ethanporcaro/eric-fulltext-meta huggingface dataset:
The Dependability of the Updated NSSE: A Generalizability Study
Author: Fosnacht, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,College Seniors,Learner Engagement,National Surveys,Student Surveys,Generalizability Theory,Test Reliability,Educational Indicators,Information Utilization,Test Validity,Sample Size

This study utilized generalizability theory to assess the context where the National Survey of Student Engagement's (NSSE) summary measures, the Engagement Indicators, produce dependable group-level means. The dependability of NSSE group means is an important topic for the higher education assessment community given its wide utilization and usage in institutional assessment and accreditation. We found that the Engagement Indicators produced dependable group means for an institution derived from samples as small as 25 to 50 students. Furthermore, we discuss how the assessment community should use NSSE data.
Disney and the Magical World of Writing; How Combining Creativity with Learning Disabilities Can Promote Academic Success
Author: Janzen, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Popular Culture,Learning Disabilities,Secondary School Students,College Students,Academic Achievement,Music,Cartoons,Parent Role,Advocacy,Individualized Education Programs,Singing,Creative Teaching,Success,Coping,Creativity,Masters Theses

Through a Disney perspective, this author discusses how students can use creative strategies to cope with learning disabilities in secondary, post-secondary and even graduate levels of academic achievement. In particular, the paper will be presenting how the author, who has an infinity for &quot;everything Disney&quot;, chose to use both Disney Characters and Disney Song titles from movies and television shows, as a creative strategy in the organization of her master's research thesis. The research study entitled &quot;Why is it so hard to go a good thing? The Paradox and Dilemma of Parental Advocacy within the Individual Education Planning Process&quot; took a qualitative, phenomenological approach to investigate the experiences of parental advocacy and to seek out macro/micro factors that may have contributed to positive or negative outcomes within the IEP process. The author used Disney song titles as an adaptive tool not only to help in the organization of the findings of the research, but also to help illuminate the phenomenological existential themes that were revealed through the analysis. The paper hopes to demonstrate that through the use of creative strategies in otherwise conventional academic expectations, students experiencing disabilities may increase the potential of achieving academic success.
Learning Assessment in Student Affairs through Service-Learning
Author: Rincón, Blanca
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Graduate Students,Student Personnel Services,Educational Assessment,Outcomes of Education,Skill Development

This qualitative study examines how service-learning pedagogy can facilitate graduate students' learning of assessment. Interviews with 14 students enrolled in a student affairs graduate program suggest that (a) direct application of content knowledge through a service-learning course enhanced students' learning of assessment, (b) exposing students to the utility of their assessment findings deepened students' understanding of the value of assessment in student affairs, and (c) students shifted their focus from grades to conducting a rigorous assessment study as they experienced the value others placed on their service.
Two Underused Best Practices for Improvement Focused Assessments
Author: Blumberg, Phyllis
Date: 2018-00-00
Type: Journal Articles
Subjects: Best Practices,Improvement,Accountability,Academic Achievement,Outcomes of Education,School Holding Power,Graduation Rate,Faculty,Administrators

Planning the intended use of data and identification of bottlenecks are two best practices that faculty and administrators can use when they conduct assessments for the combined purposes of accountability and improvement. Prior to data collection, they need to have a clear plan of how the results should offer worthwhile insights. Upon identification of bottlenecks to learning and efficient operation of units, faculty can develop appropriate action steps to address these trouble spots. Planning for the use of data should improve the assessment process itself. The process of identifying bottlenecks will mostly help to improve outcomes. This article gives examples of how both practices were used effectively for both student learning and operational outcomes. Using these two best practices led to enhanced decision-making ability that completed the assessment loop. The examples show improvement in student learning, increased retention rates, and more effective educational programs.
Categorizing College Students Based on Their Perceptions of Civic Engagement Activities: A Latent Class Analysis Using the Social Agency Scale
Author: Pastor, Dena A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Citizen Participation,Multivariate Analysis,Student Attitudes,Service Learning,Undergraduate Students,Validity,Campuses,Political Issues,Social Agencies

