ethanporcaro/eric-fulltext-meta huggingface dataset:
Cross-Disciplinary Faculty Perspectives on Experiential Learning
Author: Rosenstein, Alvin
Date: 2012-00-00
Type: Journal Articles
Subjects: Experiential Learning,Teacher Attitudes,Online Surveys,Interdisciplinary Approach,Definitions,Department Heads,Teaching Methods,Instructional Effectiveness,Curriculum Research,Behavioral Objectives,Learning Activities,Student Evaluation,Student Reaction,College Programs

An on-line survey was conducted among a university's department chairs in an effort to gain perspective on university-wide use of Experiential Learning (EL). While there were differences in cross-disciplinary definitions and perspectives regarding EL, ninety-one per cent of 35 department chairs indicated their department made use of EL with greatest use during the junior and senior years. EL is defined generally as a hands-on experience and/or learning by doing while cognitive activity, such as observation and reflection, is included in the definition by a third of the chairs. Eighty-eight per cent of the chairs believe students view EL as either &quot;very beneficial&quot; or &quot;beneficial&quot;.
Multidisciplinary Case Study on Higher Education: An Innovative Experience in the Business Management Degree
Author: Martínez-Cañas, Ricardo
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Studies,Higher Education,Business Administration Education,Business Administration,Interdisciplinary Approach,Cooperative Learning,Teamwork,Educational Innovation,Case Method (Teaching Technique),Teaching Methods,Educational Practices,Educational Strategies,Educational Change,Performance Factors,Instructional Effectiveness,Learning Experience,Foreign Countries,College Students

Higher education is constantly changing and looking for innovative educational solutions in order to increase the level of the student's knowledge and skills. As an important part of this set of educational policies, a new process is emerging for the ideation, planning and implementation of multidisciplinary case studies for students with the aim of developing their knowledge, meaning learning, skills and abilities that necessary for a more complete picture of the problems. In this regard, this paper shows the main results obtained with the realization of joint innovative activity experience developed by multidisciplinary areas in the Business Administration Degree (Management, Corporate Finance and Statistics). This joint activity was proposed on a voluntary basis for those students interested in working in a complete practice with other students and also as a way of replacing the individual activities of each area of knowledge. Fourteen groups of 4-5 people have done this case study, on average, the percentage of participation is about 70% of the students. The design of this methodology with an evaluation system implies students receive a significant percentage of their continuous evaluation. Also, it has allowed the students to achieve at a practical level, the how to and knows how (versus levels, ordered from low to high level of knowledge: do's, shows how, knows how and knows) of a particular set of generic and specific skills.
The Use of Analogies as a Methodology in the School of Medicine
Author: Corona, José Luis Jiménez
Date: 2012-00-00
Type: Journal Articles
Subjects: Medical Schools,Medical Students,Medical Education,Logical Thinking,Teaching Methods,Instructional Innovation,Educational Change,Educational Practices,Educational Strategies,Higher Education,Student Centered Curriculum,Multiple Choice Tests,Surgery,Control Groups,Experimental Groups,Statistical Analysis,Intermode Differences,Achievement Gains,Foreign Countries

In recent years, the School of Medicine of the National Autonomous University of Mexico has been largely engaged in the global medical education trend, through the implementation of curriculum changes which include new methods of teaching and learning. These &quot;new&quot; methods seek to change from the use of teacher-centered strategies or traditional ones, to the student-centered strategies or innovating ones. The fulfillment of this study is due to the need to find educative strategies which help improve our students' learning in a clinical subject which is taught in the basic sciences cycle (this cycle comprises the first and second year of the degree), allowing the interrelation between basic sciences and clinical sciences subjects.
A Lesson of Lost Political Capital in Public Higher Education: Leadership Challenges in a Time of Needed Organizational Change
Author: Hilton, Mark
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Organizational Change,Leadership Effectiveness,College Presidents,Leadership Styles,Change Strategies,Budgeting,Social Capital,College Administration,Centralization,Administrative Policy,Administrative Principles

All higher education institutions are struggling with a rapidly changing market and financial landscape. Here is a management-centered analysis of what happened when a college president, recognizing the need to make a radical adaptation to those changes, tried moving a campus community to a new organizational model, without collegial consensus, and too quickly. The result was that the president lost political capital and the college underwent a change in leadership. Yet the need for a new management model still remains. [A bibliography is included.]
Which Accelerates Faster--A Falling Ball or a Porsche?
Author: Rall, James D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Introductory Courses,Physics,Science Instruction,Science Experiments,Motion,Science Materials,Power Technology,Kinetics,Scientific Concepts,Scientific Principles,Higher Education,Teaching Methods

