ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Intrinsic and Extrinsic Motivators on Employee Engagement in Information Organizations
Author: Singh, Rajesh
Date: 2016-00-00
Type: Journal Articles
Subjects: Motivation,Library Science,Information Science,Information Scientists,Employees,Incentives,Organizational Culture,Leaders,Leadership,Employee Attitudes,Library Administration,Work Environment,Academic Libraries,Media Specialists

Understanding motivation in the workforce is a crucial step toward creating a dynamic work environment that enriches and fulfills workers. This research stems from LIS management class discussions on the topic of motivation and highlights the need for radical shifts in management approaches to motivation in information organizations. Our analysis of 98 MLS students from four student cohorts from spring 2013 to spring 2014 shows that intrinsic motivators are far more influential than any &quot;carrot and stick&quot; type of approach. The findings indicate that future information leaders and managers should recognize that intrinsic factors play a bigger role in employee motivation and put more effort into creating a culture of respect, recognition, trust, and autonomy when tailoring their management strategies to tap into the emotions of their coworkers. These intrinsic motivators are more important to staff than extrinsic factors such as money. LIS educators have a role to play in developing graduate expectations within an holistic framework that furthers professional development and career advancement.
Best Practices in Digital Object Development for Education: Promoting Excellence and Innovation in Instructional Quality and Assessment
Author: Reece, Amanda A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Quality,Excellence in Education,Best Practices,Teaching Methods,Learning Processes,Instructional Innovation,Electronic Learning,Educational Resources,Educational Technology

A program of development of online learning resources should provide content, resources, support and activities to promote excellence and innovation in instructional quality and assessment. This article provides details on five best practices in digital object development for teaching and learning. In addition, an evaluation of the learning object development programs with a view toward the ultimate impact on student perception and success is evaluated. There is evidence provided by digital object researchers that digital object development is effective in the education setting.
School Librarians as Technology Leaders: An Evolution in Practice
Author: Wine, Lois D.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Role,Educational Technology,Technology Uses in Education,Leadership,Technology Integration,Library Education,Information Literacy,Standards,Specialists,Cooperation,Technological Literacy

The role of school librarians has a history of radical change. School librarians adapted to take on responsibility for technology and audio-visual materials that were introduced in schools in earlier eras. With the advent of the Information Age in the middle of the 20th century and the subsequent development of personal computers and the Internet, the American Library Association (ALA) recommended schools and colleges begin integrating information literacy into students' learning (1989). Today school librarians are entering another period of Radical Change as they combine their information specialist roles with technology integration. This leadership role in technology integration is at times in conflict with a new role in K-12 schools, that of an instructional technology specialist. This new role is also charged with integrating technology into classroom instruction by working with faculty and students. School librarians and instructional technology specialists have complementary roles that would benefit students and staff through a collaborative team approach to support. When educating future school library practitioners LIS educators need to be aware of this evolution in practice and adjust curriculum accordingly.
Envisioning Our Information Future and How to Educate for It
Author: Abels, Eileen G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Scientists,Stakeholders,Models,Library Science,Information Science,Library Education,Academic Libraries,Librarians,Technological Advancement,Library Associations,Information Technology,Library Services

An Institute of Museum and Library Services (IMLS) funded National Forum Planning Grant &quot;Envisioning Our Information Future and How to Educate for It&quot; brought together a diverse group of stakeholders to lay the framework for re-visioning LIS education. This article describes three take-aways from the 2015 forum: encourage wide recruitment; build bridges; and adapt for the future. Actions underway to address each of these are described. The forum was the beginning of the re-visioning process. The principal investigators are currently engaged with various constituencies to obtain feedback on the actions and to gain insights into directions for curriculum redesign. LIS educators are encouraged to collaborate to make the vision a reality.
Actualizing a Culture of Engaged Scholarship in the College of Education at the University of Florida
Author: Dana, Nancy Fichtman
Date: 2004-00-00
Type: Journal Articles
Subjects: Schools of Education,Scholarship,Higher Education,Partnerships in Education,Community Involvement,School Community Relationship,Deans,Theory Practice Relationship

