ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Responsibility for Faculty: An Example of Faculty Involvement--Part I
Author: McLaughlin, J. Patrick
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Responsibility,Teacher Role,Teacher Responsibility,College Faculty,Decision Making,College Freshmen,Seminars,Legal Responsibility,Teaching Methods,Student Behavior,At Risk Persons,Risk Management,Drinking,Alcohol Abuse,College Students

Social responsibility is a concept often used to describe how large corporations, or even small businesses, should &quot;give back&quot; something to the communities that they serve. We feel the same is true when it comes to faculty members. Oftentimes, the greatest expertise in a given subject area in a community is housed within the confines of the faculty members of the local college or university and such knowledge and expertise can be shared in a plethora of venues as part of the &quot;service&quot; component of their annual evaluation. Our paper sets forth an example of such faculty involvement in an attempt to improve the decision-making of our incoming students and, as a result, the overall community by providing a presentation to our Freshman Seminar courses on the legal ramifications of poor decision-making as they begin to manage their newfound freedom of choices. In our paper, we point out the pedagological system that we use to emphasize the importance of making the right choices for now, which will clearly have a direct effect upon their future.
The Problem of &quot;Adverse Selection&quot; in Business Education
Author: Yaqub, Muhammad Zafar
Date: 2009-00-00
Type: Journal Articles
Subjects: Business Administration Education,Admission Criteria,College Admission,Academic Achievement,Academic Ability,Enrollment Management,Performance Based Assessment,Prior Learning,College Entrance Examinations,Scores,General Education,Selective Admission,Place of Residence,Age Differences,Content Analysis,Archives,Regression (Statistics),School Orientation,Performance Factors

The quality of output from a process, to a substantial extent, depends upon quality of the input. The performance of an educational institution badly suffers when it faces a &quot;wear out&quot; in the quality of its in-take. Sometimes it is a deficient induction criterion due to which inappropriate elements hold majority in admitted population of an institution. In this paper, the case of a business education institute, which has been facing a similar problem, is discussed. The authors construct various propositions concerning the relevant &quot;concepts of interest&quot; and then gauge their truth value through a survey of archival records of admitted students with an intent of establishing a cause-and-effect relationship between admission policy and the students' academic performance.
Impact of Job Status and Demographic Trends on Quality Education: A Case Study of Private Universities in Pakistan
Author: Ali, Riasat
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Private Colleges,Questionnaires,Educational Quality,College Faculty,College Administration,Administrators,College Students,Teacher Attitudes,Administrator Attitudes,Gender Differences,Comparative Analysis,Governance,Teacher Competencies,Student Characteristics,Teacher Characteristics,College Curriculum,Instructional Effectiveness,Masters Programs,Statistical Significance

The major purpose of this paper was to examine the quality of various aspects of higher education in the private sector of Pakistan by adopting a descriptive method of research. The population of the study constituted 270 administrators, 6,180 teachers and 61,108 students in existing 54 private universities and degree-awarding institutions of Pakistan. The method of cluster sampling was used to select the study sample of 840 people, which was carried out in two stages. In the first stage, 12 clusters of universities were randomly chosen out of the total population of private universities. In the second stage, 60 administrators, 180 teachers and 600 students were selected through a random sampling procedure with five administrators, 15 teachers and 50 students from each selected cluster. Three questionnaires, developed and refined through pre-testing, were used as measuring instruments to collect data. The researcher personally visited each university and collected data from the sample. The collected data was tabulated, analyzed and interpreted by using ANOVA and t test techniques.
The Power of Community Schools
Author: Capers, Natasha
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Schools,Equal Education,Parent Participation,Partnerships in Education,Educational Improvement,School Community Relationship,School Community Programs,Institutional Characteristics,Models,Unions,Community Role,Community Organizations,Sustainability,Educational Cooperation,Educational Opportunities,Interviews,Opinions

In this article, Shital Shah, who supports community schools as assistant director for educational issues at the American Federation of Teachers, and Natasha Capers, a coordinator for the New York City Coalition for Educational Justice (CEJ), a parent-led collaborative of unions and community organizations, discuss the community schools movement and how it has become a lever for equity and deep parent engagement in New York City and nationally. They also explore how this approach provides an opportunity for a powerful partnership that joins educators, school staff, and unions with family and community members to improve learning opportunities.
The Promise Neighborhoods Movement: Creating Communities of Opportunity from Cradle to Career
Author: McAfee, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Neighborhood Improvement,Success,Programs,Equal Education,Sustainability,Social Change,Low Income Groups,African Americans,Program Descriptions,Partnerships in Education,Community Action,Community Benefits,Community Change,Community Coordination,Federal Programs,Capacity Building,Best Practices,Community Education,Interviews,Program Attitudes,Community Organizations

