ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Different Types of Strength Training for Recreational Purposes on the Body Composition and Strength Development of University Students
Author: Özbay, Serhat
Date: 2019-00-00
Type: Journal Articles
Subjects: Human Body,Muscular Strength,Body Composition,Physical Fitness,Physical Education,Student Athletes,Males,Team Sports,Measurement,Physical Activities,Program Descriptions,Performance,Body Weight,Comparative Analysis,College Students,Tests,Foreign Countries

The aim of this study was to investigate the effect of CrossFit and resistance training on maximal strength, isometric strength and strength continuity in recreational student athletes. 28 healthy male volunteer students who were doing sport for recreational purposes participated in the study. After the participants were randomly divided into two groups, strength tests were performed and body composition measurements were taken before and after the 16-week training period. Bench press and squat were applied to determine maximal force; leg and handgrip strength were applied to determine isometric force; pull-up and push-up tests were applied to determine the continuity of strength. Body composition measurements were performed with electronic scales. Statistical analyses were performed with SPSS 21.0 program. Significance level was accepted as p &lt;0.05. The CrossFit training program included consecutive 5 pull-ups, 10 push-ups and 15 squat exercises for 20 minutes (CrossFit-Cindy). Resistance training program consisted of 3 sets of bench press, lat pull down, leg press, biceps curl and triceps extension exercises with 3 minute intervals using 70% of the weights the participants could perform with pre-determined maximum 1 repetition. The results of the study showed that body fat percentages of both groups decreased significantly, performance variables increased significantly and body weight did not change significantly. In addition, the increase in push-up exercise was higher in the CrossFit group than in the resistance group. Thus, this study shows that although CrossFit training is short-termed, it can be used as an alternative to classical resistance training.
Turkish EFL Teacher Candidates&apos; Early Teacher Identity
Author: Babanoglu, M. Pinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Identity,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Preservice Teachers,State Universities,Private Colleges,Foreign Countries,Teacher Education Programs,Student Attitudes,Practicums,Gender Differences,Institutional Characteristics,Comparative Analysis

The topic of teacher identity has lately begun to be associated with general notions of teacher training and development. Becoming an expert through gradual learning and teaching also calls for awareness of self-identity as a teacher when considering the standards of the teaching profession. Language teachers start to develop their identity as a teacher during their higher education at language teaching departments, and the development in concern constitutes the basis of their roles in the teaching process. With that in mind, the current study was motivated to investigate perceptions of Turkish EFL teacher candidates on their early teacher identity. The participants of the study were senior students enrolled in two English Language Teaching Departments at a state university and a private university in Turkey. Data were collected from the students in concern through a Likert-type questionnaire during their teaching practicum. The research findings indicated that they held a high level of early teacher identity scores, and that they somehow significantly differed in their perceptions about early teacher identity with regard to gender and the attended university type.
Reengineering Introductory Psychology for the Virtual Classroom: Qualitative Report on Initial Course Design and Preliminary Student Feedback
Author: Debb, Scott M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychology,Virtual Classrooms,Student Attitudes,Feedback (Response),Introductory Courses,Community Colleges,Statewide Planning,Curriculum Design,Online Courses,Outcomes of Education,Two Year College Students

For students of any academic background or vocational preference, introductory psychology is also one of the most popular social science courses. For many students in the community college setting, the introductory psychology course may be the only formal exposure to non-pseudoscience theory a student will receive. The Virginia Community College System (VCCS) has transfer agreements with many of the four-year institutions in Virginia, and there is a reengineering effort underway that, among many other things, will help ensure consistency with regards to students' exposure to essential course and learning objectives. One component of reengineering is to create default template-style course shells for high enrollment/high non-productive grade courses including Principles of Psychology, and this paper reports on the background, design, and initial delivery of the Online version of PSY200.
Student Engagement and Professional Development in an Innovative Learning Community
Author: Hoosier, Kim
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Engagement,Faculty Development,Educational Innovation,Communities of Practice,Community Colleges,College Faculty,Two Year College Students

As two Piedmont Virginia Community College (PVCC) faculty set out to create an innovative learning community, they found that they also fostered a complex and rewarding professional development opportunity. This is an account of what it took to create such a community, and some of the lessons they learned along the way.
Discussing Gender and Sexuality in the Community College Classroom
Author: Barr, Jason
Date: 2013-00-00
Type: Journal Articles
Subjects: Gender Differences,Sexuality,Group Discussion,Homosexuality,Student Attitudes,Community Colleges,Two Year College Students,African Americans,Novels,Language Usage,College Faculty,Teacher Attitudes,Victims,LGBTQ People,Student Reaction,Racial Bias,Age Differences,African American History

