ethanporcaro/eric-fulltext-meta huggingface dataset:
Thriving in Partnership: Models for Continuing Education
Author: Moroney, Peter
Date: 2012-00-00
Type: Journal Articles
Subjects: Continuing Education,Foreign Countries,Distance Education,Higher Education,Partnerships in Education,Models,Professional Development,Cooperation,Educational Technology,Electronic Learning

This article, based on a presentation at the University Professional and Continuing Education Association Annual Conference, March 29, 2012, provides concepts, terminology, and financial models for establishing and maintaining successful institutional partnerships. The authors offer it as a contribution to developing a wider understanding of the models of partnership that lead to sustainable success. Certainly, the concept of partnership is prevalent in continuing education professional circles where it is often an assumed best practice, but there is little in the way of formal approaches to developing partnerships. In this article, the authors describe the concepts, tools and financial models that have helped guide the development of successful inter- and intra-institutional partnerships at the University of British Columbia, Continuing Studies (UBC-CS). (Contains 5 figures.)
From Resistance to Resolution: The Journey towards a Sustainable Vision of Continuing Education in Japan
Author: Mulvey, Bern
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Continuing Education,Postsecondary Education,Educational Change,Cultural Context,Educational Attitudes,Population Trends,Educational Trends

Even before 2011's 9.1-magnitude earthquake and the devastating 15-meter tsunami that followed, Japan had been struggling with tremendous economic and demographic challenges that had forced significant changes to its tertiary education sector. In particular, these challenges had played a crucial role in the development of Japanese continuing education. Accordingly, this article will begin with an explanation of the cultural, economic, and demographic contexts in which Japan-style continuing education evolved, followed by a discussion of the present situation and possibilities for the future.
University of Massachusetts Boston: Reconstituting a Continuing Education Division to a Degree-Granting Academic Unit
Author: DiSalvio, Philip
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Continuing Education,Organizational Change,Administrative Organization,Case Studies

The ground has shifted in fundamental ways in higher education, and it is becoming increasingly evident that strategic structural reorganization will play an important role in the financial survival of many institutions. Understanding the close links among strategy, structure, and the environment, it makes sense that organizational structure should expand options rather than constrain the strategic choices institutions can make. Given that organizational structure influences efficiency, effectiveness, and market agility, many higher education institutions are ripe for academic units to look closely at their organizational structure and to ask whether their structure is aligned with the capability to maintain a competitive edge, capture niche markets, and leverage internal strengths. What organizational structures best optimize an institution's strengths? What college structures best sharpen the strategic focus of the institution and position it to take advantage of future opportunities and gain competitive advantage? These questions are particularly relevant in a time where public institutions are receiving less state funding and private independents are looking for ways to bolster their bottom lines. This case study describes the leadership challenges and strategic opportunities associated with the reconstitution of a continuing education unit into a degree-granting academic unit. Lessons learned and recommendations are offered to institutional leaders considering a similar reorganizational strategy. (Contains 5 tables and 3 endnotes.)
University of Houston: Engagement, Workforce, and Economic Development
Author: Schott, Marshall E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Economic Development,Community Colleges,Higher Education,Labor Force Development,Evaluation Methods,Two Year Colleges

At the University of Houston (UH), the arrival of a new chancellor/president in 2007 resulted in a strategic environmental scan to determine areas where the university's efforts should be focused over the next ten years. Several major initiatives were launched, including one that sought to make UH a major energy university. The decision to embrace energy was a natural one given the institution's location in the &quot;energy capital of the world.&quot; Despite considerable economic diversification since the oil bust of the 1980s, energy is still responsible for almost 50 percent of all economic activity in the greater Houston MSA. That a strategy focused on aligning with the energy industry made sense was a given; more difficult was the task of developing and implementing a strategy that produced positive benefits for the university, industry, and the community. This article describes the key elements of that strategy.
Framingham State University: Faculty and Program Development
Author: Huibregtse, Jon
Date: 2012-00-00
Type: Journal Articles
Subjects: Deans,Adult Students,Continuing Education,Program Development,Job Layoff,Higher Education,College Administration,Teacher Attitudes,Adjunct Faculty,Course Descriptions,College Curriculum,English (Second Language),Adult Education

