ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing Large-Enrollment Courses in Hybrid Instruction Mode
Author: Khanna, Pooja
Date: 2016-12-00
Type: Journal Articles
Subjects: Blended Learning,Large Group Instruction,Curriculum Design,College Instruction,Course Organization

This essay addresses the hitches and glitches in the hybrid instruction system of teaching and learning for large-enrollment courses. This new instructional methodology asks facilitators to redesign their entire traditional teaching and learning practices. The nature of subject to be taught via the hybrid mode further affects the success rate of the modules from the time of inception to launch to actual delivery and completion of the course. The entire process involves undoing the old habits and methodologies and instructors picking up new skills, along with the right motivation to take up the task. The course planning and delivery require a substantial commitment in terms of hours from the instructors catering to large-enrollment courses, along with pursuing their routine roles at the campuses. From the pupil's perspective, the response varies, as hybrid learning seeks self-discipline and time management skills from the learner. After the initial roadblocks, students enjoy hybrid learning if the course structure and instructions are simple and the course content flexible and varied. We will study the problems and possible solutions to the success of the hybrid teaching-learning system at each stage where large number of students enrolled for a specific course.
A Literary Approach to Teaching English Language in a Multicultural Classroom
Author: Choudhary, Sanju
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Second Language Instruction,English (Second Language),Multicultural Education,Instructional Innovation,Literature,Literature Appreciation,Reader Response,Language Skills,Communicative Competence (Languages),Learning Activities,Active Learning

Literature is not generally considered as a coherent branch of the curriculum in relation to language development in either native or foreign language teaching. As teachers of English in multicultural Indian classrooms, we come across students with varying degrees of competence in English language learning. Although language learning is a natural process for natives, students of other languages put in colossal efforts to learn it. Despite their sincere efforts, they face challenges regarding pronunciation, spelling, and vocabulary. Indian classrooms are a microcosm of the larger society, so teaching English language in a manner that equips the students to face the cutthroat competition has become a necessity and a challenge for English language teachers. English today has become the key determinant for being successful in their careers. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers are no longer arbitrary dispensers of knowledge, but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using literary texts and their analyses to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching/learning. This article is, therefore, an attempt at exploring the nature of the literary experience in the present-day classrooms and the broader role of literature in life.
Communication Skills-Core of Employability Skills: Issues and Concerns
Author: Bharathi, A. V.
Date: 2016-12-00
Type: Journal Articles
Subjects: Communication Skills,Employment Potential,Job Skills,Writing Skills,College Students,Foreign Countries,Course Descriptions,Language Processing,Memory,Skill Development,Business Administration Education,Questionnaires

This study focuses on the writing skills of third-year Bachelor of Commerce students of the colleges affiliated to Krantiguru Shyamji Krishna Verma Kachchh University, Bhuj, India. The objectives of this study were to (a) study the syllabus relevance of the concerned subject at the final-year graduation level in the commerce discipline, (b) identify gaps in the existing undergraduate-level syllabi, (c) assess the communicative abilities of students, (d) gather the opinion of the teachers on their students' writing performance, and (e) suggest some remedial measures to improve students' language proficiency. Data was collected via questionnaire and opinionnaire. The study found the syllabus does not provide any scope for the development of practical, soft presentation skills. The study confirms that the syllabus does not provide any scope for developing writing skills of the learners; rather, it demands and evaluates memory skills and reproductive abilities. There also seems to be a vast gap between expected and achieved levels of efficiency. This study points out the certain lacunae in the current educational communication, which emphasizes theoretical acquisition of knowledge and fails to provide successful guidance for the development and expansion of human capabilities, as well as personal development.
Digital Literacy Matters: Increasing Workforce Productivity through Blended English Language Programs
Author: Jose, Kshema
Date: 2016-12-00
Type: Journal Articles
Subjects: Technological Literacy,Productivity,Foreign Countries,Blended Learning,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Models,Outcomes of Education,Sustainability,Course Content,Lifelong Learning,Personal Autonomy,Work Environment,Language Usage