A dean and a faculty member describe three strategies they have incorporated to initiate the building of an engaged scholarship culture: (1) communicating a scholarship of engagement vision; (2) creating new traditions, rituals, and symbols to support and reinforce the vision; and (3) creating new roles and responsibilities to help faculty redefine their individual work as engaged scholarship. Implications for transferring engaged scholarship from theory to practice are discussed.
Bad Attitudes: Why Design Students Dislike Teamwork
Author: Tucker, Richard
Date: 2016-00-00
Type: Journal Articles
Subjects: Attitude Measures,Student Attitudes,Teamwork,Negative Attitudes,Qualitative Research,Student Surveys,College Students,National Surveys,Focus Groups,Foreign Countries,Cooperative Learning,Student Projects,Student Satisfaction

Positive experiences of teamwork in design contexts significantly improve students' satisfaction with teaching and their attitudes towards future teamwork. Thus, an understanding of the factors leading to negative and positive team experiences can inform strategies to support effective teamwork. This paper examines design students' perceptions and experiences of teamwork. Three sources of qualitative data were analysed: a pilot survey completed by 198 design students in four institutions; five focus groups with 23 students; and a national survey completed by 417 students from 18 Australian universities. Students were from a range of design disciplines, with the majority studying architecture. The findings provide insights into issues and challenges of learning how to design in teamwork contexts, in particular the importance of adopting strategies to promote individual accountability within a team and ensuring fair assessment that acknowledges levels of individual contributions. The paper concludes with recommendations for teachers.
A Leadership Reality Check Involving County Extension Leaders and Their Stakeholders
Author: Bowen, Elaine
Date: 2004-00-00
Type: Journal Articles
Subjects: Stakeholders,Extension Agents,Leadership,Outreach Programs,Leadership Styles,Community Leaders,Administrator Surveys,Administrator Attitudes,Instructor Coordinators,Educational Practices,Teacher Attitudes,School Community Programs,College Programs,Likert Scales

The perceptions of stakeholders as well as leaders' self perceptions are critical in maximizing leadership and outreach capacity within higher education and extension organizations. This study demonstrates a leadership style assessment that includes perspectives of both leaders and stakeholders. West Virginia University Extension Service county program coordinators and local extension service committee members completed surveys scoring perceptions for four types of leadership frames: structural, human resource, political, and symbolic. Among coordinators, 39 percent reported using none of the four leadership frames frequently; 33 percent reported a single frame style, 15 percent a paired frame style, and 12 percent a multiple frame style. In contrast, committee members reported 21 percent of coordinators used no frame style, 18 percent a single frame style, 6 percent a paired frame style, and 55 percent a multiple frame style. Results suggest that committee members perceive more frequent use of leadership styles than is reflected in coordinators' self-perceptions.
University Outreach and Engagement: Responding to a Changing World
Author: Hrabowski, Freeman A., III
Date: 2004-00-00
Type: Journal Articles
Subjects: Outreach Programs,Colleges,College Role,Partnerships in Education,Barriers,Models,Best Practices,Educational Change,Educational Practices,Change Strategies,School Business Relationship,Student School Relationship,School Community Relationship,Global Approach

Rapid and dramatic demographic and technological changes present the nation with enormous challenges for educating students, growing the economy, and responding to society's needs. America's colleges and universities have a central role to play in all of these critical areas--serving as agents of change as they themselves change institutionally in response to new and changing markets, multilevel partnerships, and serious challenges to institutional funding. Their effectiveness will be determined by how well they engage students, business and industry, public agencies and schools, communities, and others. This article focuses on best practices and strategies for successful institutional outreach and engagement.
Online Lecture Recordings and Lecture Attendance: Investigating Student Preferences in a Large First Year Psychology Course
Author: Yeung, Alexandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Lecture Method,Attendance,Grades (Scholastic),Correlation,Psychology,Student Attitudes,Audio Equipment,Preferences,Undergraduate Students,Technology Uses in Education,Foreign Countries,Online Surveys,Integrated Learning Systems,Educational Technology,Video Technology