In spring 2010, institution-wide budget cuts resulted in several layoffs at Framingham State University (FSU), including the position of Associate Dean of the Division of Graduate and Continuing Education (DGCE). In his position as the Associate Vice President for Academic Affairs and Dean of DGCE, Scott Greenberg asked their Vice President for Academic Affairs for permission to hire three faculty fellows from among their tenured faculty with experience teaching and advising adult students to assist with the responsibilities that had been performed by the Associate Dean. The experience has also given the faculty fellows the opportunity to better understand the administrative functions of DGCE and how the unit differs from a state supported entity. Two of the fellows share their perspectives and experiences in this article.
California State University, Northridge: Innovative Curriculum Design for Midcareer Professionals
Author: Minassians, Henrik P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Public Agencies,Curriculum Design,Grouping (Instructional Purposes),Public Sector,Educational Finance,Financial Support,Program Implementation,Quality Control,Graduate Study,Certification,Educational Innovation

Universities that focus on urban research should exploit the advantage of their location by matching their curricular strengths to the needs of their respective communities. This article describes how Public Sector Programs (PSP) at California State University, Northridge (CSUN) developed extensive graduate degree and certificate programs in keeping with the needs of local public agencies by using the cohort model, innovative programming, increased options and flexibility for students, a strong academic presence, and a revenue-enhanced model to serve the community. The unique features of self-support and taking the program off-campus enabled this model to succeed.
Rice University: Innovation to Increase Student College Readiness
Author: Gigliotti, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: College Readiness,Elementary Secondary Education,Educational Innovation,Partnerships in Education,College Preparation,High School Graduates,Educational Improvement,Improvement Programs,Models,Outreach Programs,Program Descriptions,College School Cooperation,Comprehensive Programs

"College readiness" means that a student can enter a college classroom without remediation and successfully complete entry-level college requirements (Conley, 2012). In order for students to be considered college ready, they must acquire skills, content knowledge, and behaviors before leaving high school. Research on high-school performance illustrates that large numbers of high-school graduates are not adequately prepared for postsecondary education. This article will discuss the importance of college-readiness initiatives, explore the Rice University model for increasing student college readiness and building K-12 strategic partnerships, and discuss programming that could be implemented by any continuing education unit with the goal of increasing the pipeline of college-ready students in their own communities.
Rice University: Building an Academic Center for Nonprofit Education
Author: Seaworth, Angela
Date: 2012-00-00
Type: Journal Articles
Subjects: Nonprofit Organizations,Financial Support,Sustainability,Research Universities,Administrative Principles,Program Descriptions,Program Development,Partnerships in Education,Resource Centers,Philanthropic Foundations,Educational History,Formative Evaluation

According to the author, the setting for their nonprofit education center was close to ideal: Support from a dean who cares deeply about nonprofit organizations; encouragement from the university and its renewed focus on reaching beyond its walls on the eve of its centennial; and a generous gift from alumni who have been affiliated with the university for more than 70 years. While these factors were invaluable as they began the process of starting their academic center, the process itself was complex. Among the many challenges: determining a mission, educating the market in a metropolitan area, creating a plan for sustainability, and earning academic credibility for a nascent field at a century-old research university. The one guiding principle was that the center would be serious about the business of the nonprofit sector. Although they are only two years into developing the Center for Philanthropy and Nonprofit Leadership at Rice University, their experiences may be useful to other institutions considering nonprofit education. (Contains 5 endnotes.)
University of Missouri-St. Louis: Data-Driven Online Course Design and Effective Practices
Author: Grant, Mary Rose
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Curriculum Design,Data,Decision Making,College Curriculum,Educational Change,Case Studies,Integrated Learning Systems,Student Surveys,Teacher Surveys

Analytics has a significant place in the future of higher education by guiding reform and system change. As this case study has shown, analytics can do more than evaluate what students have done and predict what they will do. Learning analytics can be transformative, altering existing pedagogical processes, research, data management, and policy-making. According to the author, they were able to actualize real-time insight into student performance with targeted interventions, design changes, and content adjustments even as courses were taking place. Learners received feedback about their learning behaviors so that they could make in-course corrections for self-improvement. The increased collaborations among instructors, designers, and administrators improved the quality and value of the learning experience.
Thomas Edison State College and Colorado State University: Using Cutting-Edge Technology to Enhance CE Unit Success
Author: van Zyl, Henry
Date: 2012-00-00
Type: Journal Articles
Subjects: State Colleges,Distance Education,Program Design,Higher Education,College Faculty,Tenure,Governance,School Culture,Demography