In this article, Michael McAfee and Mauricio Torre reflect on the successes and challenges of the Promise Neighborhoods movement as it works toward education equity, and on what it takes to effect large-scale, sustainable change for low-income communities and communities of color. Together they discuss the Chula Vista Promise Neighborhood project and illustrate how setting clear goals for collective impact and making sure local efforts get needed support can result in sustainable systemic change.
How Citizen Schools Support Teachers for Expanded Learning Time
Author: Schwarz, Eric
Date: 2015-00-00
Type: Journal Articles
Subjects: Extended School Day,Teaching Conditions,Faculty Development,Time Factors (Learning),School Schedules,Paraprofessional School Personnel,Volunteers,Educational Practices,Educational Change,Change Strategies,Elementary Secondary Education

In this article, Eric Schwarz describes how &quot;Citizen Schools&quot; are coming to the aid of teachers by adding a second shift of educators that make teachers more effective and happier, while also improving the outcomes of its students. Teaching fellows and volunteer citizen teachers could support the master and core teachers while also extending the learning day, providing more time for academic practice, more time for personalized learning, and significantly more time for students to make and do things with real professionals. Adding a second shift of educators in schools could fundamentally change the teacher's job for the better, making it more sustainable and enjoyable while bringing more resources to kids and engaging families more deeply in their child's education.
Increasing Time and Enriching Learning for Greater Equity in Schools: Perspective from Two Community Funders
Author: Lopez, Janet
Date: 2015-00-00
Type: Journal Articles
Subjects: Time Factors (Learning),Time Perspective,Enrichment Activities,Time Management,Equal Education,Donors,Public Schools,School Support,Outcomes of Education,Benchmarking,Investment,Program Effectiveness,Program Evaluation,Educational Practices,Best Practices,Elementary Secondary Education,Improvement Programs,Program Attitudes,Interviews

Foundations across the country engage in grantmaking to eliminate the opportunity and achievement gaps in K-12 public schools. Many of the strategies and investments that funders have supported in recent years focus not only on &quot;more time&quot; but also on &quot;better use of time&quot; in schools. This better use of time centers on outcomes for students but also has substantial benefits to educators and staff who work with students. This better use of time centers on outcomes for students but also has substantial benefits to educators and staff who work with students. Specifically, two funders, from the California Community Foundation in Los Angeles and the Rose Community Foundation in Denver, share their perspectives on how they support an equity agenda in K-12 public schools in their cities, with an eye to a more and better learning time agenda.
Academic Writing and the International Imperative
Author: Steinman, Linda
Date: 2009-00-00
Type: Journal Articles
Subjects: Academic Discourse,Global Approach,Classroom Techniques,Classroom Environment,Student Diversity,Culturally Relevant Education,Rhetorical Criticism,Critical Theory,Multiple Literacies,Educational Research,Personal Narratives,Writing Processes,Writing Strategies,Higher Education

Internationalization at the university level may be envisioned in various ways. Often, it is considered along the economic dimensions: money in, money out; international fees; and international articulation possibilities for both education and business. Harris (2008) argues for a less economic, more cultural interpretation of internationalization. Otherwise, internationalization is in danger of degenerating (or translating) into instrumentalism and consumerism. This paper focuses on the classroom where so many students themselves are international beings and looks at how faculty might manage, integrate, and learn from this classroom-level reality.
Creating a Chain of Teaching and Learning Support: Documenting the Effects of the Teaching Development Graduate Assistant Program
Author: Force, Kristin A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,College Faculty,Undergraduate Students,Workshops,Teaching Experience,Interviews,Administrator Attitudes,Program Descriptions,Foreign Countries

