ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Student Retention: A University of Western Sydney Case Study
Author: Scott, Geoff
Date: 2008-00-00
Type: Journal Articles
Subjects: Case Studies,School Holding Power,Foreign Countries,Educational Trends,Trend Analysis,Withdrawal (Education),Educational Strategies,Efficiency,Student Attitudes,Feedback (Response),Questionnaires,Institutional Characteristics,Teacher Student Ratio,College Entrance Examinations,Scores,Full Time Students,Income,Teacher Effectiveness,Enrollment,Surveys,Program Evaluation,Undergraduate Students

Retention at university matters. It matters morally, as we know the life chances of people who complete a degree are dramatically improved. It matters financially, as students who leave a university before graduation take their fees with them. And it matters nationally, as the higher the education level of the population, the greater the nation's levels of productivity and innovation. This article provides a consolidated picture of patterns and trends in student retention in Australian universities. Common reasons for student withdrawal and strategies to improve student retention are also explored using both empirical research and a review of the literature. Further, the article presents approaches effectively used by the University of Western Sydney to improve student retention. These approaches include: identifying and prioritising the main reasons for student withdrawal and corresponding retention solutions; using a range of tactics to ensure that these solutions are consistently implemented; and finally, monitoring the improvement actions for two years to measure their efficiency based on student feedback, and to identify areas warranting further improvement attention. The strategies adopted and the way they were implemented in 2004-2006 have resulted in a 4.2% improvement in overall retention and a 6.4% improvement in overall satisfaction on the national Course Experience Questionnaire.
Assessment Practices in Undergraduate Accounting Programs
Author: Lusher, Anna L.
Date: 2010-09-00
Type: Journal Articles
Subjects: Accounting,Undergraduate Students,Classification,Evaluation Methods,School Size,Student Evaluation,Educational Improvement,Educational Change,Outcomes of Education,Questionnaires,Institutional Characteristics

This study examined accounting program assessment plans at 102 colleges and universities in the United States. The research focused on identifying assessment practices in undergraduate accounting programs by examining the skills and competencies assessed and determining the methods of assessment used. The study also investigated what course and/or program changes were made as a result of the assessment findings. Responses were analyzed by three independent variables to determine whether significant differences existed due to Carnegie classification, region, or size (enrollment). Significant differences were discovered in the direct and indirect assessment instruments used to measure student learning, in the use of assessment data to make changes and improvements, and in the nature of those assessment related changes and improvements reported by the participants. Assessment audiences and methods used for dissemination of assessment results were also significantly different. The major findings of this study offer evidence of the development, refinement, and understanding of the assessment process at the majority of the reporting accounting programs.
The Disposable Blog: Using the Weblog to Facilitate Classroom Learning and Communications
Author: Pimpare, Stephen
Date: 2008-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Graduate Students,Graduate Study,Undergraduate Students,Undergraduate Study,Social Work,Political Science,College Faculty,Interpersonal Communication,Case Studies,Technology Uses in Education,College Instruction,Assignments,Academic Discourse,Student Attitudes

This article describes two case studies: one is from a graduate course in social work practice evaluation taught by the second author; the other is from an undergraduate political science course in media and politics taught by the first author. These cases describe the way blogs, created by students and the professors, facilitate communications within the class, reduce paperwork for the professors, and let students practice their &quot;public voices.&quot; While the cases are specific to two courses--Masters-level social work and undergraduate political science--the concepts are easily transferred to others. The article begins with a history and literature review of blogs used pedagogically; next, the reader is walked through the creation of a blog using currently popular online tools; the next two sections are devoted to the two cases; and the final section attempts to draw some generalizations about using blogs in the classroom.
Experiencing the Research Process in a Single Class Period
Author: Cook, Kathleen E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Research Methodology,Statistics,Student Experience,Research Projects,Student Research,Research Skills,Class Activities,Scientific Methodology,Problem Based Learning,Participant Satisfaction,College Students,Teaching Methods,Educational Practices,Questionnaires