Thomas Edison State College (TESC) and Colorado State University (CSU) offer significant contrasts in institutional culture, student demographics, faculty and institutional priorities and approaches to distance education course development and delivery. This article offers case studies showing that widely disparate program design and delivery approaches can be successful for both the student and the institution. The article concludes that the dramatic contrasts between these two successful distance education programs help to illustrate that there is no single way to conduct these programs, and indeed, there may not be a model or best way. However, with planning, consistent interactions with faculty, and with adequate staffing and support, there is more than one way to make distance programs successful.
Exploring the Relationship between Student-Instructor Interaction on Twitter and Student Perceptions of Teacher Behaviors
Author: McArthur, John A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Behavior,Teacher Student Relationship,Aptitude Treatment Interaction,Student Evaluation of Teacher Performance,Classroom Techniques,Web 2.0 Technologies,Network Analysis,Relevance (Education),Credibility,Correlation,Positive Attitudes,Statistical Analysis,Instructional Effectiveness,Teaching Methods

With much attention being placed on the use of Twitter and other social media in the classroom, educators are grappling with the question, "Is Twitter a valid tool to increase classroom effectiveness?" Yet, many responses to this question come from anecdotal and case-study-based information. The present study offers a preliminary quantitative analysis of Twitter in the classroom. A survey-based experiment (n = 144) was conducted to measure student perceptions of teacher credibility, immediacy, and content relevance alongside instructor Twitter-use. Results indicate significant, positive correlations between student Twitter-use and positive perceptions of teacher behaviors. These results indicate that Twitter may serve as a valuable tool to supplement more traditional forms of course instruction. (Contains 1 table.)
An Examination of the Influence of Clicker Technology on College Student Involvement and Recall
Author: Vaterlaus, J. Mitch
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Surveys,Audience Response Systems,Student Participation,Learner Engagement,Recall (Psychology),Undergraduate Students,Comparative Analysis

Educators in a variety of disciplines have used clicker technology to engage college students in the learning process. This study investigated the influence of clicker technology on student recall and student involvement in higher education. Student Involvement Theory was used to inform and guide this research. Student recall was evaluated using three experimental conditions (1) verbal review (review without PowerPoint slide or clicker technology), (2) slide review (review with a PowerPoint slide and verbal review), and (3) clicker review (review with a PowerPoint slide, verbal review, and clicker technology). Also, student surveys were used to identify perceptions of involvement. Some evidence of improvement in student recall was identified with clicker technology review when compared to PowerPoint slides combined with verbal review. Student surveys indicated that students preferred clicker technology over the other conditions. Students also perceived benefits of clicker technology at a classroom level and on an individual engagement level. (Contains 1 table and 1 figure.)
Understanding Chinese Students' Learning Needs in Western Business Classrooms
Author: Foster, K. Dale
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Needs,Business Education,Classroom Environment,Classroom Research,Focus Groups,Discussion Groups,Educational Methods,Case Studies,Teamwork,Culturally Relevant Education,Instructional Effectiveness,Foreign Countries,Aptitude Treatment Interaction

This study was motivated by a recognized tension experienced by teachers and students resulting from an increasingly internationalized university classroom. We propose that this tension is exacerbated in business classrooms because of the participatory nature of many of the pedagogical tools used in these classrooms, tools which have been designed for Western students rather than those from Eastern cultures. These pedagogical tools include in-class discussions, student presentations, case analyses, and group work. This study examines the attitudes and opinions of Chinese students enrolled in Western business courses toward these specific pedagogical tools. We believe that this is the first study to look at these issues using a student lens. Three major themes emerge from the study: (1) Chinese students have a strong desire to be prepared for their classes; (2) Chinese students are not averse to participating in class; and (3) Chinese students want help, both academic and social. Our findings add depth to existing research by expanding on what is known about the Chinese learner and create awareness amongst business instructors and support staff to enhance classroom learning and teaching for all students.
Lessons Learned from Experiential Learning: What Do Students Learn from a Practicum/Internship?
Author: Simons, Lori
Date: 2012-00-00
Type: Journal Articles
Subjects: Internship Programs,Practicums,Mixed Methods Research,Undergraduate Students,Psychology,Pretests Posttests,Student Surveys,Program Attitudes,Student Attitudes,Outcomes of Education,Skill Development,Interpersonal Competence,Social Attitudes,Summative Evaluation