A common approach to assessing one facet of civic engagement (CE) is through administering the Cooperative Institutional Research Program's (CIRP) social agency scale, which captures the extent to which respondents feel personally responsible to be involved in addressing various social and political issues. To summarize the scale's results in a manner that conveys the type of CE activities college students consider important, the current study used latent class analysis (LCA) with responses from 2,591 students. A 4-class solution was favored with one class considering all activities important, another class considering few activities important, and two other classes differing in the extent to which they preferred political to nonpolitical activities. Validity analyses partially supported the 4-class solution. Implications of the results for the development of CE programming are discussed, with particular attention paid to the relative emphasis of nonpolitical and political CE on college campuses.
Collective Approaches to ePortfolio Adoption: Barriers and Opportunities in a Large Canadian University
Author: Paulson, Elan N.
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Portfolios (Background Materials),Cultural Differences,Barriers,College Environment,Communities of Practice,College Faculty,Blended Learning,Online Courses,Higher Education,Employment Qualifications,Scholarship,Instruction,Learning,Cooperation,Reflection,Undergraduate Study,Graduate Study,Student Attitudes,College Students

University programs that prepare graduates for professional fields are adopting ePortfolios to achieve program learning goals and promote lifelong learning. However, various structural and cultural barriers exist to implementing ePortfolios, particularly in large universities. Members of a community of practice (CoP) that participate in collaborative inquiry into the adoption of ePortfolios, using and producing Scholarship of Teaching and Learning (SoTL) in their &quot;collective working,&quot; create shared knowledge and pooled resources for assessing adoption challenges and developing strategies to overcome them. In this reflective practice inquiry, two academics who provide leadership and instruction in education and medical science programs in a large Canadian university consider the learning and administrative value of using ePortfolios in blended undergraduate and online graduate programs, as well as the challenges that face their implementation. The inquiry provides a literature review, force field analysis, and reflective dialogue to identify key barriers and opportunities to adopting ePortfolios in programs that provide job-ready and job-embedded learners. Inquiry findings propose that CoPs and SoTL are mutually beneficial for how they foster opportunities for program leaders to build experience and evidence-based cases for the institutional and program-based support ePortfolio implementation and assessment.
Contextualizing Effect Sizes in the National Survey of Student Engagement: An Empirical Analysis
Author: Rocconi, Louis M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Learner Engagement,College Seniors,National Surveys,Student Surveys,Effect Size,Data Interpretation,Benchmarking

The concept of effect size plays a crucial role in assessment, institutional research, and scholarly inquiry, where it is common with large sample sizes to find small relationships that are statistically significant. This study examines the distribution of effect sizes from institutions that participated in the National Survey of Student Engagement (NSSE) and empirically derives recommendations for their interpretation. The aim is to provide guidelines for researchers, policymakers, and assessment professionals to judge the importance of an effect from student engagement results. The authors argue for the adoption of the recommendations for interpreting effect sizes from statistical comparisons of NSSE data.
Engaging with ePortfolios: Teaching Social Work Competencies through a Program-Wide Curriculum
Author: Hanbridge, Alice Schmidt
Date: 2018-12-00
Type: Journal Articles
Subjects: Social Work,Educational Technology,Portfolios (Background Materials),Learning Experience,Independent Study,Teaching Methods,Instructional Effectiveness,Masters Programs,Counselor Training,Competence,Professional Identity,Practicums,Program Evaluation,Educational Benefits,Foreign Countries,Program Descriptions

The potential of ePortfolios is derived from a learner's ability to synthesize learning experiences to better understand how seemingly disparate modalities are connected (Alvarez &amp; Moxley, 2004; Chen, 2009). This is best accomplished through a program-wide implementation of ePortfolios, including providing time for selfdirected learning opportunities to become accustomed to the self-reflective practice and online technology. Nonetheless, it remains challenging for program-wide ePortfolios to exist effectively due to the commitment and resources required (Posey, Plack, Synder, Dinneen, Feuer, &amp; Wiss, 2015; Sidell, 2003). Our study examines one approach to alleviate logistical and pedagogical issues that emerge when considering program wide implementations of an ePortfolio, namely, thorough integration of the ePortfolio within the program. We examine the efficacy of an ePortfolio assignment situated within the online Master of Social Work program at Renison University College that was informed by Bernstein's learning theory. As part of the program capstone, the ePortfolio is intended to be a synthesizing and culminating learning experience, wherein learners develop their professional self. It is a scholarly and creative collection of diverse artefacts accumulated through course work, a field practicum, and practical experiences. We distill the features and processes that make this ePortfolio assignment unique. Core professional social work competencies are embedded within the ePortfolio and learners are expected to continually reflect on their learning experiences and explicitly connect them to the competencies. Such evidence of learning helps students demonstrate their competence to future employers, and allows for program evaluation to assess student proficiency. Learner-reported survey data collected through focus groups and reviewer surveys are analyzed using a thematic analysis on the effectiveness of the ePortfolio for future careers, as well as the ePortfolio's ability to encourage the intended outcome of synthesizing all aspects of the capstone experience. Multiple pedagogical benefits exist for incorporating an ePortfolio into a professional program.
An Exploratory Study of the Determinants of Tuition for Online MBA Programs
Author: Estelami, Hooman
Date: 2019-00-00
Type: Journal Articles
Subjects: Masters Programs,Business Administration Education,Teacher Student Ratio,Tuition,Educational Trends,College Administration,Competition,Access to Education,In State Students,Business Schools,College Entrance Examinations,Graduate Study,Enrollment Trends,Program Administration

