ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of Faculty Beliefs Concerning P&amp;T Decisions
Author: Luchs, Chris
Date: 2011-12-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Promotion,Tenure,Business Administration Education,Teacher Surveys,Demography,Response Rates (Questionnaires),Likert Scales,Teacher Role,Teacher Responsibility,Noninstructional Responsibility

According to Schuster and Finkelstein (2006) faculty workloads have been increasing dramatically. Besides the additional hours worked by faculty the composition of work has changed as well (Schultz et al., 1989). Studies on research, teaching and service components of promotion and tenure (P&amp;T) decisions at colleges and universities have largely focused on the research and teaching aspects. Research and teaching are consistently given considerably more weight in the P&amp;T decisions (Alshare et al., 2007 and Tripathy and Ganesh, 1996). The purpose of this study is to examine whether faculty believe the perceived weighting of service in P&amp;T decisions is appropriate. A survey was sent to randomly selected business faculty. Participants were asked a series of questions related to the current perceived and desired levels of the significance of service in P&amp;T decisions. The results indicate that in all P&amp;T decisions service should be of greater importance than the current perceived level incorporated into those decisions. Additional analyses revealed that demographic factors appear to affect the significance of the desired level of importance of service.
Evaluating Number Sense in Workforce Students
Author: Steinke, Dorothea A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Colleges,Number Concepts,Number Systems,Numbers,Critical Thinking,Workplace Literacy,Mathematics Achievement,Mathematics Activities,Problem Solving,Teaching Methods

Earlier institution-sponsored research revealed that about 20% of students in community college basic math and pre-algebra programs lacked a sense of part-whole relationships with whole numbers. Using the same tool with a group of 86 workforce students, about 75% placed five whole numbers on an empty number line in a way that indicated lack of part-whole thinking. This concept, needed to understand fraction and percent relationships, carries over as a grasp of the relationship between details and the main idea in factual prose, in critical thinking in job situations, and on the current high school equivalency tests.
Integration of Andragogy into Preceptorship
Author: Leigh, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Andragogy,Integrated Activities,Adult Learning,Learning Theories,Needs Assessment,Learning Activities,Individualized Instruction,Educational Principles,Design Requirements,Nursing Education,Practicums,Clinical Experience,Undergraduate Students

Return of registered nurses to school dictates that mobility programs integrate principles and design elements of adult learning theory. The Decisional Matrix for Preceptorship Experiences (DMPE) was designed to support mutual needs assessment and identification of individualized clinical learning activities. Using the Andragogy in Practice Inventory (API), this project evaluated the extent to which the DMPE reflected the principles and design elements of andragogy in the final preceptorship experience in the RN-BSN program. Participants' ratings on the API supports that the DMPE was reflective of adult learning principles and design elements. Key course indicators support effectiveness of the DMPE.
Mindfulness and Student Success
Author: Leland, Matt
Date: 2015-00-00
Type: Journal Articles
Subjects: Perception,Metacognition,Attention Control,Success,Teaching Methods,Databases,Literature Reviews,Thinking Skills,Critical Thinking,Academic Ability,Academic Achievement,Student Behavior,Self Control,Job Skills,Skill Development,Disabilities,Bullying,Athletics,Athletic Coaches

Mindfulness has long been practiced in Eastern spiritual traditions for personal improvement, and educators and educational institutions have recently begun to explore its usefulness in schools. Mindfulness training can be valuable for helping students be more successful learners and more connected members of an educational community. To determine if mindfulness instruction should be incorporated into curriculum at all levels of formal education to help students be more successful in their academic pursuits, a thorough review of research was conducted using primary and secondary sources of the possible applications and results of mindfulness in education. Mindfulness education was helpful in some specific ways: minimizing the impact of bullying, helping students with learning disabilities, benefiting students who are training in careers with high emotion and stress, and coaching. Based on the results, students who have mindfulness incorporated in their curriculum could potentially reap benefits academically and personally.
The Effect of Emotional Intelligence on Student Success
Author: Chapin, Krysta
Date: 2015-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Emotional Development,Predictor Variables,Academic Achievement,Success,Workshops,Training,Work Environment,Medical Schools,Medical Education,Competence

