ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Considerations in Organizing and Structuring University Research
Author: Nguyen, T. L. Huong
Date: 2015-00-00
Type: Journal Articles
Subjects: Research Administration,Performance Factors,Capacity Building,College Administration,Administrative Organization,Strategic Planning,Design Preferences,Organizational Climate,Organizational Culture,Organizational Theories,College Programs,Ethics,Group Dynamics,Research Projects,Foreign Countries

University research capacity building has now become an increasingly important task in both developed and less developed countries. In this capacity building endeavour, research late-developer universities in particular need to develop a sound research organizational structure. However, what elements are needed in organizing and structuring university research has rarely been discussed systematically. Applying Mintzberg's (1979) theory on the structuring of organizations, this study sheds light on the generic parameters of organizing and structuring research. Five of the more visible parameters consist of: (1) create research positions; (2) create research management positions; (3) decide primary organizational units for research delivery; (4) create a research office; and (5) create research oversight committees. The five less visible parameters are: (1) develop rules for research integrity; (2) develop rules and procedures for managing the lifecycle of a research project; (3) develop a mechanism for evaluating the quality of research outcomes; (4) prepare researchers and research managers for the necessary skills and knowledge; and (5) decide vertical and horizontal decentralization. We argue that institutions that pay close attention to these ten management and organisational tasks for creating an environment in which research can flourish are more likely to be successful in building and/or enhancing their overall research capacity than other institutions.
Disciplinary Differences in Conflict of Interest Policy Communication, Attitudes, and Knowledge
Author: Canary, Heather E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Conflict of Interest,School Policy,Research Universities,Communication Strategies,Intellectual Disciplines,Ethics,Correlation,Knowledge Level,Attitudes,Online Surveys,Attitude Measures,Hypothesis Testing,Longitudinal Studies,College Faculty,Graduate Students,Researchers,Likert Scales,Questionnaires,Statistical Analysis

Research institutions are charged with developing and managing conflict of interest (COI) policies regarding the design, conduct, and reporting of research. Prior research indicates that university researchers may not understand the purpose of these policies and may resent the time taken to demonstrate compliance. Policy communication is not a simple issue, nor is it a process clearly defined in the COI context. Accordingly, this study investigates multiple aspects of policy communication across disciplines to shed light on policy communication practices as well as on how communication relates to policy knowledge and attitudes. Specifically, this study investigates COI policy communication, knowledge, and attitudes at a large university and compares differences across disciplines. Using the framework of structurating activity theory, the study also analyzes how norms for ethical conduct differ across disciplines and correlate with policy communication, knowledge, and attitudes. A total of 246 participants representing health sciences and non-health sciences disciplines participated in an online survey regarding the institution's COI policies. Results indicate that attitudes toward the COI policies are positive across disciplines and that policy knowledge is higher than mid-range. However, policy communication is low across disciplines, with non-health sciences participants reporting lowest levels of communication about the policy. Implications and recommendations are offered for future research and research administration practice.
Growing Faculty Research for Students&apos; Success: Best Practices of a Research Institute at a Minority-Serving Undergraduate Institution
Author: Godreau, Isar
Date: 2015-00-00
Type: Journal Articles
Subjects: Minority Group Students,Student Diversity,Hispanic American Students,Undergraduate Study,Educational Research,College Faculty,Mentors,Teacher Role,Teacher Researchers,Student Research,Undergraduate Students,Educational Finance,Best Practices,Grants,Graduate Study,College Admission

