ethanporcaro/eric-fulltext-meta huggingface dataset:
Let's Discuss: Teaching Students about Discussions
Author: Brank, Eve
Date: 2013-08-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Teaching Methods,Comparative Analysis,Social Psychology,College Students,Control Groups,Experimental Groups,Student Attitudes,Learner Engagement,Classroom Communication,Self Evaluation (Individuals)

Research consistently demonstrates the benefits of employing classroom discussions; however, there has been less attention given to teaching students about discussions. The current research compared 2 advanced social psychology courses: 1 without (control) and 1 with (experimental) a week devoted to learning about and discussing discussions. Several different indicators showed marked improvements for the experimental group as compared to the control group. The differences between the two classes were particularly noticeable at the beginning of the semester. Even though the control group was able to eventually obtain similar scores, the differences at the beginning of the semester suggest that students in the experimental group benefitted early from the experimental condition. Additionally, measures provided directly by the students demonstrated higher ratings of self-assessment and course evaluations for students enrolled in the experimental class.
From Hills to Halls: A Modern Parable of Transitioning to Academia
Author: Cruz, Laura
Date: 2013-10-00
Type: Journal Articles
Subjects: College Faculty,Career Change,Film Study,College Instruction,Curriculum Development,College Curriculum,Professional Development,Student Development,Student Evaluation,College Students,Personal Narratives

This reflective essay tells the story of the transition of a Hollywood director to the professoriate. Jack Sholder's name may be familiar to those who are film buffs. As a filmmaker in Hollywood, he directed such films as &quot;Alone in the Dark,&quot; &quot;Nightmare on Elm Street 2,&quot; and &quot;The Hidden.&quot; In addition, he won an Emmy for his editing on the acclaimed PBS series &quot;3-2-1 Contact&quot; and has had three of his screenplays turned into feature films. It has been nine years since he made his last film, however, and today he serves as program director of Motion Picture &amp; Television Production in the School of Stage &amp; Screen at Western Carolina University, a medium-sized regional comprehensive university located in the rural mountains of western North Carolina. The story of his transition from the Hollywood Hills to the halls of academia, told in his own words and through scenes as if in film, provides a modern parable for the challenges and opportunities inherent in moving from professional to professor.
From Rationalization to Reflection: One Teacher Education Law Class
Author: Miretzky, Debra
Date: 2013-12-00
Type: Journal Articles
Subjects: Teacher Educators,Higher Education,Reflection,School Law,College Students,Teacher Attitudes,Student Attitudes,Freedom of Speech,Civil Rights,Educational Legislation,Teacher Evaluation,Student Evaluation of Teacher Performance,Likert Scales,Educational Policy,Court Litigation,Vignettes,Case Studies,Teacher Education

This paper describes the struggles of a teacher educator to acknowledge and honor her own liberal bias along with her students' more conservative perspectives as these emerge in an education law class for preservice teachers. It illustrates the author's ongoing transition from rationalization to reflection, as she considers both her students' responses to class assignments on speech and expression rights and end-of-course evaluations, and reflects on the possibility that generational and experiential differences, rather than &quot;resistance,&quot; may be behind students' reactions. The author concludes that transparency on the part of the teacher educator is critical to allow (re)consideration of our beliefs in more reflective ways.
Faculty Perceptions of Critical Thinking at a Health Sciences University
Author: Rowles, Joie
Date: 2013-10-00
Type: Journal Articles
Subjects: Critical Thinking,Health Sciences,College Faculty,Teacher Attitudes,Thinking Skills,Definitions,Faculty Development,Online Surveys,Mixed Methods Research,Health Services,Skill Analysis,Educational Needs,Educational Practices

The fostering of critical thinking skills has become an expectation of faculty, especially those teaching in the health sciences. The manner in which critical thinking is defined by faculty impacts how they will address the challenge to promote critical thinking among their students. This study reports the perceptions of critical thinking held by health sciences faculty representing multiple disciplines. The results provide a working definition of critical thinking and its components, and indicate the importance that critical thinking is given in the education of health care students. Implications of these results for teaching and learning are presented.
Graduate Counseling Students' Learning, Development, and Retention of Knowledge
Author: Lambie, Glenn W.
Date: 2013-10-00
Type: Journal Articles
Subjects: Counselor Training,Graduate Students,Student Development,Knowledge Level,Ethics,Social Cognition,Social Development,Cognitive Development,Investigations,Pretests Posttests,Retention (Psychology),Instructional Effectiveness,Counseling Psychology,Legal Responsibility,Individual Development,Followup Studies