This author's reading selection for his class provoked an unexpected response: when one of the main characters in the reading &quot;came out of the closet,&quot; the students divided themselves into those who were willing to discuss the issues, and those who weren't.
Librarians in Your Midst: The Embedded Librarian Program at PVCC
Author: Skinner, Laura C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Librarians,Library Services,Community Colleges,Academic Libraries,Librarian Teacher Cooperation,Two Year College Students,Internet,Online Courses,Library Instruction,College Faculty,Information Literacy

The easy availability of Internet information has caused many to question the future of libraries. However, librarians, as experts of information science, are even more necessary to help students navigate the Internet. An embedded librarian provides assistance at the most critical point -- exactly when it is needed.
Student Job Satisfaction and Leader-Member Exchange: Relationships with Employers
Author: Lopez, Carson C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Employment,Job Satisfaction,Undergraduate Students,Leadership Qualities,Supervisor Supervisee Relationship,Correlation,Models,Student Attitudes

Over 70% of undergraduate students hold part-time jobs while in college. Certain aspects are positively and/or negatively impacted by employment in college, such as a student's academic performance, relationships, and self-worth. As such, research examining factors that might positively influence work-related outcomes (and subsequent collegiate experiences) for student workers is warranted. The current work utilized the Leader-Member Exchange as a theoretical framework to examine how work-related factors (i.e., leadership qualities and the supervisor-employee relationship) impact job satisfaction among student workers. Seventy-eight undergraduate students completed the study. Leadership qualities and supervisor-employee relationship positively correlated with job satisfaction; however, further analysis revealed that the relationship between the supervisor and employee was a significant mediator. These findings add unique information to prior research and might be used by individuals who work with student employees. Additional implications of this work as well as limitations are discussed.
A Cross-Cultural Teaching Model for Community College Teachers: Considerations for Service-Delivery and Implications for the Teaching-Learning Process
Author: Arra, Christopher T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Student Diversity,Teaching Methods,Culturally Relevant Education,Two Year College Students,Models

Community college classes are increasingly diverse, both culturally and ethnically, but how can teachers best educate students concerning cross-cultural issues? This author proposes a cross-cultural teaching model that focuses on a personalized approach.
Putting Theatre Arts to the Test: Student Performance That Goes beyond STEM and STEAM
Author: Nanni-Messegee, Lisa
Date: 2013-00-00
Type: Journal Articles
Subjects: Theater Arts,STEM Education,Art Education,Interdisciplinary Approach,Elementary Secondary Education,Classification,Models,Creativity,Thinking Skills

President Obama's &quot;Educate to Innovate&quot; initiative emphasizes training in the areas of Science, Technology, Engineering, and Math (STEM). More recently, arts have been added to STEM, resulting in the acronym STEAM: Science and Technology interpreted through Engineering and the Arts, based in the Mathematical elements. However, should the arts be used only to cultivate better scientists? Or might the arts be valued apart from of their service to math and science?
Why We Write the Way We Do: A Study of Composition Teaching through Writing Style Translation
Author: He, Yuemin
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Writing Skills,Audience Awareness,Language Styles,Grammar,Authors,Two Year College Students

This author used translation in the classroom to increase student awareness of audience. However, this translation was not between different languages; it was translation from an informal to a formal writing style, and vice versa.
Improving Transferability Case Studies: &apos;Building a Better Bridge to the Bachelor&apos;s&apos;
Author: Lipscomb, Tamra
Date: 2019-07-00
Type: Journal Articles
Subjects: Community Colleges,Bachelors Degrees,Access to Education,State Legislation,College Transfer Students,Transfer Policy,College Credits,Institutional Cooperation,Associate Degrees

