ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing the Personal: Inclusion, Anecdote, and Academic Writing
Author: Westphalen, Linda
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Prior Learning,Knowledge Level,Cultural Relevance,Indigenous Knowledge,Oral History,Experience,Cultural Influences,Evaluation Methods,Student Evaluation,Reflection,Preservice Teachers,Grading,Matrices,Reflective Teaching,Teaching Methods

In the School of Education at the University of Adelaide, the use of oral evidence is increasingly common as students engage with reflective practices now dominant in teacher-education programs. These experiences offer both a dynamic perspective and a challenge to academic assessors and raise three questions, each of which are addressed in this paper: How should one regard oral history or personal experience in an academic context? How does one assess an academic argument which uses oral evidence or personal experience? What does it mean to be culturally inclusive in one's teaching? This paper argues that academics must accept the disruptive challenge of alternative constructions of knowledge, including personal histories, if the notion of what it means to be culturally inclusive is to be more than a token.
Community-Based Learning: Practices, Challenges, and Reflections
Author: Morton, Mavis
Date: 2009-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Service Learning,School Community Relationship,School Community Programs,Womens Studies,Victims of Crime,Learning Experience,Sociology,Seminars,Justice,Educational Opportunities,Barriers,College Students,Teaching Methods,Educational Practices,Foreign Countries

This paper will highlight an innovate practice in teaching and learning by reflecting on two fourth-year sociology seminar classes that participated in a community-based learning project at York University. Fifty students collaborated in three to six person teams to work on a problem/issue identified by one of five not-for-profit organizations who work with and/or for women as victims, offenders, and/or professionals in the Canadian criminal justice system. Reflections on the process and outcome of the experience offer insights into organizing and engaging in a community-based learning experience as well as point to some of the substantive benefits. These include the opportunity for increased student engagement, access to, and awareness of, course and community related issues, and citizenship. The paper also identifies potential opportunities to incorporate the dimensions of participation and collaboration between institutions of higher learning and the community/world to mobilize knowledge and offer unique scholarship opportunities for faculty.
50 Ways to Lure Your Learner
Author: Cassidy, Alice
Date: 2009-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Motivation,Motivation Techniques,Scholarship,Faculty Development,Student Evaluation,Behavioral Objectives,Student Projects,Educational Practices,Educational Strategies,Information Sources

&quot;Hop on the bus, Gus. Make a new plan, Stan.&quot; What are some techniques to hook or &quot;lure&quot; learners and to keep them motivated? Knowing the diversity of students, their interests, backgrounds, and preferred learning styles, no single technique will be successful all of the time. This paper describes a large number of ways teachers can engage students with course material and objectives, citing examples from the author, participants in a 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session, and web resources. After reading this paper and checking out some of the many hotlinks, readers will have &quot;more spice&quot; to add to their teaching repertoire. We all want to help students learn. Let's see if we can add 50 ways to do just that. &quot;The answer is easy if you take it logically.&quot;
Intellectual Property and Higher Education: Challenges and Conflicts
Author: Van Dusen, Virgil
Date: 2013-00-00
Type: Journal Articles
Subjects: Intellectual Property,Higher Education,Technology Transfer,Conflict,Ownership,Commercialization,Research and Development,Federal Legislation,School Policy,Information Dissemination,Contracts,Economic Impact,Court Litigation,College Faculty

Intellectual property has become a highly coveted asset that can potentially reap a financial windfall for the owner who exploits its utility. Higher education has focused on the discovery of new knowledge, which can translate into intellectual property, but legislation, higher education policy, and/or contractual engagement may dictate ownership or opportunities for ownership of intellectual property by those involved in the discovery process. The dissemination of new knowledge acquired in the discovery of intellectual property may be limited for purposes of protection of commercial development. At the same time, higher education is becoming more involved in the oversight of technology transfer, oversight that includes seeking funding for academic research by private investors, licensing of intellectual property, and serving as a liaison for economic development for local communities. Because of the investment of time and resources in the development of intellectual property, a discovery may result in conflict over ownership, which may, in turn, lead to litigation. The complexity of the overall process of academic discovery moving into commercialization is fraught with challenges and potential conflict.
Democracy across the Disciplines: Design Your Course for Democracy
Author: Newton, Janice
Date: 2009-00-00
Type: Journal Articles
Subjects: Democracy,Democratic Values,Curriculum Design,Interdisciplinary Approach,Behavioral Objectives,Class Activities,Assignments,Grading,Communication Skills,Listening Skills,Professional Autonomy,Professional Identity,Citizenship,Foreign Countries,Undergraduate Study