An introductory physics experiment has been developed to address the issues seen in conventional physics lab classes including assumption verification, technological dependencies, and real world motivation for the experiment. The experiment has little technology dependence and compares the acceleration due to gravity by using position versus time graphs and the kinematic equation. The students are then asked to compare the acceleration they found to the one of a Porsche car which they seem surprised when they learn about it. This experiment may contribute significantly to the understanding of the concept of acceleration and the appreciation for the force of gravity.
Maximizing Accessibility of Academic Publications: Applications of Electronic Publishing Technology
Author: Jeffress, Laura
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing for Publication,Faculty Publishing,Publish or Perish Issue,Electronic Publishing,College Faculty,Higher Education,Scientific Research,Information Dissemination,Educational Benefits,Access to Information

Professors at higher education institutions often feel pressure to &quot;publish or perish&quot; in order to maintain their standing in the academic community, yet a large number of these publications languish in obscure technical journals or are presented only once at a conference or online journal. While these methods achieve the goal of spreading personal research to colleagues and other professionals, more can be done to make this information available to curious individuals. This paper examines the efficiency of using electronic publishing technology such as Amazon's Kindle Direct Publishing to publicize scientific research in order to disseminate knowledge and ideas through the academic community. Ten publications of an educator's research in the field of geospatial science were compiled into a single book, which was then published online using Kindle Direct Publishing. By making this information readily accessible, anyone with an interest in the material could use these publications to facilitate their own work. The increased availability of these publications was beneficial for students who needed access to such research for classwork, as well as professionals who benefited from the information contained in these reports. In this manner, ideas were more effectively disseminated among the geospatial community, thus increasing the potential for scientific collaboration and advancement. Additionally, this research is being utilized to stem the aspects of publish text books digitally by faculty for courses on campus. This method of information dissemination can be easily applied to all fields of research and education with similar results. The research contained in this paper will outline the challenges and methods used to publish academic scholarly knowledge on a more widely accessible platform.
A Look at an Implementation of the Quality Matters Program in a Collegiate Environment: Benefits and Challenges
Author: Budden, Connie B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Collegiality,Program Implementation,Educational Quality,Quality Assurance,Distance Education,Online Courses,Blended Learning,Program Effectiveness,Program Evaluation,Investigations,Certification,Time on Task,Faculty Development,Change Strategies,Improvement Programs,Capacity Building,Peer Evaluation,College Programs

As traditional universities grapple with an onslaught of demand for distance education a recurring call to ensure quality in such offerings arises. The Quality Matters Program intends to guarantee such quality through a peer-centered process and offers a certification process to help assure quality in online and blended courses. This report is a preliminary look at perceived benefits and challenges that implementing the process entails.
Creating Online Content with Real World Application by Designing and Implementing Online Practicums for Virtual and Physical Environments
Author: Barrett, Bob
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Practicums,College Students,Evaluation Methods,Student Evaluation,Student Projects,Student Research,Educational Technology,Technology Uses in Education,Instructional Design

Universities need to assess student learning in order to determine if they are reaching the needs of the students, linking learning to course objectives, and determining if their courses have academic rigor. While many courses focus on the immediate course learning objectives, the use of final program projects and program assessments are becoming a key focus point for administrators, accreditors, instructors, and the business community. What do these final assessments tell them or not tell them? What are they searching for in order to satisfy their research and daily needs and questions? In particular, what key program assessments can be useful for these academics, as well as for the students who select to do certain elected assessments? The purpose of this paper is to focus on the use of online practicum, which serves an alternative to a master's thesis or graduate comprehensive examination. While some students may elect to focus on their research skills or opt for the comprehensive examination, other online students tend to seek other means to have their skills assess and try another area of application. The third option for these graduate students is an online practicum, which is in a form of blended learning. The student chooses a particular industry to explore and work in, as well as creating a learning experience between him or her and a potential employer to apply their current content knowledge to a real world experience. This experience is in the form of a prescribed learning experience that is based on online learning, combined with the student's current skills and content knowledge, and then applied to a real world environment for implementation of their newly created learning contract. This paper will examine the process from the creation of the learning contract to the implementation of the learning experience in this blended learning project. The key emphasis of this paper will be how the online instructor helps to facilitate the learning from a virtual platform, while the student moves into the next level of actual application of his or her skills in a physical working environment and will interact with the virtual instructor through a variety of learning medias as he or she works between these two types of environment towards achieving a set number of hours on the final learning experience, as well as preparing an academic-based, research paper to overview and evaluate the sum of the total learning gained from the practicum.
Authentic Learning Experience: Subtle but Useful Ways to Provide It in Practice
Author: Watagodakumbura, Chandana
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Experience,Learner Engagement,Learning Motivation,Constructivism (Learning),Concept Formation,Questioning Techniques,Lecture Method,Teaching Methods,Alignment (Education),Student Characteristics,Learning Processes,Thinking Skills,Student Evaluation