The present study investigated 52 graduate counseling students' levels of ethical and legal knowledge (Lambie, Hagedorn, &amp; Ieva, 2010) and social-cognitive development (Hy &amp; Loevinger, 1996) at three points: (a) prior to a counseling ethics course, (b) at the completion of the course, and (c) four months later. Students' ethical and legal knowledge scores increased and they retained their learning; however, their social-cognitive development did not change. Implications for the scholarship of teaching and learning are discussed.
Capturing Students' Attention: An Empirical Study
Author: Rosegard, Erik
Date: 2013-12-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,College Students,Lecture Method,Retention (Psychology),Motivation Techniques,Learner Engagement,Novelty (Stimulus Dimension),Memory,Arousal Patterns,Teaching Methods,Comparative Analysis,Semantic Differential,Teacher Behavior,Poetry,Puzzles,Stimuli,Attention,Humor

College students (&quot;n&quot; = 846) enrolled in a general education course were randomly assigned to either an arousal (experimental) or no-arousal (control) group. The experimental group was exposed to a topic-relevant, 90-second external stimulus (a technique used to elevate arousal and focus attention). The control group listened to the instructor take roll. Both groups then listened to the same 30-minute lecture followed by an exam. An independent-samples t-test found a significant difference in exam scores measuring information retention between arousal (M = 13.36, SD = 1.5) and no-arousal (M = 12.85, SD = 1.4) conditions; &quot;t&quot; (844) = 5.20, &quot;p&quot; less than 0.001. Results suggest introducing a lecture with an external stimulus increases information retention.
A Novel Approach for Practitioners in Training: A Blended-Learning Seminar Combining Experts, Students and Practitioners
Author: Meretsky, Vicky J.
Date: 2013-08-00
Type: Journal Articles
Subjects: Distance Education,Blended Learning,Seminars,Professional Training,Professional Education,Expertise,Environmental Education,Educational Cooperation,Communities of Practice,Professional Personnel,Graduate Students,Student Attitudes,Reflection,Teacher Role,College Faculty,Surveys,Case Studies

A joint student and professional practitioner seminar used distance technology to allow remote experts to present to, and remote practitioners to participate in, a university-based learning experience. Participants were professional practitioners from the US Fish and Wildlife Service who were mandated to receive training and on-campus graduate students in environmentally focused programs who were enrolled for credit. Seminars providing training in high-demand or cutting-edge topics may be especially valuable to practitioners outside the university in business, agency, or organization positions, if they can attend as distance learners. Such classes create opportunities to bring students and professionals together to interact with expert presenters, who may present from distant locations. Presenters model expert thinking for students and engage them in discussions in which they practice such thinking. Students gain additional insight into their field of practice by observing interactions between practitioners and presenters, as well as by working directly with practitioners, in discussions and, potentially, in assignments. As a result, at little cost to any participant, students are engaged in authentic learning that is not regularly available in a classroom setting and practitioners gain access to a series of experts as well as access to student views and, potentially, student work. Instructors must relinquish considerable control of some aspects of the learning environment, but as mediators can increase the value-added aspects of sharing the class with professionals. Professional programs seeking to prepare students for professional practice often combine both more traditional classroom learning and experiential learning during thesis preparation, service learning or internships. Seminars such at this provide a valuable addition to this mix.
A Case Study of Youth Participatory Evaluation in Co-Curricular Service Learning
Author: Samuelson, Beth Lewis
Date: 2013-08-00
Type: Journal Articles
Subjects: Case Studies,Youth Programs,Service Learning,Participatory Research,Action Research,Program Evaluation,Teamwork,Supervisor Supervisee Relationship,Partnerships in Education,Teacher Student Relationship,Living Learning Centers,Extracurricular Activities,College School Cooperation,Mentors,Student Writing Models,Program Descriptions,Student Participation,Educational Practices,Reflection,Research Reports

This paper examines the practice of participatory evaluation through an exploratory single case study of the Evaluation Team of Books &amp; Beyond, a co-curricular service-learning program of the Global Village Living-Learning Center at Indiana University. The paper, which is authored by three undergraduate members of the evaluation team and their faculty advisor, juxtaposes the process of conducting the evaluation and reporting the results with reflections from the Evaluation Team participants on conducting youth participatory action research, which offers a means of improving youth-serving programs and developing a greater understanding of why youth choose to participate in these programs. In their review of the implementation of their evaluation project, the team noted that the difficulties of getting past lessons learned to methodological rigor in service-learning evaluation are compounded by the realities of engaging in a student-faculty partnership in a co-curricular service-learning context.
Increasing Student Evaluation Capacity through a Collaborative Community-Based Program Evaluation Teaching Model
Author: Carlisle, Shauna K.
Date: 2013-10-00
Type: Journal Articles
Subjects: Capacity Building,Experiential Learning,Community Organizations,Nonprofit Organizations,Program Evaluation,Teaching Models,School Community Relationship,Undergraduate Students,Graduate Students,Student Projects,Course Evaluation,Content Analysis,Instructional Effectiveness,Student Attitudes

