ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Motivational and Learning Differences with Mature Students in Post-Secondary Education
Author: Murray, William C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Students,Two Year College Students,Community Colleges,Age Differences,Student Motivation,Adult Learning,Barriers,Student Attitudes,Student Surveys

This study examines the differences that exist among various age cohorts attending a post-secondary educational institution. Respondents were from the New Brunswick Community College's six separate campuses (n = 251). Significant differences were found to exist predominantly around social and family issues. Although differences did appear based on age groupings, a small amount of variation appeared when compared with theoretical literature. The largest barrier to post-secondary education that existed, regardless of age, was the financial burden placed upon the learner.
No Dilemma at All: The Importance of Liberal Education in Developing Skills for Employability
Author: MacKay, D. Bruce
Date: 2010-00-00
Type: Journal Articles
Subjects: Employment Potential,Skill Development,General Education,Relevance (Education),Educational Experience,Job Skills,Graduate Surveys,Alumni,College Outcomes Assessment,Educational Benefits,Foreign Countries,Liberal Arts

Some suggest there is a dilemma in post-secondary education between the tidal pulls of career- or disciplinary-oriented education and liberal education. A survey of University of Lethbridge alumni indicated that they found their liberal education important for developing skills that are valuable in life and work after graduation. Specific skills the Conference Board of Canada (2000) identified as important for employment success were indeed skills which alumni say they developed during their liberal education experience. I argue there is no dilemma at all and that liberal education does provide skills for employment success.
Quality Matters: A Faculty-Centred Program to Assure Quality in Online Course Design
Author: Shattuck, Kay
Date: 2010-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,Educational Quality,Quality Assurance,Scoring Rubrics,Guidelines,Academic Standards,Likert Scales,Program Descriptions,Quality Circles

One of the dilemmas faced by today's faculty is assuring quality in online courses. As one solution to that dilemma, Quality Matters (QM), a program of MarylandOnline, built a rubric of design standards informed by existing research literature and best practices. The rubric was implemented within a faculty-centred, peer review process in which colleagues share their expertise to facilitate course design improvements and to achieve an established level of quality in online course design. This article will describe the basic tenets and processes of QM as an inter-institutional quality assurance program for online learning.
Teaching Writing Skills That Enhance Student Success in Future Employment
Author: Coyle, James P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Skills,Employment,Content Area Writing,Job Skills,Learning Modules,Writing Assignments,College Students,Student Attitudes

The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future employment. This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors.
GMAT and Other Determinants of GPA in an MBA Program
Author: Fairfield-Sonn, James W.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Grade Point Average,Correlation,College Credits,Graduation,Statistical Analysis,Regression (Statistics),Gender Differences,Masters Degrees,Predictor Variables,Graduate Students,Undergraduate Students

This paper reports on the influence of waiving the GMAT requirement on academic performance as measured by grade-point-average at graduation for 833 University of Hartford MBA students who graduated between 2003 and 2009. In seeking to better understand what factors might be influencing graduation GPA, we examined a variety of traditional attributes. In addition, we examined the potential influence of GMAT Waivers on graduation GPA because there was some thought that students who waived this test might have lower graduation GPAs than those who took the examination. The results of this study indicated that the most important factor for determining MBA graduation GPA was an individual's undergraduate GPA, with higher undergraduate GPAs being associated with higher MBA graduation GPAs. Marginally significant differences in graduation GPA were also found based on the number of credits waived at entry into the MBA program, with more credits being waived contributing to a higher graduation GPA. We also found that women graduated with higher GPAs than men. Of particular interest to us in this study, however, was whether or not our GMAT Waiver policy was influencing graduation GPAs. In this case, we found no significant difference in graduation GPA, regardless of whether or not the GMAT requirement was waived. These results were confirmed using chi-square tests and two-sample t-tests. To gain additional insights into these issues, we estimated a regression model to explain graduation GPA using several attributes as independent variables. The regression results indicate that undergraduate GPA and gender seemed to most reliably predict differences in graduation GPA.
How Much Language Do They Need? The Dilemma English-Medium Universities Face When Enrolling English as an Additional Language Students
Author: von Randow, Janet
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,College Freshmen,Needs Assessment,Language Proficiency,Educational Diagnosis,Student Needs,Language Enrichment,Screening Tests,Diagnostic Tests,Student Attitudes,Academic Discourse,Student Evaluation