Broader diversity in the research workforce affords the inclusion of research agendas, methods, and perspectives that might otherwise be overlooked to address key social and scientific problems. However, promoting diversity in science is not a trivial matter. It entails mitigating some of the long-term social and institutional inequalities that have prevented the participation of underrepresented groups, such as Latinos, in scientific research. For instance, the Hispanic Association of Colleges and Universities (HACU) reports that Hispanic serving institutions receive (on average) only 69 cents for every federal dollar of funding that all other higher education institutions receive. This article describes how an interdisciplinary research institute at an under-resourced Hispanic serving institution managed to build a culture of undergraduate research by promoting the research of local faculty and supporting their mentoring role in the face of economic and administrative challenges. In spite of dramatic budget cuts that fluctuated between 1.4% and 13.3% (2005-2013) and loss of 23% of its senior faculty due to retirement (2006-2014), during a 10-year period, the Institute of Interdisciplinary Research (IIR) at the University of Puerto Rico at Cayey was able to increase the number of faculty conducting research from 7 to 54 and the number of students engaged in research from 8 to 481. During the period, UPR-C faculty from the Sciences, Arts, and Business Administration engaged in the applied, regional and interdisciplinary research mission of the IIR, published 81 peerreviewed articles, offered 238 research presentations, and submitted 81 grants (57 to external funding agencies and 24 to UPR-C divisions). Grant approval for external funding was 45.6%. Students' most important research products included oral and written presentations in epidemiology, psychology, anthropology, ecology, chemistry, microbiology, pedagogy, business administration, and humanities. Overall, during the period, 84% of students who applied to graduate programs were admitted. This article identifies the key approaches and outcomes of a strategic planning process that allowed the IIR to become a successful campuswide research resource for interdisciplinary research at an undergraduate, Hispanic serving institution facing fiscal and administrative challenges.
Synching the Law to Resolve the Disconnection between Awareness and Action in Legally Mandated Diversity Hiring Practices in Higher Education Institutions
Author: Dejean, Jacqueline Sylvia
Date: 2015-00-00
Type: Journal Articles
Subjects: Legal Responsibility,Compliance (Legal),Diversity (Faculty),Minority Group Teachers,College Faculty,Teacher Selection,Models,Institutional Characteristics,Educational Administration,Online Surveys,Attitude Measures,Training,Teacher Recruitment,Geographic Regions,Gender Differences,Racial Differences,Ethnicity,Statistical Analysis

Conflicting regulatory demands on higher education institutions (HEIs) contribute to an environment of increasing legal risk for HEIs. In addition, the increasing cost of non-compliance jeopardizes institutional viability as HEIs struggle to adjust to the pressure created by these legally-mandated changes. The legal risk to HEIs can be attributed to the breakdown that employees experience between their awareness of policies and their follow through in carrying out those legal actions. HEIs would benefit from implementing legallymandated change in a way that maximizes compliance and therefore minimizes risks. This study investigates the relationship between the elements (legal rule, legal procedure and legal agents) of a new model, Synching the Law, that synchronizes the law with organizational characteristics allowing the organization to understand itself in the context of the legal rule and adapt successfully to the legal mandate. While this paper is primarily focused on making institutional legal change, the study used diverse hiring practices of research administration hiring managers to reveal the role of legal agent self-identity in the legal change decisionmaking process. This study reinforces the need for guidance in making legally-mandated changes that embed effectively within organizations using principles from organizational psychology and therapeutic paradigms. The study confirms that psychological decision making cannot solely be affected by an awareness of the rule of law and legal procedures. In fact, setting the law as a priority is insufficient to motivate compliance to the law by those who must carry out these legal rules.
A Case Study: The Local Education Authorities (LEAs) Capacity Support on ICT Integration National Policy in Public Secondary Schools in Kepulauan Riau Province, Indonesia
Author: Putera, Rahmat Ady
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,School Districts,Information Technology,Foreign Countries,Semi Structured Interviews,Qualitative Research,Public Schools,Secondary Schools,Program Implementation,Educational Policy,Technology Integration

This study addresses the support towards the policy of ICT implementation in public secondary schools from the local education authorities (LEAs) as part of society capacity, in case of Kepulauan Riau province, Indonesia. The study involves three sub themes; local policy support, management program, and partnership. Therefore, the researcher qualitatively gathered the data through semi-structured interview from a number of local government stake holders; education commission legislator, the head of education office, and Baltekomdik (Education-Communication Technology Center) office as his participant. The result findings confirm previous researches that government capacity as external support have serious influence for the successfulness of national policy implementation of ICT integration in education in Kepulauan Riau province. Therefore, three sub themes found; local policy, management programs, and partnership should seriously and continually be restructured and innovated.
Active Learning Improves Student Performance in a Respiratory Physiology Lab
Author: Wolf, Alex M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Physiology,Active Learning,Metabolism,Community Colleges,Clinical Experience,Pretests Posttests,Student Interests,Technology Uses in Education,Control Groups,Experimental Groups,Statistical Significance,Instructional Effectiveness,Achievement Gains,Student Attitudes,Comparative Analysis,Teaching Methods,Two Year College Students,Allied Health Occupations Education

This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of respiratory diseases) but not a third (the relationship between volume, pressure and airflow). Anonymous post-lab surveys indicated that the modification increased student's interest in the subject and encouraged interactive learning as well as the use of technology in the classroom. However, although test sections outperformed control sections in the lab midterm, the difference was statistically insignificant, presumably due to the fact that respiratory concepts only accounted for less than 20% of the exam.
Integrated Arts-Based Teaching (IAT) Model for Brain-Based Learning
Author: Inocian, Reynaldo B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Education Programs,Art Education,Interdisciplinary Approach,Preservice Teacher Education,Brain,Content Analysis,Books,Foreign Countries,Learning Theories,Coding,Grounded Theory,Creative Thinking,Critical Thinking,Thinking Skills,Theater Arts,Music,Psychomotor Skills,Communication Skills,Art Activities,Visual Stimuli,Reading Materials