The evaluation literature reflects a long-standing interest in ways to provide practical hands-on training experience in evaluation courses. Concomitantly, some funders have shown rising expectations for increased accountability on the part of Community-Based organizations (CBOs), even though agencies often lack the associated funding and expertise required. This paper describes a training evaluation model, developed and refined over the past ten years, that partners student needs for real-world evaluation experience with CBOs needs for technical expertise and assistance in conducting evaluation activities that support program improvement. The process of developing and implementing the model is presented, and content analysis of ten years of student feedback is summarized.
A Longitudinal Study of Student Outcomes from Participation in an International Study Tour: Some Preliminary Findings
Author: Tucker, Mark
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Longitudinal Studies,Interviews,Student Attitudes,Program Effectiveness,Program Evaluation,Interdisciplinary Approach,Undergraduate Students,Skill Development,Employment Potential,Individual Development,Interpersonal Relationship,Outcomes of Education

Students returning from an international business study tour program were interviewed about their experiences and perceptions of the professional and personal impact of the program. When interviews were conducted within 3-4 months of the students' return, mixed responses were received, with some students highly positive about their experiences, but other students highly distressed about the level of independence required of them. When students were consulted two to six years after the completion of the program, including re-interviewing the initial study participants, students appeared more able to appreciate the benefits of the program. This was evident in their responses that highlighted an improvement in discipline-based knowledge, a better understanding of personal and intercultural issues, and the further development of their generic academic skills. Negative emotions had all but disappeared from students' responses. While these findings are from small sample sizes and are not conclusive, the results raise important questions about the timing of critical program evaluations.
Extra-Curricular Undergraduate Research Training: Notes on the Pedagogical Practices behind the Sydney Undergraduate Journal of Musicology
Author: Coady, Christopher
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Undergraduate Students,Undergraduate Study,Student Research,Writing Workshops,Writing Instruction,Direct Instruction,Learner Engagement,Focus Groups,Research Skills,Extracurricular Activities,Teaching Methods

Although there is a clear body of evidence supporting the idea that undergraduate students benefit from participation in original research projects, many units of study--particularly in the creative arts and humanities--have been slow to embrace curriculum renewal along these lines. In this paper, we detail a pragmatic approach to meeting this curriculum challenge in a music faculty through an extra-curricular initiative that embraces, rather than challenges organisational structures already in place. The writing workshop associated with the Sydney Undergraduate Journal of Musicology provides a pathway for students looking to develop papers they have written for class assignments into original research projects. The design of the workshop uses the Madeline Hunter Direct Instruction Model as a vehicle for introducing students to the central tenets of the Willison and O'Regan Research Skills Development Framework--an increasingly popular tool for the development of original research skills. The effect of the workshop on students' engagement with the requirements of original research and their eagerness to engage in original research projects is then explored through the presentation of data derived from a focus group comprised of workshop participants that took place one year later.
Practical Implications of a Constructivist Approach to EFL Teaching in a Higher Education Context
Author: Iglesias Xamani, Montserrat
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Second Language Learning,English (Second Language),Tourism,College Students,Student Attitudes,Self Evaluation (Individuals),Student Role,Action Research,Constructivism (Learning),Communicative Competence (Languages),Portfolios (Background Materials),College Faculty,Questionnaires,Comparative Analysis

Traditional pedagogical approaches may not be the best way to cater for the specific needs of learners in higher education settings, particularly those of university students with special expectations and professional prospects. The question of enhancing language learning awareness as a means of fostering the acquisition of a foreign language certainly is a key issue for future professionals within the tourism industry. This article analyses the introduction of portfolios in the English class through an action-research experience which was carried out among students of a Bachelor's Degree in Tourism and Hospitality Management in Spain. The participants were asked to express their opinions on their progress in terms of key competences, the ability to reflect critically about their strengths/weaknesses, and the importance of taking an active part in their learning process through peer/self assessment.
Workforce Development and Renewal in Australian Universities and the Management of Casual Academic Staff
Author: May, Robyn
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Universities,College Faculty,Part Time Faculty,Teaching Conditions,Labor Force Development,Surveys,Job Satisfaction,Full Time Equivalency,Comparative Analysis,Statistical Analysis,College Administration

