ethanporcaro/eric-fulltext-meta huggingface dataset:
TSBPA's Business Communications Requirement: Has It Made a Difference?
Author: Elrod, Henry
Date: 2014-02-00
Type: Journal Articles
Subjects: Business Communication,Graduation Requirements,Licensing Examinations (Professions),Quasiexperimental Design,Accounting,Experimental Groups,Control Groups,Likert Scales,Graduate Students,Masters Degrees,Weighted Scores,Eligibility,Gender Differences,Racial Differences,Age Differences,Marital Status,Employment Level,Program Effectiveness,Program Evaluation,Relevance (Education)

In 2011, the Texas State Board of Public Accountancy (TSBPA) added a business communications requirement to the qualifications for candidates to sit for the CPA examination by a requirement for two credit hours in business or accounting communications, either through a discrete course, or through integration into certain accounting courses. This study was conducted to determine whether the requirement has been effective using non-equivalent groups in a modified or quasi-experimental design (Trochim, 2001). Survey data from two groups was examined: (a) a test group of accounting graduate students and master's program graduates who had completed a three credit hour course in business communications designed to meet the Board's criteria, and (b) a control group of accounting graduate students and master's program graduates who had not completed the business communications course. Questions were designed to measure attitudes and perceptions about the effect of the course on the respondents' abilities, skills, and readiness for entrance into the accounting profession. Results were measured by testing hypotheses of no difference in the proportions between the test group and the control group over various questions about the outcomes desired by TSBPA. Results indicate students who have taken the course believe they are better prepared, in three major learning outcome areas, than students who have not had the course, validating the TSBPA requirement insofar as students' attitudes about their own abilities.
Evaluation in STEM Online Graduate Degree Programs in Agricultural Sciences and Engineering
Author: Downs, Holly A.
Date: 2014-02-00
Type: Journal Articles
Subjects: STEM Education,Online Courses,Graduate Study,Agricultural Education,Engineering Education,Case Studies,Evaluation Methods,Student Evaluation,Technology Uses in Education,Feedback (Response),Student Surveys,Grades (Scholastic),Student Attitudes,Satisfaction,Graduate Students

Demands for online graduate degrees have increased pressure on universities to launch web degrees quickly and, at times, without attending to their quality. Scarce research exists identifying what evaluation activities are being done by science, technology, engineering, and mathematics (STEM) online graduate degree programs that are accustomed to accreditation procedures for their undergraduate degrees. This case study investigated three established online, graduate degree programs in agriculture and engineering at a prominent, Midwestern university, and identified evaluation practices used in these programs. Findings suggested that even though they are fully accredited in the undergraduate programs, most of the evaluation of their online degree program is informal, with three key themes emerging, including the use of: (a) informal feedback from the students and faculty, (b) student satisfaction surveys, (c) student grades and performance information. There were several issues reported in using these three strategies to evaluate quality, including lacking structured collection and reporting mechanisms, differing implementation levels in traditional and online courses, varying availability of data and student quality, and lacking fidelity of information delivery and access. The findings suggest that the use of these informal evaluative processes have implications for evaluating STEM graduate degree programs online.
Pedagogy and Culture: An Educational Initiative in Supporting UAE Nursing Graduates Prepare for a High-Stakes Nurse Licensing Examination
Author: Brownie, Sharon M.
Date: 2015-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Nursing Education,Nursing Students,Licensing Examinations (Professions),Test Preparation,Program Design,Delivery Systems,Preferences,Culturally Relevant Education,Educational Strategies,Program Effectiveness,Program Evaluation,Cognitive Style,Achievement Rating,Critical Thinking,Task Analysis,Feedback (Response),Personal Autonomy,Remedial Programs,Test Wiseness,Self Efficacy,Undergraduate Students,Foreign Countries

Graduates of an Abu Dhabi transnational nursing degree struggled with the mandatory national licensing examination. Poor pass rates undermine graduate career futures and impact on the workforce capacity building contributions of the partnering transnational educational providers. This paper describes how the design and delivery of an intensive examination preparation program dramatically reversed this trend. The objectives of this educational initiative involved the design, delivery and evaluation of a program that would align with cultural learning preferences and which improve the success rates of graduates attempting the national nurse licensing examination. To achieve these objectives, the program combined a range of teaching and assessment strategies developed to reflect the specific needs of Arabic learners, build on their existing knowledge and help them engage more effectively in the learning processes required for successful performance in a high stakes examination. Analysis of data collected during program evaluation provides useful insights into the preference and experiences of nursing graduates in the UAE Emirate of Abu Dhabi. The lessons learned are applicable to Arabic learners both regionally and globally.
First-Generation College Students and Their Pursuit of the American Dream
Author: Banks-Santilli, Linda
Date: 2014-02-00
Type: Journal Articles
Subjects: First Generation College Students,Access to Education,Qualitative Research,Private Colleges,Small Colleges,Interviews,Case Studies,Student Experience,Postsecondary Education,Cultural Capital,College Preparation,Readiness,Social Bias,Disadvantaged Youth,Psychological Patterns,Family Influence,Racial Differences,Ethnic Groups,Surveys,Grounded Theory,Coding,Decision Making,Student Attitudes