Many Virginians aspiring to earn a four-year degree intentionally begin their journey at one of the 23 community colleges within the Virginia Community College System (VCCS). In concert with those aspirations, the VCCS is committed to providing its residents an affordable and accessible program of study that prepares them to transfer and earn a bachelor's degree at any one of Virginia's colleges and universities. The establishment of an affordable and accessible pathway was one of the emanating purposes of the community college (Mellow &amp; Heelan, 2015). The dream of affordable transfer education is one of three key legislative efforts of the VCCS, and statute 23.1-907 of the Commonwealth of Virginia mandates transfer agreements between the institutions. With at least 38 transfer agreements and more than 300 articulation agreements developed between the VCCS and the four-year colleges and universities, the State Council of Higher Education for Virginia (SCHEV) states that up to 32% of transfer students do so under the auspices of guaranteed admission agreements (Joint Legislative Audit and Review Commission, 2017). Transfer pathway must be accessible and easily achieved in the least amount of time, with the least amount of required credits, and the least amount of cost and debt. To build a better bridge to the bachelor's degree, Virginia must examine the current situation, consider best practices within the Commonwealth and across the nation, and seek to enact policies and procedures that achieve that goal.
Shutting up in Class: The Zen of Silence
Author: Thiele, Doug
Date: 2013-00-00
Type: Journal Articles
Subjects: Classroom Communication,Nonverbal Communication,Teaching Methods,Instructional Effectiveness,Lecture Method,College Faculty,Teacher Behavior,Teacher Student Relationship,Classroom Techniques

This author discovered that his most powerful tool in the classroom was not to lecture, but to stop speaking at all. The effect of the resulting silence was even more positive than he could have imagined.
Nurse Success: A Faculty Intervention to Help Students Realize Their Goals
Author: Bloomfield, Karen
Date: 2014-00-00
Type: Journal Articles
Subjects: Nursing Education,Teacher Student Relationship,Intervention,Student Educational Objectives,Success,Two Year College Students,College Faculty,Community Colleges,Mentors,At Risk Students,Licensing Examinations (Professions),Nurses

Nursing faculty at Piedmont Virginia Community College have developed an innovative and formal mentoring program designed to improve success for their students. Nurse Success was introduced in 2011 and provided support for students experiencing academic concerns. The program highlights findings that demonstrate the complex challenges often faced by students that extend beyond the academic and into personal and financial issues that impact student performance.
A Comparative Analysis of SafeAssign and Turnitin
Author: Hunt, Jared
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Computer Software,Plagiarism,Computational Linguistics,Citations (References),Costs,Usability,Standards,Computer Software Evaluation,Writing (Composition),Autobiographies,Writing Evaluation,Phrase Structure,Language Usage,Community Colleges,Two Year College Students

The plagiarism detection programs SafeAssign and Turnitin are commonly used at the collegiate level to detect improper use of outside sources. In order to determine whether either program is superior, this study evaluated the programs using four standards: (1) the ability to detect legitimate plagiarism, (2) the ability to avoid false positives, (3) the ease of use in design, and (4) cost. After submitting 284 texts to both programs--including a random sampling of anonymous student texts from different disciplines; a sample of autobiographies, which were unlikely to be plagiarized; and a sample of texts assembled from online sources which were completely plagiarized--no statistically significant difference between the effectiveness of the programs was found.
Teaching Scientific Writing in the Two-Year College
Author: Schuhart, Arthur
Date: 2014-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Science Instruction,Writing Instruction,Technical Writing,Rhetoric,Course Content,Literary Genres,Audience Awareness,Persuasive Discourse,Writing Assignments

This article introduces a new course in the Virginia Community College System English Curriculum, &quot;English 114: Scientific Writing.&quot; The article briefly reviews the concept of &quot;science rhetoric,&quot; then discusses the intended audience and purpose of the course, and explains the basic goals of the course in relation to the two-year science student-writer. Next the article reviews the Course Content Summary, explaining and giving examples for each of the objectives listed, and notes one significant challenge to the success of the class in the VCCS. The article includes student responses, a sample syllabus, two sample writing assignments, and a complete Bibliography of relevant readings for the instructor new to the subject. The article recommends texts to support class instruction. The writer is also the author of the course.
Ballroom Dance: An Education Like No Other
Author: Pledger, Carrie
Date: 2016-00-00
Type: Journal Articles
Subjects: Dance Education,Program Effectiveness,Student Attitudes,Physical Health,Mental Health,Well Being,Two Year College Students,Community Colleges,Physical Activities,Human Body,Psychomotor Skills,Cognitive Ability,Social Development,Emotional Development