Current workplace demands newer forms of literacies that go beyond the ability to decode print. These involve not only competence to operate digital tools, but also the ability to create, represent, and share meaning in different modes and formats; ability to interact, collaborate and communicate effectively using digital tools, and engage critically with technology for developing one's knowledge, skills, and full participation in civic, economic, and personal matters. This essay examines the application of the ecology of resources (EoR) model for delivering language learning outcomes (in this case, English) through blended classroom environments that use contextually available resources. The author proposes the implementation of the EoR model in blended learning environments to create authentic and sustainable learning environments for skilling courses. Applying the EoR model to Indian skilling instruction contexts, the article discusses how English language and technology literacy can be delivered using contextually available resources through a blended classroom environment. This would facilitate not only acquisition of language and digital literacy outcomes, but also consequent content literacy gain to a certain extent. This would ensure satisfactory achievement of not only communication/language literacy and technological literacy, but also active social participation, lifelong learning, and learner autonomy.
Professor Gender, Age, and &quot;Hotness&quot; in Influencing College Students' Generation and Interpretation of Professor Ratings
Author: Sohr-Preston, Sara L.
Date: 2016-09-00
Type: Journal Articles
Subjects: College Faculty,Student Evaluation of Teacher Performance,Undergraduate Students,Age,Bias,Psychology,Componential Analysis,Interpersonal Attraction,Teacher Characteristics,Multivariate Analysis,Scores,Sex,Hypothesis Testing,Questionnaires,Statistical Analysis,Statistical Significance

A sample of 230 undergraduate psychology students rated their expectations of a bogus professor (who was randomly designated a man or woman and &quot;hot&quot; versus &quot;not hot&quot;) based on ratings and comments found on RateMyProfessors.com. Five professor qualities were derived using principal components analysis: dedication, attractiveness, enhancement, fairness, and clarity. Participants rated current actual psychology professors on the same qualities. Current professors were divided based on gender (man or woman), age (under 35 or 35 and older), and attractiveness (at or below the median or above the median). Using a multivariate analysis of covariance (MANCOVA), students expected hot professors to be more attractive but lower in clarity. They rated current professors who were male and 35 or older as lowest in clarity. Current professors scored significantly lower in dedication, enhancement, fairness, and clarity when rated at or below the median on attractiveness. Results, along with previous research, suggest numerous factors (largely out of professors' control) influencing how students interpret and create professor ratings. Caution is therefore warranted in using online ratings to inform a variety of decisions, including students' course selection or even administrators' hiring and promotion decision making.
Enhancing Student Learning with Case-Based Teaching and Audience Response Systems in an Interdisciplinary Food Science Course
Author: Giacalone, Davide
Date: 2016-09-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Academic Achievement,Audience Response Systems,Food,Scientific Concepts,Foreign Countries,Outcomes of Education,Foods Instruction,Food Standards,Higher Education,Lecture Method,Science Education,Case Studies,Teacher Effectiveness,Qualitative Research,Statistical Analysis,Masters Programs,Interdisciplinary Approach,Student Attitudes,Likert Scales,Focus Groups

The purpose of this article is to discuss the implementation of case-based teaching and use of response technologies to graduate students in a food science course. The article focuses on teaching sensory science and sensometrics, presents several concrete examples used during the course, and discusses in each case some of the observed outcomes. Students' evaluations, peer feedback, and self-observations throughout the course collectively indicated that the particular initiatives were effective in engaging student participation and promoting a more active way of learning. Case-based teaching provided students with the opportunity to apply their knowledge and their analytical skills to complex, real-life scenarios relevant to the subject matter. The use of audience response systems further facilitated class discussion and was extremely well received by the students; this resulted in a more enjoyable classroom experience.
Academic Effects of Peer-Mediated Interventions with English Language Learners: A Research Synthesis
Author: Pyle, Daniel
Date: 2017-02-00
Type: Journal Articles
Subjects: Peer Teaching,Intervention,English Language Learners,Elementary Secondary Education,Kindergarten,Literature Reviews,Periodicals,Cooperative Learning,Program Effectiveness,Phonemic Awareness,Vocabulary Development,Reading Comprehension,Teaching Methods,Teamwork,Grouping (Instructional Purposes),Reading Instruction,Search Strategies

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.
Introducing B Corporations to the Higher Education Community
Author: Houlahan, Bart
Date: 2016-06-00
Type: Journal Articles
Subjects: Higher Education,Corporations,School Business Relationship,Nonprofit Organizations,Institutional Mission,Social Systems,Certification,Accountability,Alignment (Education),Private Colleges,Proprietary Schools

