ethanporcaro/eric-fulltext-meta huggingface dataset:
Thinking in Systems to Uncover Faculty Mental Models Situated in Curricular Change
Author: Reeping, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Systems Approach,Engineering Education,College Faculty,Teacher Attitudes,Decision Making,Curriculum Development,Academic Standards,Difficulty Level,Teaching Methods,Student Centered Learning,Scaffolding (Teaching Technique),Educational Change,Schemata (Cognition)

The Department of Electrical and Computer Engineering (ECE) at Virginia Tech is in the fourth year of a large-scale change project called &quot;Revolutionizing Engineering Departments&quot; (NSF RED) (Lord et al., 2018). Our project has three interrelated goals: (1) broaden the range of students entering the department, (2) expand the boundaries on what careers are possible, and (3) provide greater student choice in curricular decisions (Reeping, McNair, Martin, &amp; Ozkan, 2019). We finished phase one of curriculum development last year, the resulting new courses are being taught, and we are collecting baseline data. We expected and experienced resistance, as with any change effort (Hoey IV &amp; Nault, 2008). However, a specific theme of resistance from faculty cut across the project goals during curriculum development: a suspicion that the new program would lack rigor. To better understand how faculty perspectives on rigor might influence change efforts and to identify productive ways to move forward together, we used a systems modeling technique-- Causal Loop Diagrams (CLD) -- designed to reveal connections in themes across large projects. We adopted CLDs to better understand concerns about the loss of rigor based upon comments by faculty about students we hoped to attract into the department--that some did not fit &quot;under the ECE tent&quot; or were &quot;not serious&quot; about the program--and about the curriculum, which the faculty did not want to &quot;water down&quot; (Ozkan et al., 2019, p. 5). Rigor has been defined as &quot;creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels&quot; (Blackburn, 2017, p. 13). Yet, rigor, in this case, had been seemingly perverted from a paradigm about challenging students with the appropriate scaffolding for success to associating rigor with a rite of passage or academic natural selection (see Riley, 2017). Our analysis examines perceptions of rigor in relation to resistance during the early curriculum development phase--resistance associated with the goals of broadening participation and using student-centered pedagogies. We sought to uncover how these faculty mental models impacted the RED change effort as situated in the broader system--that is, thinking about how emerging goals of the department intersect with faculty priorities like research and teaching practices. We focus on the application of the technique, our next steps as a result of the technique, and ways it can be used in other contexts.
What Does Business Expect from an On-Going Relationship with Academia?
Author: Critten, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Business Relationship,Universities,Employer Attitudes,Expectation,Masters Programs,Masters Degrees,Sales Occupations,Apprenticeships,College Role,Business Schools,Work Experience Programs

This paper builds on and follows up papers delivered at UALL conferences over the last decade: Critten P (2007); Critten P, Squire P &amp; Leppenwell G (2010); Critten P (2012) and Critten P, Squire P and Locke G (2015). The theme common to them all is the unfolding story of a partnership between business (specifically Consalia Ltd) and Academia (specifically Middlesex University) culminating in 37 senior sales executives now having graduated with an MSc in Sales Transformation. Having experienced an academic programme it is opportune now to ask these 37 executives what, if anything, they expect further from Academia. All 37 have been invited to respond to this question and this paper explores their observations. It also explores the expectations of one of these graduates who intends to carry out further research and study towards a DProf as well as exploring the expectations of a tutor on the programme. In the final section the CEO of Consalia, Dr. Philip Squire, brings the story up-to-date by declaring a new educational role for his company in the context of business-to-business selling and in particular the first business-to-business degree in selling that will be awarded to those successfully completing the new Government sponsored apprenticeship Programme. All through the paper we draw on the vision of Ronald Barnett for a new kind of university in an age of what he calls 'supercomplexity' and conclude with a model which indicates how Mode 2 knowledge from those engaged in a degree or Masters could be integrated within academia's curricula (Mode 1 knowledge) and how the vision for what Squire calls an 'ecosystem' can be the medium within which all initiatives in this paper suggested by students and tutors can be embedded and accessed by business-to- business sales executives of the future.
Re-Introducing Deweyan Constructs to School Music
Author: Burke, Harry
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Educational Philosophy,Progressive Education,Inclusion,Cross Cultural Studies,Educational Attitudes,Music Teachers,Foreign Countries,Experiential Learning,Academic Aspiration,Secondary School Students,Democratic Values,Educational Policy