As a disciplinary program, dance falls between the arts and physical education. As a result, it can often be overlooked or sidelined by either program, to the determent of its great value for community college students. Dance and its attention to movement, mental focus, and physical control provide important neurological benefits that affect both the mind and the body. This study examines research studies that identify the neurological benefits of dance and evaluates student perceptions of its value on physical and mental well-being. The research on student perceptions was conducted at Piedmont Virginia Community College.
An Examination of the Predictive Relationship between Mode of Instruction and Student Success in Introductory Biology
Author: Hauser, Lynette
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Introductory Courses,Teaching Methods,Biology,Community Colleges,Science Achievement,Online Courses,Two Year College Students,Conventional Instruction,Prediction,Gender Differences,Student Diversity

Community colleges, including those in Virginia, continue to increase online course offerings in an effort to provide access and cost effective education to a growing student population. With increased student demand for online learning, community colleges should explore further the possibility of offering more science courses online. This research study investigated the success of non-science major Virginia Community College System (VCCS) students in BIO 102 who had previously completed BIO 101 online. This multi-institutional, multi-semester study of community college online biology students collected data from the VCCS and found that the mode of instruction in BIO 101 was not predictive of student success in BIO 102 on campus students. Both online and on campus BIO 101 included higher percentages of female students, Caucasian students, and college age students. Additionally, more students enrolled in online BIO 101 after completing a previous online course. Overall, the findings indicate that online biology is a viable option for community colleges to address effectively the needs of their students. [For a related report, see ED556304.]
Needs and Best Practices for Transfer to Our Four-Year Institutions: The Results of Survey Research
Author: Smith, Patrick K.
Date: 2018-09-00
Type: Journal Articles
Subjects: College Transfer Students,Best Practices,Community Colleges,Two Year College Students,State Universities,Psychology,Knowledge Level,Critical Thinking,Career Planning,Majors (Students),Educational Objectives,Teacher Attitudes,Department Heads,Educational Needs,Study Skills,Mathematics Skills,Writing Skills,Ethics,Information Literacy

Contemporary concerns for college programs focus on the ability of the program to prepare students to become employable upon graduation. For a community college psychology program, that focus is somewhat muted by the fact that many of the community college graduates will transfer to four-year state universities. For this reason, it is imperative for the community college programs to ascertain from those four-year institutions what preparation those transferring students need. This study has captured what fourteen state public university psychology departments desire for transferring students and what they see as lacking in their students transferring from community colleges. The responding department chairs strongly cited basic scholarship skills, a stronger orientation toward critical and scientific thinking, and a professional and career focus in the transferring students.
Community College Discipline Faculty Perceptions of Role as Literacy Educators
Author: Gregory, Kristen H.
Date: 2018-09-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Teacher Role,Literacy,Critical Thinking,College Preparation,Intellectual Disciplines,Literacy Education,Teaching Methods,Case Studies,Phenomenology,Teacher Attitudes,Student Needs,Faculty Development,Educational Practices,Pedagogical Content Knowledge

Approximately a quarter of community college students are entering college-level courses underprepared for the literacy and critical thinking skills required to be successful in discipline courses (National Center for Educational Statistics, 2013). Discipline faculty are considered experts in their content area and are often not trained in pedagogy and literacy instruction, yet they are faced with meeting the diverse literacy needs of their students while still maintaining high content-focused expectations within their courses. This phenomenological case study investigated community college discipline faculty's perceptions and practices regarding integrating literacy instruction within their disciplines. Data were collected from community college faculty through demographic questionnaires and semi-structured interviews. In general, the faculty articulated that it was not their role to integrate literacy instruction into their content-specific coursework, yet they often felt they had to in order to meet the needs of their students. The findings provide insight for professional development programs and indicate areas for future research.
Perceived Barriers to Higher Education in STEM among Disadvantaged Rural Students: A Case Study
Author: Henley, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Access to Education,Barriers,Two Year College Students,Community Colleges,Scholarships,Student Financial Aid,STEM Education,Student Attitudes,Rural Areas,First Generation College Students,Program Effectiveness,Geographic Regions,Student Characteristics

This case study examined the perceptions of scholarship recipients participating in Southwest Virginia Community College's (SWCC's) S-STEM scholarship program which examined whether the program helped remove barriers to students' educational goals and STEM career aspirations. The study used a focus group and a survey to elicit responses from student participants in the SWCC S-STEM program. Participants were low-income residents of rural Appalachia, and many were first generation college students. Results indicated that students in the SWCC S-STEM program experienced a wide variety of barriers to STEM educational and career success, including economic, geographic, social, and educational barriers, and that the S-STEM program assisted students in overcoming these barriers. This study may inform efforts to further increase the number of underrepresented students who enroll in and complete STEM education programs.