While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated whether they frequently attended lectures or not. The division helped ascertain differences and similarities in preferences for using online recordings. Overall, non-frequent attendees were more likely not to use lecture recordings (48.1%) to make up a missed lecture than frequent attendees (34.3%). Surprisingly, in the last week of semester, 29% of students reported not yet accessing lecture recordings. Students had the intention to use lecture recordings as they envisaged these to be helpful for learning and commented that they would be adversely affected if recordings were not available. In fact, students are passionate about lecture recordings. Analytics show that after Lecture 7, each lecture recording attracted 600 or less unique visits (hits) supporting the finding that most students make strategic use of learning resources available within the blended learning environment.
Using the Logic Model to Plan Extension and Outreach Program Development and Scholarship
Author: Corbin, Marilyn
Date: 2004-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Education,Program Development,Outreach Programs,Logical Thinking,Models,Scholarship,Educational History,Case Studies,Community Programs,Screening Tests,Cancer,Rural Areas,Entrepreneurship,Leadership Responsibility,Agricultural Production,Postsecondary Education,Higher Education

In searching for a process to help program teams of campus-based faculty and field-based educators develop five-year and annual statewide program plans, cooperative extension administrators and specialists in Penn State's College of Agricultural Sciences discovered that the use of the logic model process can influence the successful design of specific programs as well as outreach scholarship. The team and logic model processes that were employed have helped educators identify goals, articulate measurable impacts, and evaluate their programs, resulting in both incremental and substantial organizational change. This article illustrates how the logic model process is an organizational and leadership tool. The authors share their perspectives on the logic model process, implementation strategies, and the benefits of developing a community of learners to enhance outreach.
Can a Web Site Be Used as a Vehicle for Organizational Learning about Evaluation?
Author: Kiernan, Nancy Ellen
Date: 2004-00-00
Type: Journal Articles
Subjects: Web Sites,Educational Technology,Technology Uses in Education,Access to Information,Marketing,Interviews,Teacher Attitudes,Administrator Attitudes,Use Studies,Qualitative Research

This article reports the findings of a study of the Penn State Cooperative Extension program evaluation Web site. The study was performed to investigate whether a Web site could be used as a vehicle for organizational learning in evaluation, and, if learning does take place, what aspects of the site make learning possible. Our research suggests that a Web site can indeed make such learning possible, a result leading to an emerging culture of evaluation in an organization. To accomplish these ends, however, the creation of a Web site should be approached as an intentional scholarly activity that is informed by theory and driven by organizational leadership.
Improving Students' Interpersonal Skills through Experiential Small Group Learning
Author: Skinner, Kay Lesley
Date: 2016-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Skill Development,Student Improvement,Experiential Learning,Cooperative Learning,Undergraduate Students,Teaching Methods,Health Education,Student Attitudes,Teacher Attitudes,Comparative Analysis,Intermode Differences,Problem Based Learning,Foreign Countries,Interviews,Tutors,Questionnaires,Statistical Analysis,Nonparametric Statistics,Small Group Instruction

Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical settings. In professions such as physiotherapy, traditional approaches to teaching these skills have encompassed clinical modelling, and stand-alone didactic teaching of the theory behind communication. These provide limited opportunity for students to practise and receive feedback on their interpersonal and communication skills. This paper describes the implementation of an experiential small group learning approach in an undergraduate physiotherapy program and discusses outcomes. Implications for practice are that: experientially based small group learning with opportunities for practise, reflection, self-evaluation and feedback, can improve students' confidence and interpersonal skills; consistent and scaffolded participation in experiential learning opportunities and assessment of this participation across the program is key to this approach. Interpersonal skills remain a challenge for new graduates; support and mentoring in this domain by supervisors may enhance the transition to work.
Valuing Indigenous Knowledges: Strategies for Engaging Communities and Transforming the Academy
Author: Semali, Ladislaus
Date: 2004-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Community Involvement,School Community Relationship,Global Approach,Higher Education,Cultural Influences,Educational Change,Conferences (Gatherings),Curriculum,Institutional Mission