First-generation college students, students whose parents have not earned a four-year degree, are not new to higher education, but their increasing presence at private, four-year institutions requires careful attention from administration and faculty. The rising costs of higher education combined with the nation's recent economic decline have made earning a college degree and achieving the American dream nearly impossible for these students. This qualitative research study seeks to understand the lives of first-generation college students at a small, private college in the Northeast. It draws on the analyses of demographic, interview, and case study data to examine the experiences of first-generation students and then to compare them to related research in the fields of sociology, psychology, and college access and preparation. The study results in three distinct case studies that provide insight into the individual lives of first-generation students. It concludes with specific steps this institution can take to respond to the needs of this growing population on its campus. Recommendations, though specific to the case, can be applied to other institutions facing similar challenges.
Assurance of Learning in a Writing-Intensive Business Course
Author: Carnes, Lana
Date: 2015-02-00
Type: Journal Articles
Subjects: Business Administration Education,Writing Skills,Writing Instruction,Business Communication,College Programs,Behavioral Objectives,Curriculum Design,Outcome Measures,Student Evaluation,Course Descriptions,Writing Improvement,Check Lists

Writing intensive courses provide a means of addressing declining student writing proficiency. Programmatic learning goals accomplished through a writing-intensive course can be used to develop students' writing skills. For business communication faculty members to maximize the value of their courses to business programs, they should demonstrate the important relationship between achieving learning goals for a degree program and the student learning objectives for a business writing-intensive class. Multiple assessment measures should be used including those of the instructor, students, and external evaluators. The results of these assessments should be used to tweak the course and make course revisions that will improve students' writing skills and enhance their performance in the workplace.
The Use of Small Group Tutorials as an Educational Strategy in Medical Education
Author: Ferris, Helena
Date: 2015-00-00
Type: Journal Articles
Subjects: Small Group Instruction,Tutorial Programs,Educational Strategies,Medical Education,Teacher Student Ratio,Instructional Effectiveness,Student Leadership,Leadership Role,Educational Innovation,Leadership Training

Small group tutorials are an educational strategy that is growing in popularity in medical education. This is indicative of the movement from a traditional teacher centred approach to more student-centred learning, which is characterised by active participation and autonomous learning (Hedge et al, 2011). However, small group teaching is one of the most difficult and highly skilled teaching techniques and should be planned carefully (Harden &amp; Laidlaw, 2012). It also demands, a higher teacher: student ratio and both teachers and students should be thought how to work with it (Jacques &amp; Salmon, 2007). In addition, small group learning comes with its own unique leadership challenges, namely participative leadership. Fostering leader inclusiveness at an undergraduate stage through small group tutorials instils a mutual respect and encourages the sharing of knowledge across professional borders (Mitchell et al, 2015). It is important to assess whether or not one's innovative endeavours in instituting small group tutorials are effective. This can be achieved by either examining the end product i.e. grades or by analysing the process of interaction in the group (De long et al, 2010). In practice, both methods provide valuable data for personal and professional development. One may ask what implications this discussion has for our future practice? There is a need for the implementation of small group teaching as a complimentary educational strategy in medical education. Moreover, there is an immediate need for leadership programs so that future doctors are armed with the tools to manage the trials and tribulations of medical education and modern medical practice.
A Competency-Based Approach to the Master's Degree Preparation of Higher Education Professionals
Author: Ott, Molly
Date: 2015-02-00
Type: Journal Articles
Subjects: Masters Programs,Competency Based Education,Educational Administration,Professional Education,Graduate Students,Minimum Competencies,Evaluation Methods,Evaluation Criteria,Organizational Culture,Organizational Communication,Program Descriptions,College Programs,Postsecondary Education as a Field of Study

The purpose of this manuscript is to describe a competency-based approach to designing and assessing master's level professional preparation programs in the field of higher education administration. Given the absence of a universal set of competencies defined for HEA master's degree programs, the authors draw from the CAHEP (2010) and Wright (2007) general guidelines for HEA graduate programs, and the literature pertaining to graduate competencies and outcomes that are specific to early career student affairs positions. The competency-based approach described here contributes to the literature on competency-based assessment models for master's level graduate programs, and has utility for faculty and administrators seeking to assess professional master's programs, especially those that lack nationally defined standards or certification.
Improving Assessment: Creating a Culture of Assessment with a Change Management Approach
Author: Lane, Michael R.
Date: 2015-02-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Institutional Evaluation,Business Administration Education,Outcome Measures,College Faculty,Faculty College Relationship,Faculty Evaluation,Higher Education,Change Strategies,Organizational Change,Colleges,Goal Orientation,Empowerment