Authentic learning is conceptualised as an individualised experience learners undergo fulfilling their unique psychological as well as neurological needs. It provides a deep, more lasting experience and ideally assessed through generic attributes that are related to individual learners' intrinsic characteristics, spanning throughout the life. Question-based lecture delivery, as author identified, is a promising methodology to engage learner in an authentic learning experience. By forming the lecture as a series of questions, it essentially has a dialectic approach to teaching. Further this methodology provides a good pace for concept delivery allowing learners to engage in constructing meaning. Additionally, it allows aligning teaching to assessment tasks more appropriately, improving the reliability of assessment. Another practice that helps authentic learning, as highlighted in this paper, is only elaborating the most important concepts or material related to a study area, within the limited time available, and thereby, in the assessment as well. This contrasts from the notion that teacher has to mention every single fact in the study area in front of the learners, possibly directing learners to strategic approaches to learning. The time factor in relation to assessment components is also an important issue, as some learners may be disadvantaged if time is not allocated with careful thought. The significance of generalised, or higher-order, learning in an authentic learning framework is presented, as the knowledge gained through this way is likely to last longer in learners' memory and at the same time, more useful to them in a generic way, or in day to day situations. Such practices also inherently motivate learners to engage in a deep learning process. We further emphasise on motivating students by relating any study area or material to more generic processes we find in daily lives so that students get the notion of what they learn will be useful to them in future in a generic way, but not necessarily in a specific career. Use of practical work only in support of enhancing understanding of an abstract theory presented, but not otherwise, is also highlighted in promoting authentic learning experience.
An Outcome-Based Assessment and Improvement System for Measuring Student Performance and Course Effectiveness
Author: Anwar, M. A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Outcomes Assessment,Evaluation Methods,Student Evaluation,Course Evaluation,Instructional Effectiveness,Data Collection,Evidence,Data Analysis

The evaluation of students' expected performance and course effectiveness play a vital role in determining the course contribution toward meeting the program's learning objectives or outcomes. The success of any course not only requires a well-designed syllabus with clearly defined course learning outcomes and the use of appropriate outcome-based teaching and assessment methods, but also a systematic approach to document and analyze the entire assessment data and results. Such an approach will be helpful in providing a better insight and understanding of students' competency levels achieved in all course learning outcomes which ultimately would facilitate course instructors in their efforts to improve course curricula and to introduce reforms in teaching and assessment processes. This paper presents a simple and easy-to-use system that aids course instructors in recording and analyzing the results of various assessment instruments administered in their courses. A detailed analysis provided by the system would also guide curriculum planners and assessors in suggesting reforms and improvements at the program level.
The Manifest Destiny of Education: Past, Present and Beyond the Boundaries of Tradition
Author: Burian, Philip E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Secondary Education,Educational Change,Futures (of Society),Enrollment Projections,Relevance (Education),Models,Experiential Learning,Coaching (Performance),Teacher Role,Student Evaluation,Technology Uses in Education

The generation currently in secondary schools has never known the world without the Internet, has spent thousands of hours each year interacting with video games and social media, and has high expectations for the degree of control and choices they will have regarding employment, entertainment, and the education they receive. The employers of our future graduates have undergone--and will continue to undergo--profound changes in consumer behavior and technology-based marketing and value creation, while simultaneously facing intense global competition, rapid technological advances, and dynamic markets. Employer demands for increasingly flexible, self-motivated, collaborative, communicative, creative, energetic, technology savvy employees will continue to rise. These conditions are fundamentally changing consumer and employer expectations of education and driving the need for ever greater relevance, personalization, flexibility, mobility, and meaningful and relevant outcomes. In many respects, we must work toward and plan for an evolving target and, as such, we should work to create dynamic contexts as well as learning what can change and be modified as needed.
The Dissertation Marathon
Author: Black, Ronald
Date: 2012-00-00
Type: Journal Articles
Subjects: Doctoral Degrees,Doctoral Dissertations,Graduate Students,College Faculty,Research,Data Collection