This essay will demonstrate that the teaching development graduate assistant (TDGA) program at the Centre for the Support of Teaching, York University, creates a chain of teaching support between the TDGA coordinator, TDGAs, teaching assistants, faculty, and undergraduate students within a heavily populated university. The importance of teaching and learning workshops for graduate students with minimal university teaching experience will be demonstrated. The methodology for this project includes documenting personal experiences as the TDGA coordinator and informal interviews with TDGAs, discussing their workshops and other activities.
Enhancing Critical Thinking across the Undergraduate Experience: An Exemplar from Engineering
Author: Ralston, Patricia A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Undergraduate Students,Engineering Education,Longitudinal Studies,Assignments,Scoring Rubrics,Holistic Approach,College Curriculum,Curriculum Development,College Seniors,College Freshmen,Case Studies,Statistical Analysis,College Outcomes Assessment,Student Evaluation

Faculty in a large, urban school of engineering designed a longitudinal study to assess the critical thinking skills of undergraduate students as they progressed through the engineering program. The Paul-Elder critical thinking framework was used to design course assignments and develop a holistic assessment rubric. The curriculum was re-designed to include deliberate teaching of critical thinking and assessment in at least one key course for every student each year of their undergraduate curriculum. The critical thinking scores for seniors using the holistic rubric were significantly higher than their baseline critical thinking scores as freshmen (p = 0.004). This case-study can serve as an exemplar for other units, departments, or programs to model or replicate.
K-12 Project Management Education: NASA Hunch Projects
Author: Morgan, Joe
Date: 2013-00-00
Type: Journal Articles
Subjects: Program Administration,College School Cooperation,Universities,High Schools,Computers,STEM Education,Research Projects,College Students,High School Students,Mentors,Curriculum,Pretests Posttests,Engineering,Engineering Education,Program Effectiveness,Career Education,Educational Assessment,Statistical Analysis

To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the &quot;High Schools United with NASA to Create Hardware&quot; (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require universities to design and implement educational modules to be delivered over two (fall and spring) semesters to the six high schools in the area of project management. These modules exposed the students to project management concepts and tools that can be applied in their HUNCH projects. The benefits of the project management modules are: 1) acquiring knowledge in project management, 2) timely, cost-effective execution of the HUNCH projects, and most important, 3) increased student interest in STEM. This article discusses the details of Texas A&amp;M University's design and implementation of the project management modules. The faculty members involved in the sponsored research projects designed and taught the educational modules. The educational modules were reviewed by the Project Management Institute-Clear Lake (PMI-CL) to ensure consistency with PMI's project management standards. Texas A&amp;M University partnered with three high schools during this project. Undergraduate students at Texas A&amp;M University who were enrolled in a project management course using project management techniques to complete their capstone design projects mentored the high school students. The interactions between the undergraduate and high school students proved beneficial to both parties. Pre- and post- tests in project management were designed and conducted in each high school. The data are used to analyze the effectiveness of student learning.
Women Studies in Engineering Education: Content Analysis in Three Referred Journals
Author: Chou, Pao-Nan
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,Womens Studies,Educational Research,Periodicals,Journal Articles,Content Analysis,Research Methodology,Authors,Geographic Location,Females,Foreign Countries,College Faculty,Elementary Secondary Education,College Students,Learning Experience

Little is known about the research characteristics of past women studies in engineering education. In order to add knowledge base about the advanced development of women studies in current engineering education research, the purpose of the study is to investigate research characteristics of past women studies published in three referred engineering education journals from 2000 to 2009 and to propose specific research patterns for engineering educators. This study adopts a four-stage model of content analysis to analyze the collected data. The model contains four major research procedures, including sampling, conceptualization, operationalization, and coding verification. The findings show that the research patterns of past women studies are: (1) The number of annual publication for women studies is limited; (2) Few scholars from South America and Asia-Pacific engage in women studies; (3) Mixed-methods methodology is the less used research design in women studies; (4) Female engineering faculty and K-12 female students are not focuses for engineering educators; (5) Researchers tend to focus on general engineering; and (6) The current trend of research topic centers on female college engineering students' learning experiences. The research patterns serve as research guidelines for engineering educators who try to explore women issues in engineering education. It is expected that future studies may fill the identified research gaps. Additional in-depth discussion of women studies may be increased as a result of this research.
Exposing Engineering Students to Renewable Energy through Hands-On Experiments
Author: Yang, Yonggao
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,Energy,Energy Education,Hands on Science,Science Experiments,Lecture Method,Student Projects,Summer Programs,Workshops,Undergraduate Students