For more than twenty years accrediting agencies have required assessment as part of their initial accreditation or reaffirmation processes. During that period of time thousands of institutions have successfully prepared plans to achieve or maintain their accreditation. Why then does a culture of assessment not exist? And why is assessment still an issue of contention in most colleges and universities? Using existing research one School of Business has been following a change management approach to foster a culture of assessment. The process followed and the journey are described. Recommendations are made so that others can avoid some of the pitfalls encountered as the assessment process was improved.
Effective Use of Peer Assessment in a Graduate Level Writing Assignment: A Case Study
Author: Landry, Ashley
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Assignments,Case Studies,Peer Evaluation,Graduate Students,Feedback (Response),Online Surveys,Student Experience,Likert Scales,Accuracy,Educational Quality,Student Attitudes,Scoring Rubrics,Teaching Methods,Educational Practices,Regression (Statistics)

At the undergraduate level, considerable evidence exists to support the use of peer assessment, but there is less research at the graduate level. In the present study, we investigated student perception of the peer assessment experience and the ability of graduate students to provide feedback that is comparable to the instructor and that is consistent between assessors on a written assignment. We observed that students were very supportive of the activity and that negative concerns related to inconsistent peer evaluations were not supported by the quantitative findings. Our quantitative analyses showed that the average grade of the student reviews was not significantly different from the average grade given by the instructor, although student reviewer reliability was not high. Students showed a significant grade improvement following revision subsequent to peer assessment, with lower graded papers showing the greatest improvement; greater grade change was also associated with an increased number of comments for which a clear revision activity could be taken. Design of the graduate peer assessment activity included several characteristics that have been previously shown to support positive findings, such as training, use of a clear assignment rubric, promotion of a trusting environment, use of peer and instructor grading, provision of directive and non-directive feedback, recruitment of positive comments, and use of more than one peer assessor. This study, therefore, builds on previous work and suggests that use of a carefully designed peer assessment activity, which includes clear direction regarding actionable comments, may provide students with useful feedback that improves their performance on a writing assignment.
Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile
Author: Jiménez, Verónica A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Physics,Chemistry,Science Instruction,Introductory Courses,Foreign Countries,Tutoring,Program Descriptions,Surveys,College Freshmen,Mathematics Instruction,Student Attitudes,Program Effectiveness,Help Seeking,Problem Solving,Statistical Analysis

This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population and high failure rates. The evaluation of the program was performed in terms of the academic results and perception surveys collected from 377 voluntary students who participated in the tutoring program during the first semester of 2014. Results indicate that participant students accomplished better academic results in their chemistry, physics and mathematics courses, compared to non-participants. In addition, survey results revealed a positive perception about the tutoring program and evidence the tutor's dedication, disciplinary knowledge and ability to explain things easily as favorable qualities that contribute to learning.
From Student-Athlete to Student-Teacher: A Case Study of One Student's Journey
Author: Caniglia, Joanne
Date: 2014-09-00
Type: Journal Articles
Subjects: Athletes,College Athletics,Journal Writing,Lesson Plans,Video Technology,Interviews,Qualitative Research,Case Studies,Team Sports,Student Experience,Time Management,Organization,Skill Development,Goal Orientation,Problem Solving,Coding,Womens Athletics,Preservice Teachers,Student Attitudes

The purpose of this study was to investigate and describe patterns of behavior that a student-athlete not only exhibits during athletic competition, but also transfers from the soccer field to the college classroom and to the teaching profession. Using journals, lesson plans, teaching commentaries, videos, and interviews, a qualitative case study of an NCAA Division I soccer player revealed an in-depth understanding of the complex nature of a student-athlete/student teacher's daily life. The findings of this study suggest that there are many parallels between the skills acquired while a student participated in sports and her student teaching experiences. Common themes that appeared to transfer to the classroom included time-management/organization skills, person-centered priorities, goal obtainment, and problem solving strategies.
Assessment in Medical Education; What Are We Trying to Achieve?
Author: Ferris, Helena
Date: 2015-00-00
Type: Journal Articles
Subjects: Medical Education,Formative Evaluation,Educational Trends,Trend Analysis,Summative Evaluation,Higher Education,Educational Experience,Feedback (Response),Correlation,Student Evaluation,Grades (Scholastic),Critical Thinking,Skill Development,Thinking Skills,Peer Evaluation,Medical Students