If a liberal arts education should prepare our students to participate in a meaningful way in democracy, what does that mean for how we design our courses across disciplines? In this paper, I first address the question: who should teach democratic skills? Using an upper-level course in Canadian politics, I then illustrate how to explicitly integrate democratic skills and attitudes into course design through learning objectives, classroom activities, assignments, and grading techniques. Finally, I argue that these practices can and should be adapted to other disciplines.
Analysis of the Higher Education Act Reauthorizations: Financial Aid Policy Influencing College Access and Choice
Author: Capt, Robin L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Federal Legislation,Educational Legislation,Student Financial Aid,Access to Education,College Choice,Policy Analysis,Educational Policy,Undergraduate Students,Low Income Groups,Equal Education,Decision Making,Policy Formation,State Policy

The original goal of the Higher Education Act of 1965, the amendments to that act in 1972, and reauthorizations through 1998 was to increase accessibility of higher education to all. Initially these system-level efforts substantially enhanced equity, but recent enrollment trends raise the question: Is our system becoming more or less equitable? By conducting a policy analysis of the HEA reauthorizations and other legislation, in respect to policy decision-making and policy implementation on federal and state levels, this paper examines how financial aid policy influences college access and choice for low- to moderate-income undergraduate students. Key elements in the federal policy process are examined and recommendations for future state policy are addressed.
Justifying Study Abroad in Financially Difficult Times
Author: Ludlum, Marty
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Economic Climate,Higher Education,Budgets,Retrenchment,Costs,Educational Benefits

In this paper, we will develop the justification for study abroad. We will discuss the current economic climate and its impact on budgets. Next, we will explain the many benefits of the study abroad programs. Then we will propose some less expensive alternatives to the traditional study abroad programs. We will conclude with expectations for the future. &quot;Studying international business in a classroom is a bit like learning how to swim on a grass field&quot; (Taras et al., 2012, p. 11).
Strategic Approaches to Academic Development: Relationship to Learning and Teaching
Author: Ling, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Universities,Foreign Countries,College Faculty,Surveys,Correlation,Teacher Role,Teaching Methods,Strategic Planning,Integrity,Comparative Education,Scholarship,Information Technology,Faculty Development,Educational Research,Instructional Materials,Material Development,Educational Policy,Educational Planning,Focus Groups

Most universities in Australia have established at least one organizational unit with a responsibility for academic development. While &quot;academic&quot; could embrace all aspects of the role of academics, including research, innovation, and contributions to community and professional bodies, the expectation is that the focus will be on learning and teaching. In this paper, I address the extent to which--and the sense in which--this is true. I use the results of several surveys conducted in Australia in 2007 and information emerging from a forum of Australian university personnel associated with the development of academics. These sources show that academic development units often perform a range of functions that go beyond the development of learning and teaching. Reviewing the available data, I conclude that the current role of academic developers is very much influenced by strategic pursuits of universities. In this climate, the potential for academic development to operate with the integrity of a practice informed by the disciplined study of learning and teaching is more limited than it was during periods where the understanding of learning and teaching drove the enterprise.
Encouraging Undergraduate Class Participation: A Student Perspective
Author: Wright, Nichole S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Participation,Positive Reinforcement,Psychology,Lecture Method,Foreign Countries

Undergraduate classes typically involve a professor lecturing to 100 or more students. Too often, this results in minimal opportunities for student participation. Positive reinforcement was used to promote student participation (i.e., defined as relevant comments or questions) in a second-year psychology class (N = 97). Class participation was measured for five weeks in two 80-minute lectures per week. Baseline was collected in two lectures. In the unaware phase for two lectures, paper tickets were given without explanation to students who participated. Students were then informed that tickets were given for class participation, and would be entered into a draw for gift certificates. Data were collected for four lectures in this informed condition. Final baseline consisted of two lectures with no tickets distributed. Student attendance was recorded. Frequency of instructor questions remained relatively consistent. Class participation rose from 38 relevant comments and questions per week during initial baseline, to 47 during the unaware phase, 52.5 during the informed phase, and 60 for final baseline. Positive reinforcement was associated with increased class participation overall, but with little change for students with high initial participation. Students said they enjoyed and benefited from the class participation activity.
Sounds Good: Using Digital Audio for Evaluation Feedback
Author: Rotheram, Bob
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Evaluation,Learning Experience,Teaching Methods,Educational Practices,Audio Equipment,Speech Communication,Interpersonal Communication,Time Management,Performance Factors,Change Strategies,Evaluators,Higher Education,Foreign Countries