Emotional intelligence (EI) is the ability to recognize, assess, and control one's emotions, as well as the emotions of others, and even groups. It also allows people to handle added pressures, as they often experience in higher education. Occasionally clinicians report a small number of senior veterinary medicine students lack the ability to assess human clients and their animal patients. The purpose of this review was to examine EI as a possible tool to predict, identify, and improve student performance and student success in the clinical environment. Research was conducted that supported the ability of EI as a tool to predict student success in relations to clients and patients. EI was shown to generally improve for students and staff when trainings and workshops were implemented. EI education may benefit most individuals, however, specific research for EI improvement concerning medical students identified as lacking compassion was deficient.
Restructure Staff Development for Systemic Change
Author: Kelly, Thomas F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Staff Development,Organizational Change,Systems Approach,Cost Effectiveness,Academic Achievement,Change Strategies,Educational Change,Training Objectives,Training Methods,Remedial Programs,Participative Decision Making,Higher Education

This paper presents a systems approach based on the work of W. Edwards Deming to system wide, high impact staff development. Deming has pointed out the significance of structure in systems. By restructuring the process of staff development we can bring about cost effective improvement of the whole system. We can improve student achievement while eliminating the need for expensive remedial, gifted, learning disabilities and most special education programs.
New and Upper Level Political Science Course Preparations: A Discussion of Challenges and Opportunities at the Teaching-Oriented Institution
Author: Richburg, Kimberly M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Political Science,Higher Education,Educational Planning,Small Colleges,Instructional Design,Teaching Load,Class Size,Educational Background,College Libraries,Resource Materials,Advertising,Marketing,Enrollment Influences,Teacher Student Relationship,College Instruction,Advanced Courses

Designing and executing a new upper level political science course preparation can be a daunting task, especially when dealing with some of the challenges in the context of teaching-oriented institutions of higher learning. In this paper, I conduct an examination of both the challenges and the opportunities that can be afforded by environmental factors associated with teaching-oriented colleges and universities. I base some of this information on my experience of preparing and executing a new upper level political science course preparation in the fall of 2009. First, I briefly examine some of the challenges that instructors are likely to encounter in smaller college environments when executing new upper level course preparations. Next, I discuss some potential advantages and opportunities that various elements of a teaching-oriented environment can offer instructors who are faced with new upper level course preparations. Finally, I explore how instructors can maximize their chances of experiencing the benefits while avoiding some of the drawbacks of preparing new upper level courses in the teaching institution environment. A closer examination of the advantages and opportunities associated with executing new upper level course preparations at relatively small teaching institutions will help instructors develop awareness of more effective ways to design courses so that both instructor effectiveness and student learning can be maximized.
Practices and Value of a Professional Learning Community in Higher Education
Author: Hilliard, Ann T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Communities of Practice,Collegiality,Definitions,Instructional Improvement,Learning Strategies,Models,Cooperative Learning,Decision Making,Program Effectiveness,Program Evaluation,Teamwork,Educational Practices,Educational Innovation,Interdisciplinary Approach

It is important for leadership teams and faculty members in higher education to create an atmosphere of trust as new and improved ideas are addressed in a professional learning community setting. Prior to the past ten years, many faculty members at the university have been accustomed to working somewhat independently in their own discipline. However, today, more university leaders and faculty members are reaching out to one another to discuss issues or concerns within the organization. For the purpose of this research, emphasis will be placed on definition of a professional learning community, characteristics of a professional learning community, ways to improve teaching and learning, models of collaborative learning, effectiveness of professional learning communities and evaluating a professional learning community.
All Rights Reversed: A Study of Copyleft, Open-Source, and Open-Content Licensing
Author: Frantsvog, Dean A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Certification,Open Source Technology,Copyrights,Intellectual Property,Intellectual History,Legal Responsibility,Computer Software,Access to Information,Information Policy