Books and courses on research methods, statistics, or both, often necessarily focus on one topic at a time. This compartmentalized approach prevents students from seeing the big picture. To address this shortcoming, I developed an exercise through which students experience the whole research process in a single class period. From posing a question, through devising a method, collecting and analyzing data, to writing the report, students conduct all aspects of a basic research project. After the experience, students reported a significant increase in their understanding of the research process. In addition, students recommended using the exercise in future classes and at other universities. I end by discussing various ways that the exercise can be adapted to other class situations and content areas.
A Tale of Two Rubrics: Improving Teaching and Learning across the Content Areas through Assessment
Author: Wolf, Kenneth
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Improvement,Learning,Scoring Rubrics,Painting (Industrial Arts),Studio Art,Program Descriptions,Educational Practices,Educational Strategies,Higher Education,Portfolio Assessment,Role Perception,Instructional Design,Teaching Methods,Design

This is a story of two different assessment rubrics, similar in design but different in content area and pedagogical context. One rubric is from a course in the College of Arts and Media in an advanced painting class; the other is from the College of Architecture and Planning in a landscape architecture studio design class. Each rubric is described and the ways in which each rubric supports teaching and learning is discussed. These two rubrics are intended to be examples for other faculty to emulate as well as evidence of the role that rubrics can play across many different fields and disciplines. The article concludes with a description of the steps in designing a rubric and a process for using rubrics for course and program improvement.
Reading Outside the Boundaries: Children's Literature as Pedagogy for Building Empathy and Understanding of Social Justice in the College Classroom
Author: Bouley, Theresa M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Childrens Literature,Early Childhood Education,Sociology,Teaching Methods,Instructional Materials,Empathy,Social Justice,Bibliotherapy,Emotional Intelligence,College Students,Constructivism (Learning),Reflection,Critical Thinking

The role of children's literature in helping children make sense of themselves, their experiences and their worlds either in a classroom setting or in a more therapeutic context has been well documented. What has not been researched as far as we know is the use of children's literature in the college classroom as a means of enabling students to address difficult topics such as issues of oppression and social justice in a manner that is less overwhelming and less threatening. At one Connecticut University children's literature was used in numerous classes in both early childhood education and sociology as a means of facilitating student compassion and empathy for others. Whole group read-alouds of children's literature proved to be an effective tool to help students take the risk of confronting and knowing their own personal views and then make powerful connections to those of others.
Talking Drawings as a University Classroom Assessment Technique
Author: Scott, Victoria Groves
Date: 2008-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Measurement Techniques,Teaching Methods,Feedback (Response),First Year Seminars,Freehand Drawing,Higher Education,Educational Practices,Educational Strategies,Student Evaluation,Program Descriptions,Observation

Increased focus on assessment of student learning, within college classrooms, has lead many professors to routinely employ classroom assessment techniques as a means to make adjustments in teaching during the instructional process. This article describes a technique, Talking Drawings, which was developed by a high school teacher as a teaching strategy. The authors describe the reconceptualization of Talking Drawings, into a classroom assessment technique, which is appropriate for a variety of uses at the college/university level. The primary purpose of this technique is to provide the instructor with feedback as to the effectiveness of teaching and to find out what students are or are not learning. Illustrated, in this article, is the Talking Drawings classroom assessment technique, examples for application, and procedures for utilization within the classroom.
Shared Characteristics of College Faculty Who Are Effective Communicators
Author: Ginsberg, Sarah M.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Characteristics,Communication Skills,Qualitative Research,Interviews,Observation,Public Colleges,Reflective Teaching,Humanistic Education,Teacher Effectiveness

This study sought to identify what characteristics faculty who are effective classroom communicators share. Qualitative methods of interviews and observations were used to collect data at two public, comprehensive universities. College faculty with good communication, particularly, immediacy and clarity, were all found to have humanistic views of their students and to be reflective about their teaching and their communication. Those who demonstrated poor communication skills were neither humanistic nor reflective teachers. This would suggest that in order to improve faculty effectiveness, we must consider underlying views and thought processes, rather than teach successful communication techniques in isolation.
On Solid Legal Ground: Bringing Information Literacy to Undergraduate-Level Law Courses
Author: Ryesky, Kenneth H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Information Literacy,Undergraduate Students,Undergraduate Study,Law Related Education,Computer Literacy,Business Administration Education,Adjunct Faculty,Librarians,Citations (References),Databases,Information Retrieval,Resource Materials,Research,Court Litigation,Political Issues,Intellectual Disciplines,Program Implementation