Feedback on student work is problematic for faculty and students in British higher education. Evaluation feedback takes faculty much time to produce and students are often dissatisfied with its quantity, timing, and clarity. The Sounds Good project has been experimenting with the use of digital audio for feedback, aiming to save faculty time and give students richer learning experiences. Results are generally positive, with students and faculty acknowledging the higher quality of audio feedback. Favourable circumstances for timesaving have been identified and there is reason to believe that more faculty will eventually be able to save time on feedback without loss of quality. Practice recommendations for the use of audio feedback are given. Some issues for further research are identified.
Real Problems, Real Research, Real Students: Authentic Research with Undergraduates as a Win-Win-Win Collaboration
Author: Bank, Carl-Georg
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Research Projects,Educational Practices,Educational Benefits,Educational Principles,Student Attitudes,Teacher Attitudes,Institutional Characteristics,Discovery Processes,Teaching Methods,Investigations

Authentic research, in which students pose original questions and attempt to find the unknown answers, addresses principles of undergraduate education in an ideal way. With careful planning and reasoned considerations it will benefit students, faculty, and institutions.
Improving the Outcomes for College Students Transferring to University
Author: Carter, Irene
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Transfer Students,Transfer Policy,College Credits,Outcomes of Education,Articulation (Education),Colleges,Universities,Classification

The authors discuss the challenges of transferring from college to university programs. Following consideration of the practices associated with transferring credits and creating articulation agreements, the authors suggest the use of learning outcomes. Noting the challenges, as well as the benefits, they propose using learning outcomes as an alternative to existing transfer practices. Continued collaborative research and planning efforts between colleges and universities are stated as being essential to improving the transfer process.
Student Equity: Discouraging Cheating in Online Courses
Author: Michael, Timothy B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cheating,Online Courses,Ethics,Computer Assisted Testing,Integrity,Student Behavior,Money Management,Plagiarism,High Stakes Tests,College Students,College Faculty,Prevention,Supervision,Computer Software,Item Banks,Scaffolding (Teaching Technique)

As online programs at conventional universities continue to expand, administrators and faculty face new challenges. Academic dishonesty is nothing new, but an online testing environment requires different strategies and tactics from what we have had to consider in the past. Our university has recently adapted successful face-to-face programs in financial management, both graduate and undergraduate, for delivery in a fully-online format. This paper discusses our experiences moving to a new environment, the challenges of student attempts to cheat and plagiarize, and techniques that we have found to prevent both cheating on high-stakes assessments and plagiarism. We present a number of essential ideas for creating an awareness of an honesty culture among both students and faculty, and we stress that the most important aspect of any campaign against academic dishonesty is prevention.
Feminist Group Process in Seminar Classes: Possibilities and Challenges
Author: Barrett, Betty J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Feminism,Teaching Methods,Curriculum Development,Seminars,Womens Studies,Group Dynamics,Cooperative Learning,Foreign Countries

In this essay, I describe my experience applying the principles of feminist group process in a senior level social science course. I begin by providing an overview of feminist pedagogy as an approach to teaching and learning and discuss the relevance of feminist group process within this model. I then highlight the core components of feminist group process, outlined by Chinn (2004), that I integrated into my classroom. I conclude with a discussion of recommendations for curriculum development based on my own praxis.
Promoting Inclusive Education through the Lens of Learning Disabilities
Author: Santhanam, Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering,Engineering Education,Teaching Assistants,Inclusion,Cognitive Style,Learning Disabilities,Mental Health,Teaching Styles,Correlation,Teacher Attitudes,Student Diversity