The number of online MBA programs has increased in recent years while the demand is stabilizing. In light of this trend, the pricing of online MBA programs is an important issue for university administrators and policy makers, who are concerned about program competitiveness and public access to higher education. This study examines the drivers of tuition levels for online MBA programs. Utilizing data from 149 programs in the United States, the influence of various variables on tuition levels is empirically established. The findings indicate that residency and GMAT requirements, as well as enrollment size and student-to-faculty ratio, are important determinants of tuition for online MBA programs. The empirical framework presented in this paper allows university administrators to establish if the tuitions charged for their programs are consistent with market norms, and thereby determine the potential need for adjustment in tuition levels.
Business, Leadership and Education: A Case for More Business Engagement in Higher Education
Author: Hahn, Christopher J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Labor Force Development,School Business Relationship,Leadership Training,Course Content,Education Work Relationship,Educational Needs,Industry,Models,Curriculum Design,Higher Education,College Faculty,Employment Opportunities,Futures (of Society),Counties,Educational Strategies,Practicums,Apprenticeships,Grounded Theory

Institutions of higher education prepare and develop students for the workforce, and in the coming decade, the challenge of workforce preparation will increase as the current workforce is retiring during a time of economic growth. Traditional higher education practice tasks faculty with developing appropriate curricula for students that will adequately prepare them for employment and leadership within an organization, but often this development lacks direct industry input into course content and design resulting in a gap between industry needs and graduate skills. This study addresses both current and perceived future educational and leadership needs of a workforce in an 11 county region in the north central United States. It explores potential strategies for mitigating the skills gap as it relates to organizational leadership skills, the evolving roles of faculty, and curriculum design and application, and develops a community alliance model for business, leadership, and education.
Perceptions about Ethical Behavior among Undergraduate Students Attending Religiously-Affiliated Institutions
Author: Vandenberg, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Ethics,Student Behavior,Business Administration Education,Church Related Colleges,Religious Education,Religious Factors,Males,Churches,Attendance,Moral Issues,Cheating,Catholics,Christianity

By controlling for size and existence of a religious affiliation and gender, this study adds to the literature regarding opinions of undergraduate business students about the ethical nature of both academic and business related actions. Analysis of student survey data from two institutions similar in these characteristics continues in this longitudinal study. After the data were separated by gender, ethical perceptions of male students significantly differed for business-related dishonest acts for those male students who had taken two or more courses in religion, but church service attendance did not seem to have any effect. This may suggest that taking more courses (or having more dialogs) in which moral issues beyond academics are discussed may affect male student perceptions of ethical issues outside the institution.
Bringing Women&apos;s Studies to Life: Integrating a Human Library into Augustana&apos;s Women&apos;s Studies Curriculum
Author: Blizzard, Kara
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Womens Studies,College Students,Personal Narratives,Libraries,Social Bias,Gender Bias,Social Discrimination,Recruitment,Planning,Library Services,Budgets,Scheduling,Advertising,Information Literacy,Program Descriptions,Student Attitudes,Program Effectiveness,Educational Benefits,Learner Engagement,Empathy

A human library is an event in which &quot;readers&quot; listen to &quot;human books&quot; tell personal stories about specific topics related to prejudice and discrimination. At the Augustana Campus of the University of Alberta, the research team designed an assignment and collected associated data on the integration of the Augustana human library into an undergraduate Introduction to Women's Studies course. The assignment challenged students to consider both oral narratives and scholarly journal articles as information sources. Results showed that the human library assignment contributed to increased empathy, critical thinking, and engagement with course topics.
&quot;Tell Me about Yourself&quot; -- Using ePortfolio as a Tool to Integrate Learning and Position Students for Employment, a Case from the Queen&apos;s University Master of Public Health Program
Author: Melles, Brenda
Date: 2018-12-00
Type: Journal Articles
Subjects: Masters Programs,Public Health,Portfolios (Background Materials),Technology Uses in Education,Professional Identity,Foreign Countries,Graduate Students,Program Effectiveness,Student Employment,Graduate Study,Integrated Activities,Learning Activities,Educational Technology,Reflection