This article presents steps taken by Penn State's Interinstitutional Consortium for Indigenous Knowledge (ICIK) to engage communities and transform the academy. ICIK provides opportunities for faculty, staff, and students to network with others who share a vision of the academy as a place where multiple ways of knowing are valued and respected. Three questions have dominated the transformation agenda: (a) How do communities negotiate and connect various knowledge systems in order to address local/global concerns? (b) What can the global community and academic institutions learn from indigenous knowledge innovations? (c) How do we integrate and internalize a local knowledge orientation within academic institutions? Institutionalization of knowledge production, validation, and distribution in universities and research laboratories characterizes the academy. This academic way of knowing contrasts with indigenous knowledge that resides in a particular locality, is derived from many years of experience, and is usually communicated orally through family members across generations.
Traffic Light Report Provides a New Technique for Assurance of Learning
Author: Nash, Rose
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Pharmaceutical Education,Pharmacy,Undergraduate Students,College Faculty,Summative Evaluation,National Standards,Competence,Foreign Countries,Reflection,Program Evaluation,Educational Innovation,Educational Technology,Student Participation,Curriculum,Teacher Attitudes,Student Attitudes,Maps

The Traffic Light Report (TLR) project is an educational intervention designed for pharmacy undergraduates. This paper reports on analysis of TLR data specifically focusing on its potential as an innovative tool which combines Miller's pyramid, technology and student voice to examine a curriculum for Assurance of Learning (AoL). In 2014, educators mapped each summative assessment to the relevant National Competency Standards Framework for Pharmacists in Australia (NCS) alongside levels of expected performance on Miller's pyramid of clinical competence (Knows, Knows how, Shows how, Does). Simultaneously, students were invited to self-reflect using the same performance levels. The Miller's scale enabled a comparison between students' and their educators' understanding of the performance level demanded by assessments. Analysis highlighted a disconnect between students' and their educators' interpretations of the same assessed curriculum. The TLR facilitates quality enhancement by providing educators and their students with a logical meeting point for discussing foundation, scaffolding and integration of assessment across a course for AoL. This has portability to other professional disciplines.
Factors Influencing Civic Engagement at Australian and U.S. Research Universities: Two Illustrative Examples
Author: Hartley, Matthew
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Factors,Influences,Research Universities,Institutional Characteristics,School Community Relationship,Economic Impact,Postsecondary Education,Educational History,Community Benefits,Case Studies,Community Development,College Role,Comparative Education

The founding of the Australian system of higher education closely parallels the creation of public postsecondary education in the United States during the nineteenth century. Their subsequent histories reflect a growing recognition of postsecondary education's capacity to shape the economic prospects not only of individuals, but of entire nations. Less recognized are the ways individual institutions (which collectively constitute these systems) affect their local communities. In this article, we briefly outline the economic impact of postsecondary education in Australia and the United States and then describe how a research university in each country, the University of Pennsylvania in West Philadelphia and the University of Queensland, has served as a key anchor institution for its local area. A variety of factors are explored, including local context, funding sources, university leadership, and institutional mission.
Creating Synergy between Learning and Service: A University Responds to the Needs of Students and Community
Author: Bierly, Greg
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Needs,Higher Education,Community Involvement,National Surveys,Learner Engagement,Student Surveys,College Freshmen,College Seniors,Experiential Learning,Undergraduate Students,Citizen Participation,Leadership,Teaching Methods

A convergence of internal and external factors has challenged the institutional identity of Indiana State University and presented an opportunity for strategic evolution toward a campus better able to address student learning and serve the needs of the community and region. External drivers, such as fiscal shortfalls, declining population, and a re-envisioning of the roles of state institutions by the legislature, have compelled ISU to examine the academic and demographic composition of its enrollment base and to refocus its mission. Results from the National Survey of Student Engagement suggested that, despite long-standing perceptions of student academic preparation held by faculty and administrators, and supported by entrance data, ISU undergraduates were not adequately challenged within the existing system. In this article, we discuss how ISU decided to address student needs and constraints imposed by the state through a concerted program of experiential learning and community engagement.
Just Good Business: Community Development &quot;within&quot; Colleges and Universities
Author: Burack, Cathy
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Colleges,Universities,School Business Relationship,Citizen Participation,Campuses,Institutional Characteristics,Participation,Partnerships in Education,School Community Relationship,Outreach Programs,Public Education,Community Development

Largely absent from college and university engagement efforts are the community members who work on our own campuses, often those in the lowest-paid positions, even though they are from the communities the campus purports to serve. This article represents the results of a project that scanned the civic microcosm of our colleges and universities to identify these underserved groups and their needs. Topics discussed include campus models already in existence, challenges facing this type of engagement, and strategies for linking efforts to aid this &quot;community within&quot; to campus civic engagement.