The Faculty of Engineering in an Australian university collaborated with a central academic/educational development unit to design and deliver a teaching development program for all engineering teaching assistants (TAs). This paper discusses the approach taken to promote inclusive education in engineering in a situation with competing priorities. One of the strategies employed in the program aimed at enhancing the TAs' awareness of the diversity of learning styles and abilities within their student cohort with particular reference to students with a learning disability or a mental health condition. Research (Mortimore, 2003) has shown that certain learning styles can be characteristic of a learning disability or mental health condition. A standard learning styles inventory tool was introduced so TAs could identify their own preferences and realize the learning environment can be &quot;disabling&quot; when there is a mismatch between a learning preference and teaching style. Through discussions and activities, TAs developed inclusive teaching strategies which could facilitate learning for all students. The program provided opportunities to discuss other issues related to diversity among students and other members of the university community, and effective communication skills. Changes in the attitude of the engineering TAs and faculty towards this program are discussed.
Student Perceptions of Integrative Field Seminar: A Comparison of Three Models
Author: Harris, Helen
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Seminars,Field Instruction,Social Work,Professional Education,Graduate Students,Grades (Scholastic),Teacher Attitudes,College Faculty,Internship Programs,Outcomes of Education,Learning Experience,Blended Learning,Electronic Learning,Theory Practice Relationship,Distance Education,Pretests Posttests,Statistical Analysis,Student Surveys,Interviews

Student perceptions of 63 concentration year MSW students, grades, and faculty perceptions were examined to evaluate differences in educational outcomes and in learning experiences among a traditional classroom model, a mixed or hybrid model, and a webinar online model for delivery of integrative field seminars. No significant differences were found in the grades among the three models. Findings showed strong support for the traditional model for students in local field internships and the webinar model for students in distant site placements. Reciprocity among students and faculty was a major factor in seminar integration and effectiveness, regardless of the mode of delivery.
Leaving the Dark Side for the Light: Twelve Strategies for Effective Transition from Academic Administrator to Faculty Member
Author: Sale, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Teacher Administrator Relationship,Faculty Development,Career Development,Higher Education,Strategic Planning,Contracts,Teacher Researchers

Copious literature is available to provide nascent administrators with guidelines and advice for being a successful administrator. Likewise, faculty new to academia have many available resources both from the literature and from campus-based support services, such as new faculty development programs, mentors, and special internal funding programs. However, there is a paucity of academic discussion explaining the process of the return of an administrator back to faculty. The purpose of this paper is to delineate strategies for the transition back to faculty from the administrative ranks. Twelve pragmatic strategies for re-entering the world of faculty teaching, research, and service are provided.
The Future of Adjunct Teaching at American Colleges and Universities under the Shared Responsibility Provisions of &quot;Obamacare&quot;
Author: Wilhelm, Suzanne
Date: 2013-00-00
Type: Journal Articles
Subjects: Adjunct Faculty,College Faculty,Federal Legislation,Health Insurance,Responsibility,College Administration,Federal Regulation

This article examines the effect that the Affordable Care Act may have on adjunct teaching faculty at universities and colleges across the nation.
Market Orientation and Its Measurement in Universities
Author: Niculescu, Mihai
Date: 2013-00-00
Type: Journal Articles
Subjects: Measurement,Higher Education,Comparative Analysis,Orientation,Commercialization,Measures (Individuals),College Faculty,Structural Equation Models,Factor Analysis

Historically, the measurement of market orientation has proved to be difficult, due to the low external validity of the concept. Existing scales exhibit acceptable properties in measuring market orientation in business organizations, but are less accurate in the context of higher education institutions. This paper compares the performance of three scales--the MARKOR scale, the MKTOR scale, and the University MARKOR scale--in the context of academic organizations. Results indicate that the MARKOR and the MKTOR scales need modifications, in order to accurately measure the construct in the new context. Evidence suggests that the student-oriented University MARKOR scale outperforms existing scales in predicting university performance.
Collaborative Preference: The Role of Homophily, Multiplexity, and Advantageous Network Position across Small and Medium-Sized Organizations
Author: Voelker, Troy A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cooperation,Cooperative Planning,Collegiality,Interpersonal Relationship,Power Structure,Churches,Clergy,Theories,Protestants,Social Behavior,Congruence (Psychology),Surveys,Friendship,Proximity,Statistical Analysis,Individual Characteristics,Multiple Regression Analysis

The purpose of this paper is to examine collaboration between individuals across organizations. While both for profit and not-for-profit organizations utilize collaborative efforts, the factors that are important for bringing individuals and businesses together for collaboration still remain somewhat unresolved. In this paper, colleague similarity, the quality of pre-existing relationships, and the relative power of the other colleague are all examined for their correlation with the desirability of collaboration with that individual. In a study of pastors of small and medium sized churches in a southwestern protestant conference, we examined these areas through the lenses of homophily theory, multiplicity theories, and network positioning theories and found support for each of our hypotheses. Implications for management as well as future research directions are also presented.