The higher education industry faces many challenges. Despite the recognition that a college degree is essential to developing skilled employees, informed citizens, and flourishing people, there is a shortage of skilled workers, college costs (and student debt) are rising, and the attainment gap for minorities and underrepresented populations remains stark. Simultaneously, technological advancements have created a market for higher education that is no longer local or national, providing both opportunities and challenges for institutions to serve diverse student needs around the world. B Lab, a global non-profit, was started nine years ago because business needs a new operating system, a set of normative and institutional changes that allow capitalism to equal its promise. Across all industries, there is a need for concrete, scalable, systemic solutions that restore trust in business and enable the invisible heart of the capital markets. That requires a market ecosystem that includes a supportive corporate and fiduciary legal infrastructure, access to aligned capital markets, enabling public policy, and the ability for consumers, employees, and investors to differentiate good companies from just good marketing. The B Corp Movement is putting theory into action by setting an objective business standard for social and environmental performance, accountability and transparency. It equips businesses and investors with a platform for benchmarking, measuring and reporting on impact; it is providing a sustainable operating system for business by allowing companies to expand their fiduciary duties to include the consideration of their stakeholders; and it is enabling millions of consumers, workers, entrepreneurs, and investors to join the movement all over the world. B Lab has worked to tailor the B Impact Assessment to enable for-profit higher education institutions to pursue B Corporation Certification and for all institutions to measure their overall social and environmental impact in the context of students as their primary stakeholder. Through the contributions of a multi-stakeholder expert working group, B Lab conducted an 18-month process to develop a Higher Education Addendum to supplement content in the B Impact Assessment, focusing on company governance, worker practices, community engagement, and environmental stewardship.
Global Learning in a New Era
Author: Ramaley, Judith
Date: 2016-06-00
Type: Journal Articles
Subjects: Global Education,Global Approach,Higher Education,Educational Change,Educational Practices,Student Development,Student Experience,Learning Experience,Elementary Secondary Education,Undergraduate Students,Student Evaluation,Achievement Rating

Our nation's colleges and universities frequently adapt their approach to education in response to the reality of social, economic and environmental challenges. Today the reality is that we are increasingly interconnected on a global scale. This new era of globalization impacts every facet of society, and it offers both an exciting blend of generational change and complex, multifaceted challenges. How shall we educate our students in this new era? What can we expect of our graduates in a global world? The answer to these questions requires our institutions to make significant changes in their approach to educating students and interacting with the communities they serve. This new approach should be shaped by a sense of what it means to be a globally prepared graduate, and should be guided by clear learning outcomes exercised along a sequential pathway of experiences from the first year of college through graduation. These experiences are supported by the use of engaged learning practices that draw students into work that is both personally and socially meaningful, and that includes cross-disciplinary inquiry focused on the goal of addressing big questions in ethical, responsible, and effective ways.
High Education as a Common Good in China: A Case Study for Ideas and Practice
Author: Zhu, Jiangang
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational History,Educational Practices,Educational Objectives,Cultural Context,Educational Philosophy,Case Studies,Service Learning,Confucianism,Social Systems,Educational Change,Workshops,Questionnaires,Pretests Posttests,Student Attitudes

China began its modern system of higher education with the establishment of the former Peking University in Beijing in 1898. The traditional Confucian philosophy of education has been replaced dramatically by modern western philosophy. However, since the communist party came to power in 1949, the philosophy of higher education has experienced many more dramatic changes. In Mao's time between 1949 and 1976, Maoism philosophy largely displaced Western, so-called capitalistic, philosophy and dominated Chinese higher education for almost 30 years. One consequence was the closing of universities to middle school graduates during the Cultural Revolutionary era. Higher education resumed in 1977, when China began the new era of openness and reform. This essay will explore how Chinese higher education has sought to provide for the common good since that time. I will introduce the meaning of the &quot;common good&quot; in its Chinese cultural context, and then I will describe the dominant ideas of education philosophy and how the idea of the common good encourages an alternative approach for higher education. Finally, I will use my own experiences as a case study to explain how the mechanism of service-learning can help students realize and contribute to the common good.
Working to Educate Global Citizens and Create Neighborly Communities Locally and Globally: Penn's Partnerships in West Philadelphia as a Democratic Experiment in Progress
Author: Harkavy, Ira
Date: 2016-06-00
Type: Journal Articles
Subjects: Global Education,Partnerships in Education,College Role,School Community Programs,School Community Relationship,Problem Solving,Social Change,Higher Education,Institutional Role,Barriers,Local Issues,Case Studies,Outreach Programs,Social Networks