A multi-method approach was used in a pilot assessment of student learning outcomes for 38 students enrolled in an undergraduate psychology practicum/internship program. The results from a pretest-posttest survey revealed that students improved their multicultural skills from the beginning to the end of the program. The results also indicate that experiential learning enhances student personal, civic, and professional development. The consistency of responses from students, field supervisors, and faculty suggest that the practicum/internship program is beneficial for all involved and serves as a method for strengthening university-community partnerships. (Contains 2 tables.)
A Community of Practice in Teacher Education: Insights and Perceptions
Author: Jimenez-Silva, Margarita
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Communities of Practice,Preservice Teachers,Instructional Effectiveness,Theory Practice Relationship,Student Attitudes,English Language Learners,Multicultural Education,Mixed Methods Research

Grounded in the construct of community of practice, the authors discuss the Teacher-Learner Community (TLC), where the goal is to support the development of pre-service teachers' understanding of culture, community, and background in learning. Insights and perceptions of pre-service teachers were gathered after implementing a TLC designed to prepare them to work with English language learners (ELLs). Sharing these insights and perceptions, the authors discuss TLC's potential role in influencing pre-service teachers' beliefs and understanding of ELLs. (Contains 1 footnote.)
Prior Knowledge Influence on Self-Explanation Effectiveness when Solving Problems: An Exploratory Study in Science Learning
Author: Ionas, Ioan Gelu
Date: 2012-00-00
Type: Journal Articles
Subjects: Prior Learning,Academic Achievement,Experimental Groups,Control Groups,Science Education,Science Instruction,Chemistry,Problem Solving,College Freshmen,Higher Education,Predictor Variables,Summer Programs,Scores,Regression (Statistics)

This exploratory study presents the outcomes of using self-explanation to improve learners' performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support self-explanation provides to learners, suggestive of a synergistic effect for learning. The results also suggest the existence of a threshold level of prior knowledge necessary for self-explanation-based cognitive strategies to become effective. As validation, this study also confirms prior findings that show that, given the right settings, learners can benefit significantly from using self-explanation while solving problems. (Contains 3 tables and 1 figure.)
Google Docs in an Out-of-Class Collaborative Writing Activity
Author: Zhou, Wenyi
Date: 2012-00-00
Type: Journal Articles
Subjects: Assignments,Word Processing,Collaborative Writing,Undergraduate Students,Instructional Effectiveness,College Faculty,Higher Education,Psychology,Technology Uses in Education,Comparative Analysis,Writing Instruction,Questionnaires,Scoring Rubrics,Evaluation,Student Attitudes

Google Docs, an online word processing application, is a promising tool for collaborative learning. However, many college instructors and students lack knowledge to effectively use Google Docs to enhance teaching and learning. Goals of this study include (1) assessing the effectiveness of using Google Docs in an out-of-class collaborative writing activity through measuring the assignment's influence on students' learning experiences, (2) teaching students to work collaboratively, and (3) teaching students to successfully communicate their understanding and application of concepts through writing. Undergraduate students (N = 35) were randomly assigned to small groups to complete two out-of-class assignments. We compared students' collaborative performance and learning across two assignments, one with Google Docs and one without. We found (1) most students were unfamiliar with Google Docs prior to the study, (2) Google Docs changed the means of communication used in collaborative writing, (3) 93% of students considered Google Docs a useful tool for group work, (4) using Google Docs had no effect on students' paper grades, and (5) half of the students reported they would like to use Google Docs in the future. Our results suggest that Google Docs was a useful tool for collaborative writing and influenced student learning. (Contains 1 table and 3 figures.)
A Checklist to Guide Graduate Students' Writing
Author: Nelson, Janet S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Skills,Feedback (Response),Check Lists,Graduate Students,Writing Improvement,Writing Instruction,Peer Evaluation

Many graduate students are poor writers because graduate school demands higher quality and more variety of writing skills than undergraduate school, most students write without revision under heavy time pressures, and instructors often lack the time to guide them toward good writing. Helping students improve could happen in different ways. A structured modeling process might help, but it would be time intensive for faculty and students. Peer review writing groups might help students improve their writing, but they would require extensive student time as well as giving and receiving feedback, a process with which they may be uncomfortable. A process that might balance time and effort for all involved is a checklist for mechanical errors. Some existing checklists are brief but limited in scope; others are comprehensive but time consuming. The present manuscript presents an intermediate length checklist for mechanical errors. It has the advantages of encouraging interaction between faculty and student, having flexibility to be adapted to particular needs, and focusing on mechanical errors thus freeing up faculty to focus on substantive issues such as content and organization.