The narrowing of the school curriculum in the USA, the UK and Australia to support subjects of perceived economic importance has seen a renewed interest in the educational philosophy of John Dewey (1859-1952), (Elliott, 2012; Englund; 2016, Woodford, 2012). An ever-increasing number of secondary school students, especially in the USA, are now unable to pursue their aspirations in disciplines that are not considered essential learning, for example music and art education (Burke, 2015; Hansen &amp; James, 2016). Progressive educators contend that if a more civilized and democratic society is to develop, the principles of democratic education delineated by Dewey in the first half of the twentieth century need to be reestablished in schools (Hansen &amp; James, 2016). Current educational rationales give students very little opportunity to contribute to civic and community activities (Englund, Queennerstedt &amp; Wahlström, 2009). Dissatisfaction with school music education in the USA, the UK and Australia to develop inclusive music policies in the recent past has seen a renewed interest by music educators and teachers in the work of Dewey (Elliott 2012; Dillon, 2005; Green, 2002; Woodford, 2014).
The Assessment Skills Framework: A Taxonomy of Assessment Knowledge, Skills and Attitudes
Author: Horst, S. Jeanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Assessment Literacy,Taxonomy,College Faculty,Faculty Development,Student Evaluation

Well-developed professional development opportunities are a crucial component in ensuring that faculty engaging in assessment are equipped to do this work well. Creating these opportunities requires clear expectations of the knowledge, skills, and attitudes necessary to conduct assessment work. Additionally, the knowledge and skill requirements of faculty conducting assessment are often different from those of professionally trained assessment practitioners. Although higher education student affairs organizations have developed frameworks for assessment skills, no formal framework of knowledge, skills, and attitudes exists to drive professional development in assessment within academic affairs. This article provides a framework of assessment-related knowledge, skills, and attitudes that are important to the professional development of faculty assessment practitioners, targeting three levels of complexity. This framework can be used to evaluate current professional development offerings and plan new, intentionally designed programs in accordance with backward-design principles.
Teaching Aural Analysis in Senior Secondary Music: NSW Teacher Perspectives and Reflections on Practice
Author: White, Rachel
Date: 2017-00-00
Type: Journal Articles
Subjects: Aural Learning,Music Education,Secondary School Students,Music Teachers,Teacher Attitudes,Foreign Countries,Listening Skills,Teaching Methods,Student Certification

This study sought to answer the following question: how is listening being taught in senior secondary music courses in schools across New South Wales (NSW), Australia? In New South Wales, the senior secondary music syllabuses set the expected outcomes for senior secondary students, and list the topics for study from which teachers must select. This affords teachers a degree of freedom regarding the selection of resources and source material. A grounded theory-based multiphase study, which included syllabus and exam paper analysis, was designed to investigate listening pedagogy in senior secondary music teaching. Fourteen teachers were interviewed regarding their approaches, techniques and the resources they used in their classroom, and how they understood and evaluated their students' listening skills. The interviews revealed that these music educators utilised a range of strategies and techniques when teaching analytical listening in the senior secondary music courses. Analysis of the interview data, in conjunction with detailed examination of the music listening literature and the NSW senior secondary Music syllabuses, led to the creation of the 'Systematic-Intuitive Continuum'. This continuum was devised as a means of representing each teacher's description of their pedagogy in relation to the two key influences on the teaching of music listening--the Higher School Certificate Aural written examination, and understandings of how best to develop student musicianship.
Empowering Public Speaking Students through Consultant Training in Empathetic Listening
Author: Fabian, Jenn
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Speaking,Undergraduate Students,Peer Teaching,Empowerment,Training,Empathy,Listening Skills,Best Practices,Consultants

Public speaking centers have the potential to act as places of empowerment for public speaking students as they craft speeches and hone public speaking abilities. Peer consultants in speaking centers are uniquely positioned to serve as sources of empowerment for their peers. Building on current literature around empathetic listening in the center, this essay discusses the role empathetic listening plays in the empowerment of public speaking students and best practices for teaching empathetic listening skills to peer consultants.
The Pathway to and from Permission to Teach for Instrumental Music Teachers (and Others): 2003-2017
Author: Watson, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Teachers,Musical Instruments,Teacher Qualifications,Employment Qualifications,Educational Policy,Barriers,Curriculum,Teacher Education Programs,Teacher Certification

