ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Advising: A Freirian-Inspired Approach
Author: Puroway, Andrew W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Advising,Critical Theory,Praxis,Social Justice,Reflection,College Curriculum,Institutional Mission,Faculty Advisers,College Students,Counseling Techniques

Advising is not a politically neutral activity. It requires pedagogical grounding that promotes critical reflection and action consistent with praxis. Advisors can turn to literature citing Brazilian educator and critical pedagogue, Paulo Freire, for discussions on praxis, and they can use a Freirian-inspired advising approach to connect the curriculum to a postsecondary institutional mission for promoting the common good. Freire also serves as an inspiration for educators seeking to promote social justice. In this article, some basic Freirian concepts are explored so advisors can inspire in students critical reflection and action with the goal of helping them see the world as changeable.
Constructivism, Dewey, and Academic Advising
Author: Xyst, Kurt
Date: 2016-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Educational Philosophy,Epistemology,World Views,Knowledge Level,Planning,Social Justice,Academic Advising

Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of dualism suggests that although constructivism proves fruitful for practice, academic advisors may need to reexamine the use of it to avoid creation of educationally harmful conditions for students. They can begin this investigation by looking at the work of John Dewey and by reconsidering their own assumptions about knowing and learning.
The Application of Writing across the Curriculum (WAC) Techniques in a Systems Analysis &amp; Design Flipped Classroom
Author: Saulnier, Bruce
Date: 2016-07-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Computer Science Education,Systems Analysis,Information Systems,College Curriculum,Writing Assignments

To more effectively meet the expectations of industry for entry-level IT employees, a case is made for the inclusion of writing throughout the Computer Information Systems (CIS) curriculum. &quot;Writing Across the Curriculum&quot; (&quot;WAC&quot;) principles are explained, and it is opined that both Writing to Learn (WTL) and Writing in the Disciplines (WID) pedagogies are desirable for inclusion as part of the delivery of the CIS curriculum. Examples of both WTL and WID are provided from the author's Systems Analysis &amp; Design (SAD) course. It is concluded that the use of WTL and WID techniques in the flipped SAD course has both (1) increase student engagement both in and out of the classroom, and (2) improved student writing and learning.
Need-Supportive Advising for Undecided Students
Author: Leach, Jennifer Kay
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Advising,Undergraduate Students,Longitudinal Studies,Need Gratification,Psychological Needs,Decision Making,Counseling Techniques,Personal Autonomy,Competence,Self Determination,Majors (Students),Student Surveys,Correlation,Likert Scales

To explore the relationship between need-supportive advising and students' decision making on academic majors, we conducted a longitudinal study of 145 students based on their reports of basic psychological need satisfaction and their decision-making processes. We hypothesized that need-supportive advising would positively contribute to autonomous and competent decision making. Results suggest that students who receive need-supportive advising at the beginning of the academic year report increased feelings of autonomy and competence about choosing a major toward the end of the year, implying that advising satisfies students' basic psychological needs throughout the year. Implications and future directions are discussed.
A Topic Analysis of ISECON Conference Proceedings from 1982 through 2014
Author: Clark, Jon
Date: 2016-07-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Educational History,Thematic Approach,Trend Analysis,Information Systems,Industry,Information Technology,Programming,Statistical Distributions

The authors note a distinct shift in topics covered in curricula as well as in conference presentations. This research was undertaken to get a better understanding of what these shifts have been, and determine their magnitude over time. Since ISECON has published its conference proceedings in digital format since 1982, this was a logical source of topics on which to base the analysis. All proceedings were captured during the period of 1982 through 2014 and a series of keyword searches were undertaken based on approximately 130 topics. One significant finding is that technical topics, programming as an example, has seen a steady and substantial decline from 18% of topics to just 2.5%. The most precipitous drop occurred from 1993 through 1997. This paper discusses the various trends and hypothesizes as to the causes.
Themed Learning with Music and Technology
Author: Smarkusky, Debra L.
Date: 2016-07-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Music Education,Information Science,Teaching Methods,Creativity,Creative Thinking,Problem Solving,College Students,Technology Uses in Education,Educational Technology,Music Activities,Musical Composition,Computer Software,Computer Oriented Programs,Robotics,Animation