Although international and domestic students applying to English-medium universities may well meet the minimum language entry requirement, recent research indicates that this level of language proficiency often does not provide students with the means to cope effectively with their academic studies (Barthel, 2007; Elder, 2003; Read &amp; Hayes, 2003). To resolve this dilemma our major, multicultural New Zealand university is addressing the problem through implementation of the Diagnostic English Language Needs Assessment (DELNA), a post-entry programme administered to all first-year undergraduate students, regardless of their language background. We use the diagnostic outcomes to guide individual students with particular needs to appropriate forms of academic language enrichment. This paper outlines DELNA's history and administration, student responses to the assessment and the subsequent development and uptake of language support options.
Developing and Implementing an Undergraduate Finance Capstone Course for Both Onground and Online Course Delivery
Author: Wiechowski, Linda S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Online Courses,Undergraduate Students,Curriculum Development,Business Administration Education,Competency Based Education,Competence,Course Descriptions,Research Projects,Student Projects,Learning Activities,Visual Aids,Web Based Instruction,Synchronous Communication,Asynchronous Communication

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world. This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery. The process begins with the determination of the core competencies employers require of recent finance undergraduate students. Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.
Learning Portfolios: Creative Connections between Formal and Informal Learning
Author: Cassidy, Alice
Date: 2010-00-00
Type: Journal Articles
Subjects: Informal Education,Portfolio Assessment,Course Objectives,Student Attitudes,Course Evaluation,Evidence,Assignments,Teaching Methods,Educational Practices,Concept Mapping,Program Attitudes,Learning Activities,College Programs,Foreign Countries

How do you know what students in your course &quot;took away&quot; with them? Why not ask? Through a learning portfolio assignment, I invited students to show: how they met the course objectives; connections they made to other courses as well as aspects of their lives; and their views and perspectives about the course material and processes. They were asked to include tangible evidence, examples, connections, and reflections from all class sessions, discussions, and other assignments. They were also required to express themselves through a creative variety of styles and formats, including a concept map and a world map. What were their reactions to the assignment? Many noted that it encouraged them to think critically and that it was a fun way to show the links between the course and their own lives. Might you like to use or adapt some or all parts of my learning portfolio assignment in a course (any discipline) that you teach? Through reading this paper and trying the described activities, you will have completed your own mini-learning portfolio and explored methods of assessment.
Teaching Transdisciplinarity in a Discipline-Centred World
Author: Snow, M. Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: Substance Abuse,Drug Addiction,Interdisciplinary Approach,Teamwork,Teaching Methods,Team Training,Educational History,Educational Development,Barriers,Health Education,Performance Factors,Educational Research,Social Work,Caseworker Approach,College Programs,Foreign Countries

Health care researchers and practitioners are increasingly asked to work across disciplines (or, in keeping with the conference theme, &quot;Between the Tides&quot;) to deal with complex health issues. But working with individuals from different fields is more challenging than it sounds. Working across disciplines can result in tension and miscommunications. Furthermore, to explore interactions among disciplines requires breaking down disciplinary boundaries and creating a common framework and language to define, analyze, and develop new approaches. This paper explores the benefits and challenges of teaching transdisciplinarity in a discipline-centred world, including a description of the journey of one post-graduate research training program as it strives to help student researchers break down disciplinary borders and develop a common framework to approach a particular health issue--in this case, the problem of substance misuse and addictions.
Learning That Matters: Discovery of Meaning and Development of Wisdom in Undergraduate Education
Author: Mengel, Thomas
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Daily Living Skills,Outcomes of Education,Educational Objectives,Holistic Approach,Experiential Learning,Student Development,Reflection,Student Evaluation,Hermeneutics,Learning,Academic Achievement,Educational Practices,Educational Philosophy,Educational Benefits