The Victorian Institute of Teaching (the Institute) was established 1 January 2003, following the consultation and planning work of the Ministerial Advisory Council for the Victorian Institute of Teaching (MACVIT) in 2001-2002. Across Australia, each State and Territory established similar semi-government authorities invested with teacher registration and other responsibilities. The re-establishment of these groups followed a hiatus of about one decade when teacher registration boards had been previously closed. This paper focuses on the 'permission to teach' (PTT) aspect of the Institute's role, with a specific reference to the impact on instrumental music teachers working in Victorian schools.
Institutional Academic Assessment and Effectiveness in Higher Education: A Saudi Arabia Case Study
Author: Hamdan Alghamdi, Amani K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Policy,Student Evaluation,Academic Achievement,Employment Potential,School Effectiveness,Educational Indicators

The &quot;Vision 2030&quot; agenda was recently adopted as a roadmap and methodology for developmental and economic action throughout the Kingdom of Saudi Arabia. &quot;Vision 2030&quot; includes support for universities' academic and administrative operations through the collection, rigorous analysis, and reporting of a wide range of data. Prefaced with an overview of the Saudi economic, policy, and educational landscape, the paper's main contribution is a case study of Imam Abdulrahman Bin Faisal University (IAU), chosen because of its recent attempt to institutionalize academic assessment protocols, procedures and culture. It institutionalized a directorate focused on academic assessment, launched a Decision Support Unit dashboard, and developed key performance indicators (KPIs) to assess students' academic performance, course performance and employability. The IAU has since become a regional leader in higher education assessment. Emulating their approach affords other Saudi higher education institutions the opportunity to increase Saudi graduates' ability to directly contribute to the country's economy, ultimately promoting economic growth, diversification, and development as envisioned in &quot;Vision 2030.&quot; [Note: The issue number (2) shown on the PDF is incorrect. The correct issue number is 1.]
Grapevine Communication in Communication Centers: The Needs and Effects
Author: Kast, Giovanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Communication Strategies,Academic Support Services,Educational Environment,Interpersonal Communication,Cooperation

The word &quot;grapevine&quot; is defined by Merriam-Webster (n.d.) online dictionary as an &quot;informal person-to-person means of circulating information or gossip,&quot; but this definition lacks in explaining the capabilities of grapevine communication. It enhances the knowledge of an organization's specific procedures, furthers the independence of employee actions, and creates bonds between coworkers. All of these reasons are why grapevine communication should be brought to the full attention of all employees so that they can utilize its benefits within their communication centers. Using the University of North Carolina at Greensboro (UNCG) Communication Center as an example, this article discusses the benefits of grapevine communication in furthering the success and competence of employees.
Supporting New School Leaders through Mentoring
Author: Bertrand, Lisa A.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Novices,Mentors,Program Effectiveness,Administrator Attitudes,Elementary Schools,Secondary Schools,Management Development,Cooperation,Goal Orientation,Trust (Psychology),Prior Learning,Proximity

Mentoring may best be defined as &quot;a process where one person provides individual support and challenge to another professional (Bush, 2009, p.379). The importance of mentoring new teachers and administrators has long been recognized. For example, since 2000 more than half of the states have passed laws requiring mentoring of new principals (Daresh, 2004; Spiro, Mattis, &amp; Mitgang 2007). Most of these laws have required mentoring in the first two years of practice. Grissom &amp; Harrington (2010) found under the mentorship model, a more experienced principal mentor provides the support, guidance, advice and sounding board as the new principal becomes acclimated to the position. This qualitative research study was designed to gather information of new elementary and secondary principals' perceptions of their mentoring experience. Specifically, this research was conducted to better understand effective mentoring strategies, the mentor-mentee relationship, and how the mentoring experience impacts new principals' growth in ways of thinking about their roles in improving teacher quality and student achievement.
Undergraduate Cross-Class Research Projects for Deep Learning in Engineering Education
Author: Karkoub, Mansour
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Learning Processes,Higher Education,Teaching Methods,Instructional Innovation,Undergraduate Students,Mentors,Peer Relationship,Cross Cultural Studies,Student Projects,Active Learning,Foreign Countries,Self Evaluation (Individuals),Outcomes of Education,Competence,Student Evaluation,Goal Orientation,Experiential Learning,Cognitive Style,Program Descriptions,Teamwork

For many years, educators have been developing tools and techniques to improve the learning process in higher education; however, the vast majority of these do not focus directly on deep learning. In this work, an innovative teaching/learning tool is presented which focuses on deep learning of some engineering skills and principles. The tool is known as the undergraduate cross-class research project (UCCRP) which relies on hands-on projects that students can work on throughout their 4-6 years of undergraduate studies with a mixture of students from all undergraduate levels and mentored by peers, TAs, and instructors. The UCCRP was successfully implemented at Texas A&amp;M University at Qatar and the details of one project and its results are delineated here. Student self-assessment, competency based assessment, and the &quot;structure of the observed learning outcome (SOLO)&quot; technique are used to assess the level of attainment of the intended learning outcomes (ILOs).
Music Education in Schools -- What Is Taught? A Comparison of Curriculum in Sweden and Australia
Author: Garvis, Susanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Comparative Education,Foreign Countries,Curriculum,Educational History,Elementary Secondary Education