Interdisciplinary teaching and interpretation of technology for various applications provides a challenging and engaging environment for students to enhance their creativity, critical thinking and problem-solving skills. This paper presents results of a joint effort between faculty in the Department of Information Sciences and Technology and the Department of Music to develop projects at various levels of the curriculum that utilizes a themed learning approach to enhance learned concepts. Students utilize technology as a means to convey their creativity, artistic design, and appreciation of the Arts. Since the creation of digital musical scores, animations and software applications share a similar development process, active-learning exercises using a variety of technologies, provide students with an opportunity to enhance learned concepts in both disciplines. While experiencing the project development process, students are learning object-oriented terminology, animation frameworks, computer programming, distributed computing concepts, and principles of music theory.
The First Ones: Three Studies on First-Generation College Students
Author: Longwell-Grice, Rob
Date: 2016-00-00
Type: Journal Articles
Subjects: First Generation College Students,Qualitative Research,Family Relationship,Resilience (Psychology),Academic Persistence,Graduate Students,Undergraduate Students,Hispanic American Students,Two Year College Students,Academic Advising,Public Colleges,Private Colleges,Small Colleges,Community Colleges,Professional Development,Semi Structured Interviews,Focus Groups

The findings from 3 qualitative research studies related to first-generation college students show themes of strains in family relationships and lack of practical familial support. One study reveals sources of resiliency and persistence of graduate students; another explores sense of belonging for undergraduates attending 3 types of private institutions; the final study features concerns of Latinos at a 2-year college. Together these studies show that creation of a student identity creates unique challenges for those transitioning into bicultural persons. Advisors who understand students coping with changing family status while attending college can proactively guide them toward the degrees they seek. Furthermore, administrators should provide programs and professional development that help advisors address the complex issues facing first-generation students.
Salient Beliefs in Majoring in Management Information Systems: An Elicitation Study
Author: Chipidza, Wallace
Date: 2016-07-00
Type: Journal Articles
Subjects: Management Information Systems,Beliefs,Questionnaires,Course Selection (Students),Majors (Students),Nonmajors,Behavior Theories,Information Systems,Qualitative Research,Attribution Theory,Student Behavior,College Students,Foreign Countries

Research utilizing the Theory of Planned Behavior to understand behavior should first elicit beliefs about the phenomenon from the target population. In order to understand the reasons why students choose to major or not major in Management Information Systems (MIS), we elicited beliefs from 136 students attending university in the United States and in Zambia. We employed a questionnaire with open-ended questions to elicit beliefs about majoring in MIS. The gender split of study participants was 52%-48% with a female majority and their ages ranged from 19 to 35. Using content analysis of the generated qualitative data, we identified 11, 5 and 9 categories of behavioral, normative and control beliefs respectively. The results of our study indicate that student beliefs about the MIS major and profession have changed over the past decade; students now favorably perceive the MIS job market and attach importance to the opinions of industry professionals when making the decision to major in MIS. Analysis of the ranked elicited beliefs shows that most students believe that the MIS degree grants them competitive advantage in the employment marketplace.
Improving Education in Confucian Countries through Analysis of Organizational Challenges, Leadership, and Responsibilities
Author: Schenck, Andrew D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Confucianism,Educational Philosophy,Instructional Leadership,Asian Culture,Educational History,Educational Change,Educational Administration,Teacher Empowerment,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Comparative Education,Leadership Role,Barriers,Leadership Training,Student Needs,Administrator Attitudes,Teacher Attitudes,Teacher Student Relationship

While common philosophical foundations influence instruction and leadership in East Asian nations, variable historical factors also significantly impact education within these countries. The current study was designed to holistically examine educational systems in different Confucian contexts, so that contemporary issues and necessary reforms may be identified. Aspects of leadership, organizational responsibilities, and educational challenges were analyzed using the Program for International Student Assessment (PISA). Results suggest that new types of leadership are needed to empower administrators and teachers in East Asian countries. Such reforms cannot become successful, however, unless innovative techniques are developed which adapt Western theories to the highly defined status hierarchies of Confucian societies.
Streamlining the Capstone Process: A Time-Saving Approval System for Graduate Theses/Projects
Author: Grooms, James
Date: 2016-07-00
Type: Journal Articles
Subjects: Student Projects,Information Systems,Masters Theses,Management Information Systems,Progress Monitoring,Asynchronous Communication,Courseware,Database Design,Computer System Design,Program Implementation,Curriculum