We all think of a marathon as a long-distance running event with an official distance of 42.195 kilometers (26 miles and 385 yards). Throughout time marathon runners have pursued their longest goals by allowing their body to adapt to the new stresses through training. Training for a marathon takes intense preparation, dedication and skill. It is imperative not to allow day to day decisions to counteract the hard work and planning of the final stages of the marathon. A few basic guidelines can minimize the challenges of the journey and make the marathon experience exciting and pleasant for the runner. Students pursuing the doctorate degree face the same challenges as the marathon runner. Training for the dissertation process is not unlike training for a marathon. It requires intense preparation, dedication and skill. In many ways, conducting doctoral research and writing the dissertation is like running a marathon, enduring hills and valleys, mountains, rivers and frantic road blocks along the way. It is a long and weary race but in the successful end will lead to the final race in the doctoral journey; defending and publishing the dissertation. This paper will serve as a performance-based goal-driven roadmap that will guide the doctoral dissertation candidate through each mile of the dissertation marathon, with clear benchmarks to minimize the challenges of the journey to cross the finish line and graduate.
Preparing for the Profession: The Accounting Job Search and Beyond
Author: Landgraf, Ellen L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Majors (Students),Career Readiness,Job Search Methods,Workshops,Student Attitudes,College Students,Interviews,Surveys

This paper provides a detailed description of a unique program focused on preparing students for entry into the accounting profession. The program, Preparing for the Profession, consisted of four distinct workshops provided to accounting majors during fall semester 2010. Planning for the program began a year earlier during a meeting of Accounting Advisory Board members and faculty. Each session addressed a distinct aspect of the accounting profession and consisted of a panel discussion of six to eight accounting and business professionals. The sessions were 90 minutes in length and discussion focused on 25 pre-submitted questions by student attendees. Specific objectives were formulated for each session and assessment data subsequent to the workshop's completion indicated that the program was a success in meeting those objectives.
Controversial and Challenging Concerns Regarding Status of Saudi Preschool Teachers
Author: Gahwaji, Nahla
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Preschool Evaluation,Early Childhood Education,Professional Identity,Cultural Influences,Socioeconomic Influences,Geographic Location,Religious Factors,Context Effect,Semi Structured Interviews,Teacher Attitudes,Teacher Effectiveness,Teacher Role,Tenure,Faculty Development,Barriers,Performance Factors,Teaching Experience,Phenomenology

This article describes the geographical, religious, economical, cultural, and educational contexts as they not only influence the status of Saudi preschool teachers but also have shaped early childhood teaching career. It aims to capture and present teachers' subjective experiences as members of the profession through semi-structured interviews to assist in the conceptualization of effectiveness and professional development of teachers' roles and their status. This article focuses on preschool teachers' perceptions regarding their career and their individual evaluation of their work in contrast to the community that they serve, which created controversial concerns and challenges.
A Link to the Future: A Pilot Study Look at How Historically Black Colleges and Universities with Journalism and Mass Communications Units Use the Internet in Recruiting
Author: Crawford, Jerry, II
Date: 2012-00-00
Type: Journal Articles
Subjects: Black Colleges,Journalism Education,Internet,Student Recruitment,Pilot Projects,African American Students,Web Sites,Usability,First Generation College Students,Grounded Theory

Historically Black Colleges and Universities (HBCUs) have had the ability to recruit African-American students since the 1860s by stressing a sense of inclusion and family through their mission statements and community outreach. There was little to no competition for African-American students from predominantly white institutions until integration was fully implemented a hundred years later in the 1960s. HBCUs, by their standing in the community, have been a gateway to first generation college students, regardless of race or social class status and &quot;many continue to have &quot;open&quot; admissions policies, welcoming all who wish to attend college, regardless of previous academic performance. Today, HBCUs have to actively recruit students--students that can now apply and enroll in Predominantly White Institutions (PWIs)--with the use of technology that includes the Internet. How has the digital divide changed from its classification in the 1960s? How are African-Americans using the web and are HBCUs using the Internet to inform, recruit and enroll African-Americans today? This pilot study looks at HBCUs that have Journalism/Mass Communications units to examine if their websites have a good sense of usability and interactivity for African-American students looking to go to college, primarily as first-generation students.