,Curriculum Research,Higher Education,Educational Practices

While members of the business faculty community have been advocating active learning in the classroom, it appears that textbooks encourage learning from a passive perspective. A review of learning objectives from 16 textbooks used in Financial Accounting, Managerial Accounting, Finance, and Marketing demonstrates a focus on basically the same set of primary verbs at a low cognitive level. These low cognitive level verbs differ in substance from the expectations contained in the end-of-the-chapter materials. In a world of assessment, the authors are concerned that the textbook learning objectives seem to focus on the form of technical content and not the substance of student learning.
Daily Practice: Ethics in Leadership
Author: DePree, Chauncey M., Jr.
Date: 2010-07-00
Type: Journal Articles
Subjects: Ethics,Leadership,Business Administration Education,Administrator Behavior,Accounting,Moral Development,Moral Values,Morale,Student Research,Student Centered Curriculum,Cost Effectiveness,Audits (Verification),Ethical Instruction,Teaching Methods,Educational Practices,Investigations,College Students

The classic question, &quot;Should business schools teach ethics?&quot; is not often asked anymore given the drip, drip, drip of business corruption reported in the news. Even skeptics allow that business ethics education could not hurt and might improve the ethics of business leaders. Furthermore, universities, colleges, and business accrediting agencies prominently represent their ethics for all to see in standards, codes, handbooks, and advertisements. They seem to promote ethical conduct at their institutions. But how do faculty and administrators actually behave? And if not ethically, what are the educational lessons new professionals take to the workplace?
An Innovative Approach to Faculty Coaching
Author: Dana, Heather
Date: 2010-11-00
Type: Journal Articles
Subjects: Coaching (Performance),College Faculty,Higher Education,Electronic Learning,Web Based Instruction,Online Courses,Observation,Feedback (Response),Virtual Universities,Efficiency,Program Effectiveness,Teacher Evaluation,Teacher Improvement,Criticism,Technology Uses in Education,Hypothesis Testing,Statistical Significance

As online education has grown rapidly, colleges and universities have developed various approaches to effectively evaluating and coaching faculty. Faculty performance is central to student success and faculty need feedback that is consistent, constructive and illustrative. Through the use of screen recording technology, academic department chairs can record a visual, clear walk- through of an online class while providing constructive, audio feedback to the instructor. This technology in and of itself is simple and straightforward to use, and can be archived for future reference in the event that an academic department chairs and/or administrator would need documentation regarding the performance of a faculty member. In 2009, the School of Business and Management at an online university began using Jing/Screen cast recording to provide faculty feedback. The response from faculty has been overwhelmingly positive. Faculty have expressed that combining the use of visual and audio feedback results in straightforward expectations in meeting teaching requirements and a better understanding of teaching requirements. This has proven to be an efficient and effective way of providing not only positive feedback but also constructive criticism, which has resulted in faculty taking actions to improve their teaching performance. This tool has worked well for this online university but the application could be equally effective in managing fewer faculty members. Faculties have been able to gain an immediate understanding of what they are proficient in and where they can improve. They have provided such feedback as, &quot;I am in awe of the technology! This is so very user friendly, and it is such an efficient and effective way to get your message across to me.&quot; The introduction and use of this technology, audio and visual feedback, has created a community of improved understanding of University requirements and classroom expectations while establishing a better relationship and more open line of communication between academic department chairs and remote adjunct faculty.
Reducing Homophobia within the College Community
Author: Iconis, Rosemary
Date: 2010-05-00
Type: Journal Articles
Subjects: Homosexuality,Social Bias,Higher Education,Colleges,Educational Environment,Social Discrimination,Cultural Pluralism,Collegiality,Educational Practices

Research over the last two decades reveals widespread anti-gay prejudice on many college campuses. The college campus might be described as a place dedicated to the free and respectful exchange of ideas. We might think of it as a community in which harassment, intimidation, and violence are not tolerated. Unfortunately, many studies of college climate demonstrate that this is not the case for lesbian, gay and bisexual students. How college faculty address--or fail to address--issues of sexual orientation in and out of classrooms has a significant impact on the learning environment for all students, but especially for those who identify as lesbian, gay or bisexual. By supporting academic inquiry into sexual-orientation topics and creating a welcoming campus environment for all students, faculty contribute not only to the academic success of students, but also to the development of a positive self-identity. Conversely, by engaging in, or being oblivious to, homophobic harassment or discriminatory behavior, we perpetuate negative stereotypes, validate the hatred perpetrated against lesbian, gay and bisexual (LGB) individuals, and interfere with learning. This paper discusses the following: findings in attitude research of heterosexuals' attitude towards lesbians and gay men, and society's view of this attitude; factors contributing to anti-gay prejudice; challenging intolerance; and what faculty can do to improve the climate for lesbian and gay students in classes and on campuses.