Capstones have become an integral part of many information systems programs, both at the undergraduate and graduate level. One of the challenges can be tracking the process from the start of the capstone to completion. This paper describes the analysis, design and implementation of a web application for the approval workflow of a master's program in information systems. The system replaces a paper form based process that was confusing, time-consuming, and error-prone. The system uses asynchronous JavaScript, responsive design, and clickable email links to provide a native-like look-and-feel on mobile devices, and reduce approval time. Student statuses are stored in a relational database, and program-level reports are provided for administrative decision making.
Appreciative Advising to Promote Degree Completion by Appalachian Women
Author: Pulcini, Brad
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,Undergraduate Students,Academic Advising,Academic Persistence,Poverty,Counseling Techniques,Educational Attainment,Psychological Patterns

Women from the Appalachian region complete undergraduate degrees at a lower rate than other students across the United States. The low postsecondary completion rate correlates to the high levels of poverty within this region. In addition to identifying the economic and educational gaps between the Appalachian region and others in the general U.S. population, advisors must examine the roles, values, and characteristics of Appalachian women to increase their college persistence. The cultivation of hope and the implementation of appreciative advising may increase postsecondary degree completion and thus help Appalachian women break the cycle of poverty.
Game Development as a Pathway to Information Technology Literacy
Author: Frydenberg, Mark
Date: 2016-07-00
Type: Journal Articles
Subjects: Games,Design,Programming,Teaching Methods,College Students,Business Administration Education,Information Technology,Technological Literacy,Multimedia Materials,Computer Oriented Programs,Concept Formation,Student Surveys,Assignments,Student Attitudes

Teaching game development has become an accepted methodology for introducing programming concepts and capturing the interest of beginning computer science and information technology (IT) students. This study, conducted over three consecutive semesters, explores game development using a gaming engine, rather than a traditional programming language, as a means not only to introduce programming concepts, but also to promote the development of information and communications technology (ICT) literacy skills among first-year business students. The paper argues that in addition to learning programming concepts, completing the steps involved to develop and publish an original game requires students to demonstrate a variety of ICT skills. To be successful, they must be proficient at creating and editing multimedia, interacting with multiple operating systems and mobile devices, performing research online, transferring files from one machine to another, and uploading the files for their games to an app store and the web.
International Education Issues in Saudi Arabia's Public Education Curricula: An Analytical Study
Author: Almogbel, Ali Naser
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,General Education,Curriculum,Global Education,International Education,Social Studies,Semitic Languages,Elementary Schools,Middle Schools,High Schools,Public Education,Teachers

The objective of this study is to improve the situation of the general education curriculum in Saudi Arabia, in line with global aspirations in this area and a proposal to implement international education issues in general education curricula. The study was centered on answering the following questions: What is the reality of issues of international education in some of the curricula of the general education schools in Saudi Arabia? What are the most important issues of international education--after identifying and learning from the experiences of countries such as the United States of America and Britain--that can be included in the curricula of public education in Saudi Arabia? The study sample was limited to the Arabic language and Social Studies courses at different levels, namely elementary, middle and high school, which were compared to the general education curricula in the United States and Britain. In light of the experiences found in other countries, the study recommends the integration of the values of international education, such as peace, human rights and multiculturalism, in classrooms and extracurricular activities at all levels of public education in Saudi Arabia. Finally, the study concludes with specifying certain international education issues to be included in each stage of education.
Students' Affordance of Teleologic Explanations and Anthropomorphic Language in Eliciting Concepts in Physics
Author: Bautista, Romiro G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,College Students,College Science,Misconceptions,Affordances,Scientific Concepts,Language Usage,Age Differences,Logical Thinking,Statistical Analysis,Intervention,Educational Experience,Secondary School Science

This study ascertains that the students' affordance of teleologic explanations and anthropomorphic language in eliciting concepts in Physics is influenced by their age and learning exposure and experience. Using Explicative-Reductive Method of Descriptive Research, this study focused on the determinants of students' affordance of teleologic-anthropomorphic reasoning to select concepts in Physics: Kinematics, Dynamics, Statics and Introduction to Thermodynamics. It was found out that the respondents had intermittently committed teleologic-anthropomorphic languages across age and nature of their secondary education. Furthermore, teleologic-anthropomorphic languages were found correctable by classroom interventions as indicated by the test results on age and curricular exposure.
Impact of Technology-Mediated Communication on Student Evaluations of Advising
Author: Junco, Reynol
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Advising,Computer Mediated Communication,Undergraduate Students,Student Satisfaction,Social Media,Synchronous Communication,Electronic Mail,Predictor Variables,Statistical Analysis,Regression (Statistics)