In the rapidly accelerating global era in which we now live, human beings must solve a vast array of unprecedently complex problems. Given their proclaimed dedication to critical intelligence, and their unique constellation of formidable resources to develop it, institutions of higher education have a unique responsibility to help solve these problems. It seems self-evident to these authors that given the current state of the world, colleges and universities are not contributing as they could and should. They further submit that working to solve universal problems, such as poverty, inadequate schooling, inequality, and intolerance as these problems are manifested locally is a powerful (perhaps the best) means to advance higher education's (particularly the university's) mission of advancing knowledge for the improvement of human welfare. Stated even more strongly, democratic engagement with its local schools and communities may not only be the best means, but also the best indicator of a higher education institution's contribution to the public good locally, nationally, and globally. Given the position outlined, the authors will try in this article to do three things to give credence to this argument: (1) Discuss the central role of higher education institutions in contributing to the public good, as well as the obstacles that have prevented them from effectively fulfilling that role; (2) Explain and illustrate (using the case they know best--the University of Pennsylvania) that by working to solve global problems manifested locally higher education institutions can increase their contributions to the public good; and (3) Describe and propose a strategy (again using examples from their own work) for how local engagement can be part of a process of global engagement and change.
What if a State Required Civic Learning for All Its Undergraduates?
Author: Reiff, John D.
Date: 2016-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Civics,Citizenship Education,State Boards of Education,Required Courses,Educational Policy,State Policy,Student Educational Objectives,Educational Benefits,Program Implementation,Global Approach

This article tells the story of the first state in the U.S. to set the expectation that every undergraduate in public higher education would be involved in civic learning. In 2012, the Massachusetts Board of Higher Education made &quot;Preparing Citizens&quot; one of seven key outcomes of its Vision Project for public higher education. In 2014, the Board passed a Policy on Civic Learning defining civic learning as &quot;acquisition of the knowledge, the intellectual skills and the applied competencies that citizens need for informed and effective participation in civic and democratic life; it also means acquiring an understanding of the social values that underlie democratic structures and practices&quot;.
Towards a Global Critical Literacy: Literature, Community Engagement and the Global Commons from an American Perspective
Author: Roy, Bidhan
Date: 2016-06-00
Type: Journal Articles
Subjects: Critical Literacy,Community Involvement,Teaching Methods,Humanities,Literature,Intellectual Disciplines,Knowledge Level,Learning Experience,Adult Education,School Community Relationship,Seminars,Graduate Students,Creative Writing

What does it mean for a student to be critically literate in the Twenty First Century? How do we teach critical literacy within university humanities programs in the United States? And what are the implications of critical literacy for the conception and praxis of the global good? Using Richard Hoggart and Raymond Williams' conceptions of critical literacy, I outline a pedagogical approach to literature and cultural studies that offers a conceptual space for students to imagine and engage with ideas of the global good. From the perspective of student learning, this approach to community engagement offers students opportunities to &quot;read&quot; their own social context critically and engage with, as well as, contribute to various local, national and global communities in meaningful, material ways. But what is important is that in doing so, such contributions come from the starting point of disciplinary knowledge, rather than from a problematic volunteerism or service framework that are often associated with the term community engagement. A critically literate approach to community engagement enables students to understand how literary studies can enrich an understanding of their global context in ways that other disciplines cannot and, therefore, the type of knowledge that the field produces. Drawing upon concrete examples of student learning from a range of university classes in which I have employed this pedagogical approach, I conclude that the student learning experience that results from such a process is qualitatively different--both with respect to the sorts of knowledge that students' produce, as well as the dispositional affects it engenders in students' lives. Such a learning experience holds the promise of achieving Raymond Williams' vision of adult education as a process of &quot;building social consciousness&quot; and &quot;real understanding of the world&quot;--a substantive critical literacy for a globalized world.