In the United States and much of the world, the current framework of intellectual property laws revolves around protecting others from tampering with an author's work. The copyright holder decides who can use it, who can change it, and who can share. There is a growing school of thought, though, that holds that intellectual creations should be open to everyone to use, to modify, and to redistribute as they see fit, and take legal steps to ensure that others have the right and the opportunity to do so. This idea, the general practice of using modern intellectual property laws to ensure that others will have the right to change one's work is known as copyleft. The term copyleft, a play on copyright, is a way of legally ensuring that a work can be freely distributed or modified by anyone. Larry Lessig and Jonathan Zittran, two Harvard law professors and copyleft activists, claim that copyright laws have come to be a detrimental force, diminishing creativity instead of encouraging it. The copyleft movement, they claim is about rebalancing intellectual property laws to a purer, more Jeffersonian state. (Stim 230) The difference between copyleft and copyright lies in the rights of the copyright holder. A work under copyright generally uses the disclaimer &quot;all rights reserved.&quot; These rights, namely distributing, performing, and modifying the work, belong solely to the copyright holder (Goldstein 10). Under a copyleft license, the work is still under copyright, but the author gives up most or all of these rights. Copylefted works often bear the slogans &quot;All rights reversed,&quot; &quot;No rights reserved,&quot; or &quot;Some rights reserved,&quot; depending on the specific terms of the license in use. In other words, a work under a copyleft license is legally protected, and part of that protection is that it must always be free to use, distribute, and modify. The use of copyleft licensing began with computer hobbyists in the mid-1970s, seeking to protect their programs from commercial use. Since then, the use of copyleft licensing has expanded; there are now licenses designed to protect text documents, images, songs, and other works. Today, some of the most notable users of copyleft licenses include Wikipedia (Wikipedia Contributors, &quot;Wikipedia: Copyrights&quot;), Creative Commons (Stim 240), the online creative works repository (founded by Lawrence Lessig), and the Mozilla Foundation, publisher of the Firefox internet browser (Behlendorf 166). This paper explores the history of copyleft licensing, some of the specific copyleft licenses in use, and two of the most pertinent trends branching from the movement: open-source licensing, and open-content licensing.
A Delve into the Deployment of eCommerce and Higher Educational Learning
Author: Djoleto, Wilhelmina
Date: 2012-00-00
Type: Journal Articles
Subjects: Colleges,Business,Internet,College Faculty,Teacher Surveys,Black Colleges,Mixed Methods Research,Academic Achievement,Satisfaction,Student Attitudes,Conflict Resolution,Enrollment,Statistical Analysis,Predictor Variables,Content Analysis

Higher Educational Institutions (HEIs) and organisations have made significant investments in eCommerce/eBusiness in efforts to keep up with heightened technology penetration in organisational and institutional fabrics. These efforts have been incorporated in their strategic mission partly, to bolster their reputation. HEIs reputation depends much on their delivery of education to their clientele (students); thus, their endeavours to invest in eCommerce solutions. In reconnoitering the impact of eCommerce/eBusiness at HEIs, higher level administrators at randomly selected cluster sample of historically black colleges and universities in America were surveyed. A mixed method analysis showed positive impact between eCommerce/eBusiness and student learning, student satisfaction, student conflict resolution.
Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication
Author: Okoro, Ephraim A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Networks,Information Technology,Network Analysis,Teamwork,Business Administration Education,Skill Development,Instructional Effectiveness,Web 2.0 Technologies,Technology Uses in Education,Cooperative Learning,Usability,Performance Factors,Barriers,Computer Mediated Communication,Teaching Methods,Instructional Innovation,Educational Practices,Educational Strategies

Digital communication increases students' learning outcomes in higher education. Web 2.0 technologies encourages students' active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids students who are expected to be facile in these technologies upon graduation (Benson, Filippaios, and Morgan, 2010). Faculty members become coaches, monitoring and providing feedback to students rather than directing activities. While Web 2.0 technologies, including social networks, may act as a distraction in a teaching environment, our findings suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education.
The Relationship between Engineering Students' Self-Directed Learning Abilities and Online Learning Performances: A Pilot Study
Author: Chou, Pao-Nan
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering Education,Independent Study,Electronic Learning,Pilot Projects,Correlation,Ability,Undergraduate Students,Outcomes of Education,Foreign Countries

This study aimed to explore engineering students' self-directed learning abilities in an online learning environment. The research centered on the correlation relationship between students' self-directed learning abilities and learning outcomes. The instructional activity in one experimental study was to simulate an online learning task in the real-world online courses. The results of the study showed that a significant, positive relationship existed between engineering students' self-directed learning abilities and online learning performances. High level of self-directed students performed better in the criterion test.
The Challenges and Successes of Department Governance: A Look at HBCU Journalism and Mass Communications Unit Administrators
Author: Crawford, Jerry, II.
Date: 2012-00-00
Type: Journal Articles
Subjects: Governance,Departments,College Administration,Success,Barriers,Journalism Education,Mass Media,Administrator Attitudes,Black Colleges,Institutional Mission,Institutional Characteristics,Operations Research,Educational Finance,Financial Problems,Financial Support,Endowment Funds,Organizational Theories,Professional Autonomy,Competition,Civil Rights Legislation,Federal Legislation,Higher Education,Educational Legislation,Online Surveys,Tenure,Teacher Role,Teaching Load,Academic Rank (Professional),Department Heads,Educational Development