The field of academic advising lags behind other similar fields in the use of technologically mediated communication modalities shown to improve academic outcomes. We investigated student satisfaction with undergraduate advising by examining the ways communication methods, such as social media, between student and advisor relate to student satisfaction. Results showed that although advisors rarely communicated with students via social media, text messaging, or instant messaging, the number of face-to-face advising meetings was positively predicted by advisor use of instant messaging and text messaging and negatively predicted by their use of Facebook. Furthermore, e-mail communication positively predicted a student's positive view of the advising experience, but communicating through Twitter predicted negative views of advising.
Generational Diversity in the Academia: Ramifications and Challenges for Educational Leaders
Author: Alcaraz Chavez, Mark Jayson
Date: 2015-00-00
Type: Journal Articles
Subjects: Leaders,Age Groups,Generational Differences,Instructional Leadership,Baby Boomers,Influence of Technology

A vast majority of existing literatures and researches pertaining to generational diversity in an academic environment have always capitalised on pedagogical aspects and the interplay of each generation's distinct culture and characteristics in a teaching and learning context. While such focus is undeniably necessary, another area that requires to be circumspectly investigated is the manner by which generational diversity affects workplace interactions and relationships in an education-oriented workplace context. This paper explores this possibility by looking at comparable researches conducted from other industries and its parallelism with an education focused workplace is inferred. Furthermore, the three diversity management paradigms proposed by Thomas and Ely (1996) was utilised and its implication to educational leadership is propositioned.
STEM Attrition among High-Performing College Students in the United States: Scope and Potential Causes
Author: Chen, Xianglei
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Student Attrition,High Achievement,Longitudinal Studies,Undergraduate Students,Student Participation,Academic Achievement,Majors (Students),Regression (Statistics),Multivariate Analysis,Dropouts,Academic Records

Postsecondary education plays a critical role in building a strong workforce in Science, Technology, Engineering, and Mathematics (STEM) fields. The U.S. postsecondary education system, however, frequently loses many potential STEM graduates through attrition. An increasing portion of STEM leavers are top performers who might have made valuable additions to the STEM workforce had they stayed in STEM fields. Using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), this study tracks a cohort of U.S. beginning bachelor's degree students over 6 years, providing a close look at STEM attrition among a group of high-performing college students. Capitalizing on the transcript data collected through BPS:04/09, this study also examines STEM coursetaking, detailing how participation and performance in undergraduate STEM coursework are associated with students' departure from STEM fields. The study finds that about a quarter of high-performing beginning bachelor's degree students entered STEM fields (i.e., declared a STEM major) during their enrollment between 2003 and 2009, and about a third of these entrants had left STEM fields by spring 2009. The results of multinomial probit regression analysis indicate that students' intensity of STEM coursework in the first year and their performance in STEM courses may have played an important role in their decisions to switch majors out of STEM fields.
Personal and Professional Challenges and Benefits of Studying Abroad
Author: Milian, Madeline
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Educational Benefits,Foreign Students,College Students,Student Experience,College Choice,Barriers,Cultural Awareness,Competence,Mixed Methods Research,English Language Learners,Student Needs,Semi Structured Interviews,Online Surveys,Student Surveys

Completing studies abroad is a global trend that has placed the United States in the enviable position of being the most desirable destination for those considering post secondary education. Institutions of higher education are increasingly devoting efforts to attract international students as they bring both financial and cultural benefits to the institution. This study engaged international students attending Regional Western University (RMU), to learn about reasons for selecting the institution and the perceived barriers and benefits of studying abroad. Our participants agreed that having had a friend or relative who attended RMU previously was an influential factor for selection. Some challenges included language barriers in the academic context; lacking knowledge of culturally expected classroom practices; transferring new learning to context in the native country; and finding housing off-campus. Participants agreed that the cultural awareness and competence that studying abroad provided was the most significant asset to them in the future.
Methodology for Developing Teaching Activities and Materials for Use in Fluid Mechanics Courses in Undergraduate Engineering Programs
Author: Gamez-Montero, P. Javier
Date: 2015-00-00
Type: Journal Articles
Subjects: Mechanics (Physics),Engineering Education,Undergraduate Study,Instructional Materials,Teaching Methods,Undergraduate Students,Student Satisfaction,Course Organization,Learning Activities,Foreign Countries

&quot;Mechanics&quot; and &quot;Fluids&quot; are familiar concepts for any newly-registered engineering student. However, when combined into the term &quot;Fluid Mechanics&quot;, students are thrust into the great unknown. The present article demonstrates the process of adaptation employed by the Fluid Mechanics course in the undergraduate engineering program, along with the teaching methodology, teaching materials and results obtained, evaluating the final objective in terms of student satisfaction and level of learning.