This paper makes the case for a shift of undergraduate education towards the development of meaningful life skills that are of value to the graduates as well as to the communities they live in. First, relevant connections between student learning, meaning, and wisdom will be made. Second, the article will explore how undergraduate education can more holistically and comprehensively support students in learning meaningfully and in developing elements of wisdom. In particular, the paper will suggest principles that allow the meaningful integration of learning outcomes, experiential learning opportunities, reflection, and assessment.
Two Sides of the Same Coin: Student-Faculty Perspectives of the Course Syllabus
Author: McDonald, Jeanette
Date: 2010-00-00
Type: Journal Articles
Subjects: Course Descriptions,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Mixed Methods Research,Foreign Countries

Course syllabi play an important role in teaching, learning, and course design. They serve multiple functions and audiences and represent the end product of a scholarly process. In the following article, select findings from a mixed methods study examining how faculty and students conceptualize course syllabi are presented, specifically the design implications of what faculty include in their syllabi and those items students perceive to be most important and attend to most often throughout the course.
Paddle Your Own Canoe: Metaphors for Teaching between the Tides
Author: Wright, W. Alan
Date: 2010-00-00
Type: Journal Articles
Subjects: Figurative Language,Faculty Development,Outdoor Education,Workshops,Aquatic Sports,College Faculty,Teaching Methods,Teacher Competencies

Nearly twenty college and university voyageurs hailing from Atlantic Canada to the Pacific Coast and points in between, as well as intrepid pedagogues from institutions of higher education from Asia and Australia rendezvous at the Small Craft Aquatic Centre in Fredericton, New Brunswick, on the shores of the St. John River. The sun shines brightly on this warm, mid-June morning, and the water sparkles, inviting the assembled paddlers to embark on a fleeting voyage of discovery in the great Canadian out-of-doors. The group leader addresses the circle of eager life vest-clad participants as they stand, paddles in hand, in anticipation of the day's activity. &quot;Welcome to this pre-conference workshop&quot; begins the facilitator, &quot;let us begin with a warm-up activity!&quot; A casual observer of the scene would surely be perplexed: a canoe-based conference workshop activity? For professors of all ages, shapes, and sizes? What's this about?
Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning
Author: Hannon, Natasha Patrito
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Students,Scholarship,Models,Educational Development,Teacher Education Programs,Literature Reviews,Research Projects,Case Records,Program Descriptions,Teacher Effectiveness,Instructional Effectiveness,Learning Strategies,Foreign Countries

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.
Blogs as Eportfolio Platforms in Teacher Education: Affordances and Limitations Derived from Student Teachers' Perceptions and Performance on Their Eportfolios
Author: Tur, Gemma
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Electronic Publishing,Web Sites,Diaries,Portfolios (Background Materials),Student Attitudes,Preservice Teachers,Early Childhood Education,Preschool Teachers,Web 2.0 Technologies,Technology Uses in Education,Qualitative Research,Case Studies,Scoring Rubrics,Group Discussion,Evaluation Methods,Technological Literacy

At the University of the Balearic Islands, in Ibiza local centre, an eportfolio project in Teacher Education has been implemented since the 2009-2010 school year. This article is based on the research of the two first school years (2009-2010 and 2010-11) of experimental implementation of blogs as electronic portfolios. The results reported are those related to student teachers' perceptions of blogs as eportfolios and the assessment of their performance. The project is aimed at fostering the construction of an electronic portfolio in order to build student teachers' networked selves as future Early Childhood Education teachers. Both the project and research are based on the principle that social media empower eportfolios. Data obtained allows us to observe some affordances of blogs as eportfolio platforms. However, data collected during the two-year period of research raises some unexpected issues of blogs as eportfolios.
Augmented Reality Environments in Learning, Communicational and Professional Contexts in Higher Education
Author: Martín Gutiérrez, Jorge
Date: 2014-12-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Educational Environment,Higher Education,Computer Uses in Education