This paper explores the use of eportfolio to develop, demonstrate and promote core competencies in a Professional Master of Public Health (MPH) program at Queen's University in Kingston, Ontario, Canada. Piloted in 2016, the MPH Competency eportfolio is described as a purposeful collection of electronic evidence that demonstrates learning and achievement in public health over time. The eportfolio was framed both as a reflective learning process and a showcase product to demonstrate skills and competencies to potential employers. The eportfolio was implemented using an available tool on Queen's University's Learning Management System. To understand the impact of the eportfolio, students responded to a questionnaire and participated in a focus group. Themes identified from the student responses were: (1) eportfolio helped students integrate and reflect on their learning and experience; (2) eportfolio helped students to position their professional identity and experience for employers; (3) Students were more convinced of the value of eportfolio as a reflection tool than as a showcase product for a professional setting; (4) Students were not convinced that employers will actually look at an eportfolio; (5) The technology used in this study was limiting for students; and (6) Students were interested in using other established and more user-friendly platforms. The findings of this study will benefit any program or course of study seeking a means to help students integrate their learning and demonstrate their accomplishments, skills, and competencies. This paper addresses how to integrate eportfolio at the program level and also provides insight into the student experience of their use.
A Descriptive Study of Post-Secondary Student Mental Health Crises
Author: Porter, Shirley
Date: 2018-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Mental Health,Student Needs,College Students,School Health Services,Crisis Management,Suicide,Homicide,At Risk Students,Behavior Disorders,Mental Disorders,Violence,Self Destructive Behavior,Coping,Access to Health Care,Community Colleges,Two Year College Students,Foreign Countries,Crime,Disabilities,Student Characteristics,Counseling

Post-secondary institutions across North America have noticed a concerning trend in terms of increased student mental health crises on campuses. Consequently, many colleges and universities have been working to develop responsive and comprehensive mental health frameworks. While broad studies have illuminated the high rates of student mental health struggles, none have focused solely on documenting mental health related crises that occur on campus during a prolonged period of time. This type of information is vital if we are to create comprehensive mental health frameworks for our post-secondary institutions, because it will be these types of incidents that will most vigorously test the policies and processes that comprise the bases of these frameworks. Thus, the current study examined documented student mental health crises on a college campus over a three-year period. The data examined provide an overview of: the types of crises reported (e.g., suicide/homicide risk; psychotic-like behaviour; assault; self-harm); identified triggering events; and the types of internal and external campus supports activated.
Deciding to Transfer: A Study of College to University Choice Updated for Internal Transfer
Author: Lang, Daniel W.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Choice,College Transfer Students,College Students,Articulation (Education),Foreign Countries,Differences,Transfer Programs,Institutional Characteristics,Colleges

This is a culmination of three related studies of how students make choices within binary systems of post-secondary education: school to college or university, college to university, and college to college to university. The predecessor study investigated how high school students who had been offered admission to a college and a university chose between them. The next study is re-visited and updated here on the basis of the results of a new follow-up study that focusses particularly on internal transfer and extends data analysis to both studies. The second study surveyed and subsequently interviewed over 200 hundred college students who indicated an interest in transferring to university. Students at five colleges with different transfer models were tracked until they left their colleges, whether or not they transferred. The objective was to learn when, why, and how students finally decide to transfer or not. The second study concluded that the articulation that students &quot;see&quot; is not always the articulation that planners and policy-makers &quot;see&quot; for them, that the &quot;concurrent college&quot; model performed the best and that the &quot;traditional college&quot; performed the worst, that availability of pathways generally promotes transfer, and that program switching or &quot;internal transfer&quot; prior to transfer to university is more frequent than expected. The third study followed-up the phenomenon of &quot;internal transfer&quot; by surveying and interviewing a second cohort of students at four of the five colleges in the second study who had also indicated an intention to transfer to university, but had first transferred to another college program before seeking admission to university. The combined results reported here of the second and third studies led to the revision of some of the conclusions of the second study, and added new conclusions about internal transfer, for example: that transferring from program to program within or among colleges prior to university entry is almost always a complete re-start of the path from college to university, is motivated by concern about the credential to job market match,and is oriented as much to transfer of credit as to credential recognition.