Most undergraduate teaching in Australia's universities is now performed by hourly paid staff, and these casual academics form the majority of the academic teaching workforce in our universities. This recent development has significant implications for the careers and working lives of those staff, for other academic staff, and for students, implications which are yet to be closely examined. Investigation of the working conditions of casual academic teaching staff is important, as the ageing of the continuing academic workforce suggests the universities will need to consider workforce development and renewal, and the casual academic workforce may represent an important source of labour. This paper examines the support casual academic staff receive from their universities to undertake their work, and how this level of support has an impact on their job and career satisfaction. It uses data from the Work and Careers in Australian Universities Survey, conducted in 2011 across 19 universities. Casual academic teaching staff answered questions which provided information on a range of demographic details, conditions of work, their motivations for casual work, and their access to a range of job and career supports. The research found that there is variation among universities in their provision of physical supports such as provision of a desk and computer, supports for collegial inclusion such as meeting attendance, and access to professional training. The range of assistance provided to these staff had an impact on their job and career satisfaction.
Does Time Spent Online Have an Influence on Student Performance? Evidence for a Large Business Studies Class
Author: Korkofingas, Con
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Statistical Significance,Business Administration Education,Student Evaluation,Multiple Regression Analysis,Integrated Learning Systems,Predictor Variables,Time on Task,Large Group Instruction,Correlation,Evidence,Class Size

This paper examines, using regression modelling, whether a statistically significant relationship exists between the time spent by a student using the course website and the student's assessment performance for a large third year university business forecasting course. We utilise the online tracking system in Blackboard, a web-based software system, to extract and calculate the time spent by each student on a range of specific online assessment activities across the entire semester. The evidence suggests that time spent online on the course website is associated with higher assessment performance.
Water as Life, Death, and Power: Building an Integrated Interdisciplinary Course Combining Perspectives from Anthropology, Biology, and Chemistry
Author: Willermet, Cathy
Date: 2013-12-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Water,Social Problems,Activism,Pollution,Student Projects,Student Participation,College Students,Teaching Methods,Seminars,Student Empowerment,Cooperative Learning,Group Activities,Teacher Collaboration

In response to a request from a campus student organization, faculty  from three fields came together to develop and teach an integrated  interdisciplinary course on water issues and social activism. This course, &quot;Water as Life, Death, and Power&quot;, brought together topics from the fields of anthropology, biology and chemistry to explore water rights, access to clean water, and water treatment methods. Students enrolled in the course developed interdisciplinary projects related to a variety of local and global water issues to present real-world solutions at a university-wide student research showcase. This article describes the process by which the faculty learning community designed the course as a truly integrated whole, and reflects on the challenges and rewards  of teaching a course in this way.
PASSwrite: Recalibrating Student Academic Literacies Development
Author: Williamson, Frances
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Literacy,Academic Discourse,Writing (Composition),Peer Teaching,Cooperation,Brainstorming,Group Activities,Intellectual Disciplines,Feedback (Response),Learner Engagement,Writing Improvement,Student Improvement,Resilience (Psychology),Student Characteristics,Foreign Countries

Concern about student retention and success remains paramount in universities both in Australia and overseas, especially in the light of the ongoing massification of higher education, yet current strategies are not necessarily dealing successfully with the changing demographics of student populations. This is particularly so in the realm of developing student academic literacies. This paper argues strongly for a shift in approaches to the development of academic literacies, adopting current trends in peer learning rather than relying on the deficit model of study skills which is frequently employed at Australian universities. We present an overview of the innovative PASSwrite model, utilising the principles of peer-assisted study sessions (PASS) to create a peer-led informal environment in which students can develop their academic writing abilities in a collaborative, discipline-specific context. We posit that such an environment can better address students' learning needs across a wide spectrum, from understanding the specific discourse of their discipline and receiving timely feedback on their writing, to developing confidence in their ability to navigate successfully a path through the maze of academia. We provide an outline of a PASSwrite session to demonstrate how this can be achieved, along with the anticipated outcomes. As the project is at an early stage at the time of writing, no firm conclusions can be made, but it is envisaged that these will be presented as the project matures.
Supporting Sessional Teaching Staff in the UK--to What Extent is There Real Progress?
Author: Bryson, Colin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Adjunct Faculty,Part Time Faculty,Access to Education,Teaching Conditions,Teacher Promotion,Job Security,Underemployment,Public Officials,Educational Administration

A major proportion of teaching in UK universities is undertaken by a diverse and large group of sessional staff, in common with many HE systems around the world. This articles reviews efforts over the last decade to support and develop such staff and to improve their situation. Improvement in this area is very slow. The article concludes by considering what progress is likely in the future and the factors and conditions which facilitate or hinder progress.