The complexities of the Internet and other electronic data technologies have greatly heightened the information literacy needs of students in all subjects. Law courses are common components of many undergraduate programs and other settings external to a law degree program. The field of law has many information literacy aspects which are specialized, if not unique to the field of law. The legal information literacy basics have grown complex, and continue to do so. Successful mastery of the legal information literacy skills requires practical exercise in addition to textbook reading. Information literacy can no longer be left solely to librarian. Collaboration between instructor and librarian has great potential for bringing information literacy to the students. But several logistical, technological, economic, social and political issues complicate the process and planning behind information literacy initiatives. Awareness of these issues, and a willingness to address them, can enable students to build competent legal information literacy skills.
Universal Design for Learning: Assistance for Teachers in Today's Inclusive Classrooms
Author: Spencer, Sally A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Access to Education,Individualized Instruction,Special Needs Students,Technology Uses in Education,Student Diversity,Inclusion,English Language Learners,Instructional Development,Instructional Materials,Outcomes of Education,Student Motivation

Universal design for learning (UDL) is a valuable tool for the proactive planning of engaging, accessible lessons in today's diverse classrooms. UDL focuses on three core principles--representation, expression, and engagement--to help educators develop motivating, accessible instruction that will increase the participation of all learners, including those with special needs. Classroom application of UDL includes the use of technology, multiple modalities of instruction, flexible assessment, and group activities to give students choices and provide them with opportunities to empower themselves as learners. Although there is not yet a conclusive body of quantitative research on student outcomes related to UDL, the literature documents benefits that include reduced behavior problems, increased metacognitive knowledge, and improved access to the curriculum for struggling learners.
Recruiting and Retaining Culturally Diverse Special Educators
Author: Valle-Riestra, Diana Martinez
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Student Diversity,Special Education,Special Education Teachers,Teacher Education,Elementary School Teachers,Secondary School Teachers,Cultural Pluralism,Hispanic American Students,Educational Legislation,Federal Legislation,Research Universities,Graduate Students,Student Characteristics,Demography,Mentors,Field Experience Programs,Faculty Development

In light of the current challenges in addressing the achievement gap between minority and non-minority students, the persistent problems of disproportionality in special education, and the dismal post-school outcomes for culturally and linguistically diverse (CLD) students and those living in poverty, it is critical that successful models of teacher recruitment and retention are developed and implemented. In this article we review current literature on multicultural issues in special education that underscore the need for a more diverse teaching workforce and look at the recruitment trends described in the retention of teachers who are prepared to effectively serve PK-12 students and their families from diverse backgrounds. We also share preliminary data on our efforts to recruit and retain graduate students in an advanced special education program at a Hispanic-serving institution of higher education. To further guide the efforts of others, we provide recommendations for program development and future research.
Independence and Interdependence: An Analysis of Pre-Service Candidates' Use of Focused Assignments on an Electronic Discussion Forum during the Initial Field Experience
Author: Fisch, Audrey A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Writing Assignments,Assignments,Computer Mediated Communication,Electronic Learning,Asynchronous Communication,Teacher Interns,Student Teaching,Student Teachers,Secondary School Teachers,Mathematics Teachers,English Teachers,Professional Isolation,Peer Relationship,Discussion Groups,Reflection,Teacher Characteristics,Technology Integration,Statistical Analysis,Qualitative Research

This article describes a case study using an electronic learning platform for creating an interactive learning community through asynchronous discussion to enhance the initial field experience of secondary math and English teacher candidates enrolled in Field Experience. We identified three problems with the field experience course--lack of structure, isolation of the candidates in the field, and passivity of the candidates. To address these problems, we established three goals--to create a way for candidates to structure their reflections in the field, to create a learning community of pre-professionals, and to foster independence and assertiveness in our candidates. With these goals in mind, focused assignments were developed and implemented in an interactive online discussion forum. The results of this study have two important implications for teacher preparation. First, the results suggest that with focused assignments and guidelines for peer interaction, on-line peer discussions can be a powerful tool in helping candidates to reflect on student learning and the student perspective in the classroom with virtually no University-Based Teacher Educator intervention. Secondly, the study reveals that the use of technology with focused assignments can be helpful in creating more assertive, independent candidates who are better able to think about and negotiate the school environments in which they plan careers.
Redesigning Mathematics Curriculum for Underprepared College Students
Author: Lucas, Marva S.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Preparation,Mathematics Instruction,Mathematics Skills,Curriculum Development,Mathematics Curriculum,College Freshmen,Remedial Mathematics,Developmental Programs,Algebra,Strategic Planning,Program Effectiveness,Mathematics Achievement,Student Placement,Educational Technology,Grading