Historically Black Colleges and Universities (HBCUs) are facing challenges to their continued existence on several fronts. One is fiscally, as federal funding for education has been cut and the responsibility for paying for higher education has been levied on students and parents. Another challenge is the amount of endowment dollars available to them and lastly, there are questions today as to if HBCUs are still needed in a society that has allowed African-Americans to enroll in Predominantly White Institutions (PWIs). Administrators of the 55 Journalism and Mass Communication (JMC) units at HBCUs have to lead with an eye on tradition while dealing with current financial issues. The administrators are faced with the personal challenge of tenuous term limits--served at the discretion of higher administrators--and teaching two or three classes. They work under larger units and have minimal authority over budgets, hiring, or strategic planning for their units. Their faculty work full course loads and few have tenure. How do they keep the institution's mission and move to the future of possible accreditation?
Awakening Students' Sociological Imagination
Author: McCoy, Craig
Date: 2012-00-00
Type: Journal Articles
Subjects: Sociology,Imagination,Active Learning,Current Events,Social Problems,Inclusion,Empathy

Students who experience a transcendent moment as they vicariously walk in the shoes of another person demonstrate the utilization of sociological imagination. Even though the concept of sociological imagination was advanced more than 50 years ago by sociologist C. Wright Mills, there is high value to revisit this concept and for its application to engage students in active learning in contemporary classroom environments. The objective is to better prepare students in the 21st century in order to better assess contemporary events and social problems with a more accurate and realistic understanding.
No Work Like Rework: Issues in the Design of a Math Test Sign-Up Application
Author: Alkadi, Ghassan
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Tests,Usability,Computer System Design,Database Design,Database Management Systems,Open Source Technology,Program Descriptions,Records (Forms),Higher Education

This paper introduces a test sign-up application developed for a math department at a university. The requirements, design, and final software product are presented, along with one very important unexpected problem that arose after completion of the work--the system to be implemented and maintained by the client was not compatible with the platform supported by the client. In spite of the ensuing frustration and challenges, the end result was a success in many ways. In addition, it was a great educational experience for both the students and faculty involved in this project.
Empowering the Non-Traditional College Student and Bridging the &quot;Digital Divide&quot;
Author: Jesnek, Lindsey M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Computer Literacy,Computer Software,Adult Students,First Generation College Students,Higher Education,Introductory Courses,Academic Achievement,Student Placement,Tests,Online Systems,Job Security,Community Colleges,Unemployment

Non-traditional student enrollment, especially at community colleges, has markedly risen in the last ten years due to national unemployment rates, the current economic climate, and employer demand for computer-literate employees. While university instructors struggle to constantly adapt their course materials to incorporate updates in software modules, various online learning systems, and consumer gadgets, they must also troubleshoot the obstacles inherent in their changing class rosters. Functioning under the definition of &quot;non-traditional&quot; as students over the age of 25 who are often first-generation college enrollees, displaced from their previous careers due unforeseen layoffs, or desperate to update their résumés by earning an advanced certification or degree in order to ensure job security, this paper examines the lagging response of higher education institutions to appropriately manage the widening &quot;digital divide&quot;. The clear dissonance between typical non-traditional student computer competency and typical traditional student computer competency specifically informs this examination. In response to the amalgamated complications revealed in the non-traditional student?s charge to function successfully within a technologically-driven university environment, practical application strategies in the form of pre-enrollment computer competency placement testing and the implementation of required, degree-credit introductory computer courses must be established as a national initiative in order to formalize the concerted effort needed to encourage the overall academic success of non-traditional students nationwide.
Factors Influencing Generation Y African Americans in Their Choice for College Education: An Empirical Case Study of Fort Valley State University Students
Author: Gyapong, Samuel K.
Date: 2012-00-00
Type: Journal Articles
Subjects: African American Students,College Students,College Choice,Student Surveys,Student Recruitment,Black Colleges,Influences,Age Groups

In an effort to assist a newly appointed Public Relations Officer to determine the most effective way to promote the institution to college-bound Generation Y African-Americans we offered to conduct a survey research of our current students. The results were very revealing and have been used successfully to increase enrollment to historically high rates in the past two years. This paper is an attempt to share the research methodology and the revealing results. It recounts the research objectives, methodology including data collection and analysis and the results.