Within the arena of medical education, it is generally acknowledged that assessment drives learning. Assessment is one of the most significant influences on a student's experience of higher education and improving assessment has a huge impact on the quality of learning (Liu, N. and Carless, D, 2006). Ideally we want to enhance student's capacity for learning and engagement with the curriculum (ACGME Outcome Project, 2000). However, this doesn't always happen as it is heavily dependent on the form of assessment used and whether or not timely comprehensive feedback is given. This paper focuses on the challenges associated with assessment in medical education and looks at the current trends. Well-designed formative assessment can focus students on effective learning and divert them away from summative assessment, which focuses attention on grades and reproductive thinking (Liu, N. and Carless, D, 2006). Whether one decides to utilise summative or formative assessment methods, both methods of assessment are useful when applied in the correct setting and at an appropriate stage of learning. It is apparent that assessment is the gatekeeper of higher learning and we need to embrace new methods of assessment in order to meet the challenges associated with 'Generation Y&quot;. Novel assessment methods such as self and peer assessment are growing in popularity. Students who participate in these forms of assessment may initially feel that it is challenging but worthwhile overall, as it helps to develop their critical thinking skills. Incorporating complimentary assessment components could benefit student's learning without sacrificing the integrity of the curriculum.
Enacting Glasser's (1998) Choice Theory in a Grade 3 Classroom: A Case Study
Author: Irvine, Jeff
Date: 2015-01-00
Type: Journal Articles
Subjects: Grade 3,Classroom Techniques,Case Studies,Educational Theories,Psychological Needs,Educational Environment,Trust (Psychology),Self Determination,Theory Practice Relationship,Teaching Methods,Learning Activities,Freedom,Individual Power,Daily Living Skills,Coping,Safety,Portfolio Assessment,Semi Structured Interviews,Foreign Countries,Validity

Choice theory identifies five psychological needs: survival, freedom, power, belonging, and fun (Glasser, 1998). There are close parallels with self-determination theory (SDT), which specifies autonomy, competence, and relatedness as essential needs (Deci &amp; Ryan, 2000). This case study examines a very successful example of choice theory enacted in a Grade 3 class. Despite no training in either choice theory or SDT, the teacher blended all the dimensions of these theories to provide a supportive learning environment in which mutual trust was key.
The Presidential Scholarship Programme in Zimbabwe: A Living Case of the Political Will in Promoting Regionalisation in Higher Education
Author: Zvavahera, Promise
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Politics of Education,Scholarship,Regional Programs,Content Analysis,Interviews,Questionnaires,College Programs,Motivation,Employment Potential,Program Improvement,Academic Degrees,Student Attitudes,Administrator Attitudes,Parent Attitudes,Program Attitudes,Federal Aid,Program Effectiveness,Program Evaluation

The study sought to explore the impact of the commitment and political will exhibited by the Government of Zimbabwe through the Presidential Scholarship Scheme in promoting regionalisation of higher education. The methodology employed document analysis, interviews and questionnaires to gather data from the stakeholders. The officials responsible for the Presidential Scholarship Programme, Directors and officials in the Ministry of Higher and Tertiary Education and other government departments, parents, students and alumni were the respondents. The findings revealed that since 1995, Zimbabwe has sent in excess of 30,000 Undergraduate, Masters and PhD students to 15 universities in South Africa. The scheme contributed to regionalisation of higher education by promoting cooperation, building cultural bridges, promoting international managerialism, mobility and employability of graduates in the region and beyond. The respondents indicated that regionalisation of higher education helps in harmonisation of programmes and addressed quality issues within the region. It was concluded that the Presidential Scholarship scheme was an example of a best practice in internationalisation of higher education. It was recommended that similar schemes should be established in other SADC countries in order to reap full benefits.
Analysis of Texas Achievement Data for Elementary African American and Latino Females
Author: Larke, Patricia J.
Date: 2014-09-00
Type: Journal Articles
Subjects: Academic Achievement,Elementary School Students,African American Students,Hispanic American Students,Females,Grade 3,Grade 5,Reading Achievement,Mathematics Achievement,Science Achievement,Statistical Analysis,Scores,STEM Education,Gender Issues,Achievement Gap,Critical Theory,Racial Differences,Race,Feminism,Standardized Tests,Racial Bias,Gender Bias

This study provides a critical look at achievement of African American (AA), and Latino (L) females in third and fifth grades on the Texas Assessment of Knowledge and Skills (TAKS) in reading, mathematics and science. Descriptive statistics were used to analyze the 2007 and 2011 TAKS raw data. Data analyses indicate that AAL females had the lowest mean scores in reading, mathematics and science. This study brings light to the lack of preparation of AAL females in their early school experiences for a trajectory in STEM careers.