While developing strategies to meet the needs of underprepared students, public colleges and universities across the nation are being faced with directives, often stemming from public viewpoint, state legislatures, and/or state governing bodies of higher education systems, to modify existing university programs in an effort to decrease the cost of serving incoming or first-year students, particularly those programs addressing developmental education. Middle Tennessee State University began a redesign of all its developmental courses in an effort to satisfy recommendations and to meet strategic planning objectives of its state governing board. The purpose of this report is to examine the results of the pilot year of the redesign initiative for two prescribed mathematics general education courses MATH 1010K, Mathematics for General Studies, and MATH 1710K, College Algebra. The newly developed plan provides a more comprehensive approach that results in enhanced academic quality, flexible delivery options, greater uses of technology, and a reduction in the number of required courses.
Benchmarking Quality in Online Teaching and Learning: A Rubric for Course Construction and Evaluation
Author: Ternus, Mona P.
Date: 2007-00-00
Type: Journal Articles
Subjects: Benchmarking,Online Courses,Electronic Learning,Web Based Instruction,Scoring Rubrics,Instructional Design,Course Evaluation,Course Content,Teacher Evaluation,Self Evaluation (Individuals),Peer Evaluation,Administrator Evaluation,Distance Education,Educational Objectives

Online courses have many components and dimensions. Both the form (structure) and the content (expression) are situated in an overall environment. The sum of these elements results in student outcomes and learning. In order to facilitate construction and evaluate the quality of an online course, a four-part rubric was designed to reflect: Structure (Context, Organization, and Environment); Content (Presentation of Information); Processes (Relationships and Interactions); and Outcomes (Mastery of Content and Course Evaluation). This rubric was designed to provide quantitative and qualitative standardized evaluation for faculty self-evaluation, peer evaluation, and administrator evaluation. The rubric was piloted at two universities and shown to be highly effective in eliciting effective and usable feedback for course instructors and program directors. It was concluded that a uniform rubric that can be applied to any discipline could facilitate evaluation of all online courses within a program to a set standard that can then be used for course enhancement and improvement with structured comprehensive evaluation from instructors, peers, or program directors. It was found that a well-designed course (structure), with relevant and credible information (content), as well as mechanisms for interaction and collaboration (processes), could result in enhanced student learning (outcomes).
Grade Expectations: Mapping Stakeholder Views of Online Plagiarism Detection
Author: Ashe, Diana
Date: 2007-00-00
Type: Journal Articles
Subjects: Expectation,Plagiarism,Teacher Attitudes,Student Attitudes,Educational Technology,Best Practices,Ethics,Integrity,Cheating,College Students,College Faculty,Deception,Grades (Scholastic),Intellectual Property

Based upon a pilot study of the leading online plagiarism detection service, this article examines the views of faculty and students as the main stakeholders in the controversy over online plagiarism detection. Rather than give advice outside of a specific institutional context, this study offers an understanding of the reasoning that informs the diverging points of view, explaining both support of and resistance to online plagiarism detection among each group. The article makes recommendations of best practices for those who choose to incorporate plagiarism detection services into course management. More importantly, the article closes with recommendations for addressing academic integrity on a campus-wide scale--a practice that could alleviate the pressures that encourage many campuses to adopt online plagiarism detection.
The Role of Rubrics in Advancing and Assessing Student Learning
Author: Wolf, Kenneth
Date: 2007-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Student Evaluation,Educational Assessment,Instructional Design,Social Science Research,Case Studies,Educational Benefits,Minority Group Students,Foreign Students,Nontraditional Students

A rubric is a multi-purpose scoring guide for assessing student products and performances. This tool works in a number of different ways to advance student learning, and has great potential in particular for non-traditional, first generation, and minority students. In addition, rubrics improve teaching, contribute to sound assessment, and are an important source of information for program improvement. In this article, we discuss key features of a quality rubric, present an example of a rubric for assessing a social science research study, and describe three basic steps in designing an effective rubric.