This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommended for use in the College of Teacher Education in the Philippines. It seeks to answer the following objectives: (1) identify the most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design an IAT Modelling for brain-based learning. This study employed a content analysis among the eight selected books in the study. Coding of the identified teaching strategies from 1 to 7 was matched into any of the four designated learning quadrants as illustrated in the flow chart (see chart instrument in the appendix). With grounded theory as framework, a critical analysis of the coded arts-based teaching strategies is interpolated to Hermann's Brain Quadrants. C1VAL is the first code for Visual Art for Learning; C2LAL is the second code for Art for Learning; C3TAL is the third code for Theater Art for Learning; C4MAL is the fourth code for Musical Art for Learning; C5LAL is the fifth code for Locomotor Art for Learning; C6CAL is the sixth code for Communication Art for Learning; and C7NAL is the seventh code for Naturalistic Art for Learning. To guarantee inter-coder consistency, internal and external validators are requested to ensure objectivity of results. After the analysis of these books, a documentation of an integrated arts-based teaching for brain-based learning was juxtaposed for modelling. The analyzed books in Principles and Methods of Teaching used in College of Teacher Education in the Philippines exhibited a lopsided distribution of communicative, theater, and musical arts-based teaching strategies, which conformed to the Filipinos' vivacious, chatty, and flamboyant traits of being Quadrants B and C, who are self-conscious, systems-focused, people-oriented, sentimental, and entertaining. Though the use of visual and literary arts was frequently reflected; but naturalistic and locomotor arts for dancing was infrequently codified, indicative that the outcomes for artistic creations and scientific inventions in Quadrants A and D were less likely met, evident to have shown a limited number of Filipino analysts, writers, composers, inventors, designers, and creative teachers the country has produced. With this, it is recommended that authors on Principles and Methods of Teaching may explore--revising their books, to ensure an equitable balance of arts-based teaching, addressing Brain-based Ambiguity Theory of Learning (BAT-L) in the 21st century.
Evaluation of the Teaching Performance of University Lecturers: Comparison between Mexico and Spain
Author: Diaz, Matilde
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,College Faculty,Coding,Teacher Evaluation,Video Technology,Teacher Competencies,Interpersonal Communication,Teacher Student Relationship,Classroom Techniques,Guidance,Interaction,Behavior Problems,Student Behavior,College Students,Teaching Skills,Statistical Analysis,Cross Cultural Studies,Classroom Observation Techniques

Comparative educational studies allow the study of the differences and similarities between different educational systems. This research, which consists on an educational evaluation, has studied the teaching behavior of ten university lecturers from a Spanish university--the University of La Laguna--, and seven from a Mexican university--University of Guadalajara--, laying the foundation in the Teaching Functions Model. It has been made through the observational methodology and by registering their real conduct while teaching. The observational instrument, PROFUNDO_Uni, v3, was adapted for its implementation in both universities. Before developing the coding of the behaviors, we trained ten Spanish lecturers and eight from Mexico. Data was analyzed using the sequential lag analysis. The displayed results show a great similarity between the behavioral patterns developed by both groups of lecturers with their students.
Enhancing Self-Efficacy of Elementary School Students to Learn Mathematics
Author: Katz, Sara
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Efficacy,Elementary School Students,Mathematics Instruction,Qualitative Research,Action Research,Grade 6,Comparative Analysis,Grounded Theory,Goal Orientation,Skill Development,Reflection,Mathematics Anxiety,Intervention,Program Effectiveness,Interviews,Observation,Pretests Posttests,Social Support Groups,Student Attitudes,Attitude Change