Renewable energy is the most rapidly growing discipline in today's business world and is commonly viewed as the main arena for research and development in various fields. This article summarizes the work and efforts of an educational project conducted at Prairie View A&amp;M University (PVAMU). A major goal of the project was to design renewable energy laboratories and expose engineering students to clean energy technologies. Through this project, the investigators engaged students in renewable energy applications through hands-on experiments, encouraged interdisciplinary collaboration, and better prepared students to enter the energy workforce. Meanwhile, the project also benefited engineering educators by exploring effective teaching methods in energy education.
Rutgers University Research Experience for Teachers in Engineering: Preliminary Findings
Author: Laffey, Evelyn H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Secondary School Teachers,Program Effectiveness,Engineering,Engineering Education,Mathematics Teachers,Science Teachers,Summer Programs,Teacher Surveys,Questionnaires,Faculty Development,Teacher Researchers,STEM Education,Self Efficacy,Scientific Research

In addressing the nation's need for a more technologically-literate society, the Rutgers University Research Experience for Teachers in Engineering (RU RET-E) is designed to: (1) engage middle and high school math and science teachers in innovative &quot;green&quot; engineering research during the summer, and (2) support teachers in integrating their research experiences into their academic year, precollege classrooms. The current paper addresses the following two questions: (1) To what extent did RU RET-E impact participants? and (2) To what extent did participants implement resulting lesson plans? During the 2011 summer, seventeen math and science teachers (RU RET-E Fellows) engaged in &quot;green&quot; research alongside faculty and graduate students. Teachers were required to apply to the program in pairs as one math and one science teacher from the same school. The rationale was that the team would develop interdisciplinary lessons and that teachers would have a colleague at their school who shared the same experience as supports during the school year. The paper provides an overview of the summer experiences and the academic year follow-up activities. Data from the pre- and post-surveys and follow-up questionnaire about lesson implementation are presented. Preliminary data evidences that RU RET-E was successful in enhancing teachers' understanding of engineering and supporting them as they designed lessons for their precollege classrooms. Most notably, teachers' confidence in their ability to define engineering, describe what engineers do, generate challenging problems for advanced students and integrate engineering into their curriculum increased significantly.
Fly on the Wall
Author: Berry, Dave
Date: 2009-00-00
Type: Journal Articles
Subjects: Observation,Program Implementation,Program Descriptions,Classroom Observation Techniques,Faculty Development,Educational Practices,Educational Strategies,Training Methods,College Faculty,Peer Groups,Teacher Improvement,Foreign Countries

This paper describes the implementation of a peer observation program at the University of Victoria called the Lecture Club. The observers are not interactive during the class--they are the proverbial flies on the wall. The paper identifies the program as self-developmental, discussing the attributes of this learning-to-teach and peer-sharing methodology. The paper concludes with ideas for further development of this program.
First-Year Effects of an Engineering Professional Development Program on Elementary Teachers
Author: Yoon, So Yoon
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Faculty Development,Engineering Education,Program Effectiveness,Summer Programs,Inservice Teacher Education,Pretests Posttests,Teacher Attitudes,Knowledge Level,Teacher Characteristics,Institutional Characteristics,Elementary Schools,Longitudinal Studies,Attitude Change,Satisfaction

The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students' engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers' knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers' knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers' perceptions regarding engineering integration and their practice differed by school and teacher characteristics.
Interactive Groups: Examining and Interrogating Issues of Heterogeneity and Accountability
Author: Frost, Gail
Date: 2009-00-00
Type: Journal Articles
Subjects: Accountability,Teamwork,Cooperative Learning,Teaching Methods,Educational Practices,Educational Strategies,Group Dynamics,Learning Strategies

Teachers and learners alike bring past experiences into present teaching and learning contexts. Group work is an experience that carries equal measures of joyful anticipation and mournful trepidation. Learners typically experience group work as an uneven distribution of time, competence, and accountability, and seem to have lingering memories of one or two people doing all the work in order to salvage a respectable grade. While students must understand the group process when they work in problem- or inquiry-based teams, we think the onus should also be on the instructor to devise methods of equity and accountability, which address the aforementioned justifiable fears. Our paper will describe several strategies we have used to anticipate and offset the inevitable tensions and contingencies inherent in group work.