Music has been a subject offered in schools for some time across the globe. Students will often study music, alongside other arts subjects or as a stand-alone music course, during the primary school years and at selected times during secondary school. Despite music being an important subject within schooling, other subjects such as English, maths and science are often privileged over the arts. Most countries have their own music curriculum that describes the intended learning within music, however few studies have explored the similarities and differences of music curriculum across countries. In this study, we analyse the music curriculum of Australia and Sweden. We first present a brief history of music education in both countries and then analyse the music curriculum to reveal comparative aspects. Using content analysis, we were able to identify main themes 'in the curriculum content including making and responding to music, Indigenous musics, and health and safety. Comparative studies about curriculum are important for improved curriculum development as well as understanding the different knowledge and skills students are expected to learn in music from a global perspective.
A Comparison of Principal Self-Efficacy and Assessment Ratings by Certified Staff: Using Multi-Rater Feedback as Part of a Statewide Principal Evaluation System
Author: Pannell, Summer
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Self Efficacy,Administrator Evaluation,Feedback (Response),Evaluators,Accountability,Scores,Academic Achievement

The impact school leaders have on student achievement is prominent in the national conversation regarding educational reform. Perhaps, one of the most highly debated topics is how to assess their impact, and recent legislation tasked every state with determining how to evaluate principal effectiveness. Any new or customized evaluation tool requires years of data for study to ensure its reliability, and state officials need data to determine if the multi-rater feedback supports improved professional practice of school leaders. Data from studies such as this can help with these determinations. The purpose of this study was to explore the relationship between principal self-efficacy and the assessment rating of their certified staff regarding leadership behaviors. The research sought to determine if a statistically significant difference between mean self-assessment scores of principals and assessment scores of their certified staff existed when grouped by school accountability rating.
Worked Example Videos for Blended Learning in Undergraduate Engineering
Author: Dart, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Video Technology,Blended Learning,Undergraduate Students,Engineering Education,Teaching Methods,Active Learning,Foreign Countries,Instructional Effectiveness,Student Attitudes,Academic Achievement,Problem Sets

Blended learning is becoming increasingly prevalent in engineering education due to its flexibility and enhanced learning outcomes, however it can face challenges in maintaining student engagement and satisfaction. This study investigates the impact of worked example videos (WEVs) as a blended learning approach within undergraduate engineering, addressing a gap in the literature around their impact as a self-directed study tool in large semester-long courses. WEVs were evaluated using a mixed methods approach incorporating viewership data and surveys. Approximately 90% of students used active learning when interacting with the WEVs, with many taking advantage of video controls to tailor and self-pace their learning. Students agreed WEVs improved their content knowledge and perceived this would improve their grades. Thus WEVs are capable of empowering learning and enabling deeper content engagement, making them a highly effective approach for embedding blended learning in the undergraduate engineering context.
The Tenure Process: A Descriptive Study of Selected Texas Universities
Author: Miller, Gary
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Tenure,Teacher Promotion,Teacher Evaluation,Evaluation Criteria,Instruction,Scholarship,Public Service

Few things in the professional life of university faculty are more important than the tenure process. Achieving tenure provides the faculty member with the confidence that his or her position with the university will be secure for life. Politicians often criticize the tenure of teachers at all educational levels (Flaherty, 2017; Money, 2015). There is the shared belief among these groups that tenure provides a level of security that should not exist. The argument is that high achievement should be the final arbiter in determining whether a teacher, or professor, keeps his or her job, and termination of the educator ensues if productivity declines (Kahlenberg, 2016). This assertion resonates with many, but there are various reasons that tenure exists within higher education. Tenure is an important step in academia that allows for protection in researching and disseminating data on politically unpopular subjects. When academicians are able to expand conventional knowledge, even if it is uncomfortable to the public at-large, all benefit because the knowledge-base is expanded without concern for political and cultural pressures. The purpose of this study was to determine current tenure guidelines, as well as thoughts on what should be included, among deans, department chairs, and faculty in universities who have member participants in the Texas Council of Professors of Educational Administration organization. This descriptive analysis looked at the perception of each group on the role of teaching, scholarship, and service, and clarified differences in expectations based upon university position.