Mathematics is a key to all scientific subjects. Learning mathematics requires cognitive and meta-cognitive effort. Many students suffer from mathematics anxiety that very often leads to physiological symptoms. Self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that affect their lives. Regardless of previous ability achievement, high-efficacious students work harder, persist longer, persevere in the face of adversity, have lower anxiety, and achieve more than low-efficacious students. Therefore, very important in mathematical education is the nurturing of young people who will exercise control over learning mathematics. In this qualitative action research, we diagnosed and attempted to enhance eight 6th graders' efficacy beliefs to learn mathematics. Research tools were 22 interviews, six observations, and 10 field notes. We asked what constituted students' self-efficacy profile to learn mathematics. The constant comparative and grounded theory techniques were used for data analysis. Intervention included goal-setting, skill and strategy acquisition, and reflection. The theoretical contribution of this study is a very detailed diagnosis of self-efficacy resulting in a profile rather than in a single score. Practically, this profile enabled efficient intervention that resulted in students' high self-efficacy and achievement and improvement in teacher instruction.
Fostering Integrated Learning and Faculty Collaboration through Curriculum Design: A Case Study
Author: Routhieaux, Robert L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Integrated Activities,Learning Activities,Teacher Collaboration,Curriculum Design,Case Studies,Masters Degrees,Business Administration Education,Metropolitan Areas,Curriculum Implementation,Educational Innovation,Universities

Designing and implementing innovative curricula can enhance student learning while simultaneously fostering faculty collaboration. However, innovative curricula can also surface numerous challenges for faculty, staff, students, and administration. This case study documents the design and implementation of an innovative Master of Business Administration (MBA) program at a comprehensive university located in a metropolitan area in the Midwestern United States. It outlines the successes and challenges encountered along the way, and provides suggestions regarding the development and implementation of innovative curricula.
Nutrition Education in U.S. Medical Schools: An Assessment of Nutrition Content in USMLE STEP Preparation Materials
Author: Patel, Shaily
Date: 2015-00-00
Type: Journal Articles
Subjects: Nutrition Instruction,Medical Schools,Medical Education,Food,Dietetics,Obesity,Certification,Tests,Documentation,Test Preparation,Printed Materials,Coding,Statistical Analysis,Content Analysis,Curriculum

In the U.S., the numbers of obese individuals and of obesity-related health conditions are rising. While physicians understand the need to improve patient health by promoting a healthy lifestyle, the advancement of nutrition education in medical school and residency is not keeping pace. This is evident in the inadequate time dedicated to nutrition education by medical schools and in the dissatisfaction of medical students and residents with their medical nutrition training. The aim of the current study was to investigate how food, diet, nutrition, and obesity are represented in the U.S. medical school licensing examinations (USMLE) as a potential incentive to better match medical nutrition curricula to the modern societal needs. We semi-quantitatively analyzed nutrition-related information of the USMLE Step 1, 2, and 3 Content Description documents and two test preparation books, using QRS NVivo 10. The software's coding comparison query was used as reliability statistics. We found an adequate amount of nutrition references. However, the content of the references was inadequate in that there was minimal information in regards to chronic diseases and no content related to disease prevention. Moreover, there was a lack of specifics in regards to food and nutritional science. We propose a content adjustment to the medical licensing exams to ensure that future physicians are more skilled and comfortable in fulfilling their roles as health care providers and advisors for an increasingly obese patient clientele.
A Class Exploring Current Events through a Psychological Lens
Author: Baugh, Stacey-Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Current Events,Psychology,Psychological Studies,Educational Theories,Relevance (Education),Immigration,Health Services,Gun Control,Homosexuality,Controversial Issues (Course Content),Citizen Participation,Student Satisfaction,Student Surveys,College Students

Engagement with political, social, and civic issues is a fundamental hallmark of an educated population. However, the level of engagement among adolescents and young adults is considered by many to be below desirable levels. This article presents details of a Psychology in Current Events course designed to increase civic engagement through an exploration of the psychological theories relevant to topical issues. Issues explored included immigration, healthcare reform, gun control, and gay marriage. Students explored these topics using weekly readings, position papers, and an assigned debate. An evaluation of initial student perceptions of the course indicated that students responded positively to the course and in particular reported that the course did help them to engage more fully with the civic and political issues that were presented.
Professional Identity and Burnout among Pre-School, Elementary, and Post-Elementary School Teachers in Israel
Author: Fisherman, Shraga
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Professional Identity,Questionnaires,Rating Scales,Instructional Program Divisions,Teacher Characteristics,Teacher Attitudes,Scores,Regression (Statistics),Predictor Variables,Stress Variables

The novelty of the present study is its attempt to distinguish between pre-school, elementary, and post-elementary school teachers, regarding the relationship between professional identity and burnout. Two hundred and forty teachers responded to two questionnaires: professional identity and teacher burnout scales. Pre-school teachers were found to be less burned out than their elementary and post-elementary school colleagues, for both general burnout score, and the factors of non-fulfillment and depersonalization. Regarding general burnout, no significant difference was found between elementary and post-elementary school teachers. Elementary school teachers had significantly higher scores for general professional identity and its factors than pre-school and post-elementary school teachers. Regression equations of different kinds were found for predicting burnout according to professional identity factors and years of experience.