This paper explores educational and professional uses of augmented learning environment concerned with issues of training and entertainment. We analyze the state-of-art research of some scenarios based on augmented reality. Some examples for the purpose of education and simulation are described. These applications show that augmented reality can be means of enhancing, motivating and stimulating learners' understanding of certain events, especially those for which the traditional notion of instructional learning have proven inappropriate or difficult. Furthermore, the students can learn in a quick mode by interacting on the augmented environments.
Digital Storytelling: A Case Study of the Creation, and Narration of a Story by EFL Learners
Author: Soler Pardo, Betlem
Date: 2014-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Story Telling,Teaching Methods,Educational Technology,Second Language Instruction,Computer Software,Higher Education,Case Studies,Undergraduate Students,Foreign Countries,Language Teachers,Teacher Education,Elementary School Teachers,Narration

The use of technology to teach English as a Foreign Language (EFL) has been greatly expanded in recent decades, and has also been construed by educators as a fresh alternative to traditional pedagogy. Digital Storytelling can offer this alternative as, without neglecting the target of improving teaching quality, it has been proved to be a successful instructional tool to teach EFL (Gregori-Signes, 2008a; 2012), since it can combine the advantages and success of traditional storytelling with the innovations of new technologies to teach a foreign language. The aim of this case-study is to foster students' writing and speaking skills (Reinders, 2011) by engaging them in a project in which traditional and digital narrative are combined, with the primary goal of reinforcing foreign language acquisition and development for students of EFL. First, I shall examine some of the distinctive features of the DST. Secondly, I shall describe the process students had followed in order to complete the task; and, finally, I shall discuss the results.
The Targeted Open Online Course (TOOC) Model
Author: Baker, Credence
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Models,Open Education,Open Universities,Higher Education,Enrollment Trends,Enrollment Management,Student Recruitment,Program Descriptions,Program Development,Educational Planning,Institutional Advancement,Educational Strategies,Academic Persistence,Participant Satisfaction,Faculty Development,Elementary School Teachers,Secondary School Teachers

In an era of increasingly hyped Massive Open Online Courses (MOOCs) that seem to evoke feelings of both promise and peril for higher education, many institutions are struggling to find their niche among top-tier Ivy League schools offering courses to thousands of participants for free. While the effectiveness of MOOCs in terms of learning outcomes and student persistence is still unclear (see Daniel, 2012; Kirschner, 2012; and Jordan, 2013), one benefit of the trend are the innovative adaptations that smaller-sized, regional institutions have begun testing as alternative in-roads into the MOOC era. The Targeted Open Online Course (TOOC) model allowed one mid-sized regional institution to leverage existing area partnerships/relationships with stakeholders to offer an online course for professional development and even actual graduate course credit. The following paper presents a comprehensive description of the TOOC model, including the administrative, enrollment, marketing, student support, development, and pedagogical considerations of planning and implementation. Additional data regarding persistence rates, affective gains, and recruitment outcomes will be shared.
Stragegies for Attracting and Retaining Teachers
Author: Bland, Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Selection,Teacher Education,Teacher Competencies,Beginning Teacher Induction,School Districts,Mentors,Beginning Teachers,Faculty Development,Administrator Role,Instructional Leadership,Incentives,Teaching Conditions

Attracting and retaining high quality teachers is a challenge for many school districts. This is especially true in a time of increased accountability and limited resources. This report details best practice in the training, hiring, improvement, and retention of high quality teaching staff. The authors explain how school leaders can attract quality teaching staff, provide effective new teacher induction programs, and establish procedures that will assist in retaining the best of the best teaching staff.
Perceptions of Preceptors and Students on the Importance of Writing
Author: Fields, Tina T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Practicum Supervision,Professional Personnel,Allied Health Occupations Education,Administrator Education,Writing Skills,Graduate Students,Undergraduate Students,Surveys,Attitudes

Health administration programs vary from other administrative programs based on emphasis in writing. Prior studies about writing skills in professional degree programs show student writing skills are not at a professional level. There is no literature at present that identifies important and essential writing skills related specifically to undergraduate or graduate health administration programs. This pilot study surveys graduate and undergraduate programs' residency preceptors to identify the important skills and forms of written communication used in the workplace and surveys students to discover their perceptions of what skills and written work they will perform in their initial job. Results show that preceptor and students differ in their perceptions of forms of written communication deemed essential, but they do not differ in their perceptions of what is an essential writing skill. Further research is needed to obtain more in-depth insight into adequate preparation for program graduates' initial job.