ethanporcaro/eric-fulltext-meta huggingface dataset:
Videoconference Teaching for Graduate Courses in Educational Administration
Author: Brien, Ken
Date: 2010-00-00
Type: Journal Articles
Subjects: Videoconferencing,Interactive Video,Teaching Methods,Distance Education,Virtual Classrooms,Graduate Students,Educational Administration,Educational Quality,Learner Engagement,Educational Technology,Feedback (Response),Foreign Countries

One of the &quot;tidal dilemmas&quot; addressed by the 2009 Society for Teaching and Learning in Higher Education conference concerned physical vs. virtual learning environments. Videoconference teaching is an alternative to traditional classroom instruction and a subset of the broader field of distance education. Based on my recent experiences with videoconference teaching, this paper explores the application of videoconference teaching to graduate students in educational administration, with reference to the nature of both the subject matter and the learners.
Creativity and Writing: The Postcard Project
Author: Rowinsky-Geurts, Mercedes
Date: 2010-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Writing (Composition),Writing Exercises,Writing Assignments,Creativity,Creative Writing,Visual Aids,Formative Evaluation,Feedback (Response),Active Learning,Writing Processes,Writing Attitudes,Questionnaires,Foreign Countries,College Freshmen

The purpose of the conference presentation upon which this paper is inspired was to present an innovative approach to motivate students to write in a second language during a first-year Spanish class. Usually, students comply with writing exercises that convey basic thoughts, due to constrained vocabulary and limited knowledge of grammatical concepts. The pieces they create are often simple repetitions of material already present in the textbook. In this case, the idea was to create a project that would be developed during the whole academic year. It consisted of creating a story of 100 words or less that would provoke the reader to think beyond the text and also motivate him/her to make connections between the title, the content, and the hidden message of the story. The format was a postcard, and the students had to add a creative piece of art on one side of the postcard and a story on the opposite side. The artwork was intended to add to the story. The objective of the project was for students to use their higher order cognitive abilities and subsequently realize higher levels of achievement (Burrowes, 2003; Railsback, 2002). The activity also aimed to encourage deeper student learning and self-regulated learning behaviours (Herington, 2008). The challenge was obvious: would students feel intimidated when presented with the project? How would they respond to the strict demands of the assignment? How would they deal with the creative aspect? How would they respond to formative feedback? How would they react to the public exhibition of their work? Throughout this article, responses to these queries are presented along with a discussion on how the activity could be applied across disciplines with similar end results. I hope this is the beginning of a productive dialogue.
The Use of Social Networking Websites as a Recruiting Tool for Employers
Author: Vicknair, Jamie
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Networks,Personnel Selection,Student Attitudes,Employers,Human Resources,Profiles,Privacy,Questionnaires

The use of online social networking is a commonplace occurrence. A recent trend is for employers and recruiters to utilize social networking sites to screen candidates as part of the hiring process. This study examines student attitudes and awareness of these practices.
Academic In/Civility: Co-Constructing the Foundation for a Civil Learning Community
Author: Marini, Zopito
Date: 2010-00-00
Type: Journal Articles
Subjects: Learning Activities,Educational Practices,Learning Processes,Interpersonal Relationship,Interpersonal Competence,Classroom Techniques,Classroom Environment,Student Behavior,Behavior Problems,Antisocial Behavior,Change Strategies,College Programs

While it has important implications for the success of students as well as for institutions, academic in/civility is not an issue that is readily engaged by many professors. However, the creation of a civil learning community should be a high priority for everyone in the academe for it has the potential to benefit both individuals and institutions. The exercises outlined in this paper should help professors to engage students in reflective activities designed to provide valuable information about individual understanding and perceptions of in/civility as well as to provide opportunities for developing a shared vision and foundation for a civil learning community.
Conversations and Collaborations
Author: Korpan, Cynthia
Date: 2010-00-00
Type: Journal Articles
Subjects: Mentors,Teaching Assistants,Departments,Teacher Workshops,Improvement Programs,Capacity Building,Communities of Practice,Teacher Collaboration,Foreign Countries

This paper looks at how a series of conversations contributed to the development of a newly formed role at the University of Victoria--Teaching Assistant Consultants (TACs). TACs act as departmental mentors for teaching assistants (TAs) in their respective departments, charged with providing support in the form of discipline-specific workshops aimed at improving performance of their duties and increased confidence in their roles, as well as fostering a TA community within departments.
Canadian Educational Development Centre Websites: More Ebb than Flow?
Author: Simmons, Nicola
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Web Sites,Educational Practices,Information Sources,Content Analysis,Institutional Characteristics,Research and Development Centers,College Faculty,College Students,Paraprofessional Personnel,Administrators,Change Strategies

This paper examines information portrayed on Canadian educational development (ED) centre websites and, in particular, whether information that corresponds to questions compiled from a literature search of ED centre practices is readily available from centre websites. This study phase is part of a larger national study of Canadian educational development centres' practices.
Electronic Social Networks, Teaching, and Learning
Author: Pidduck, Anne Banks
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Networks,Teaching Methods,Learning Processes,Correlation,Learner Engagement,Educational Improvement,Positive Attitudes,Computer Science,Undergraduate Students,International Education,Student Attitudes,Interviews,Foreign Countries

This paper explores the relationship between electronic social networks, teaching, and learning. Previous studies have shown a strong positive correlation between student engagement and learning. By extending this work to engage instructors and add an electronic component, our study shows possible teaching improvement as well. In particular, enthusiastic teachers and learners have a more positive attitude toward their work and studies.
Culture and Ethics in First Nations Educational Research
Author: Taylor, Josiah
Date: 2010-00-00
Type: Journal Articles
Subjects: Ethics,Canada Natives,Educational Research,American Indians,Older Adults,American Indian Languages,Language Skill Attrition,Language Maintenance,Standards,Civil Rights,Social Justice,Universities,Cooperation,Researchers,Foreign Countries

In this paper, we share phenomena experienced by a multi-cultural research team working collaboratively with Wolastoq (Maliseet) First Nations Elders to document rapidly disappearing Wolastoq language, culture, and knowledge. This knowledge will ultimately be stored in databanks for future educational, community, and heritage use. Embedded within this research experience is a constantly evolving ebb and flow of culture, being, and relationships. As a collaborative research team, we explore ethical ramifications of dynamic, symbiotic relationships we share with Elder participants, requirements of university ethical review processes, and how this process shapes the knowledge that we collaboratively produce. We question how this nexus of cultures and ethics of researchers and collaborators directs the educational materials that we construct. Situated between the high tide of ethical standards and the low tide of the application of these ethics, is where the tides meet, and standards and praxis interact. Lastly, we suggest ways to supplement the ethics review process for social and educational research to better respect the individual rights and rationality of participants with whom we research, deepening the significance of such studies and promoting social justice.
Experiences of New Faculty in a Transitional Institution
Author: Yeo, Michelle
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Orientation,Socialization,Universities,School Culture,Educational Change,Teaching Experience,Time,Anxiety,Faculty Evaluation,Entry Workers

This research project studies the induction and socialization of new faculty at Mount Royal University, recently transitioned from college to undergraduate university status. There is extensive documentation in the literature on issues faced by new faculty in post-secondary institutions; however, very little is published on how a culture in flux may complicate this socialization. This project uses interpretive inquiry to study the experience over three successive years of new faculty experience. We use themes found in the prior literature of stress, time, socialization, and evaluation to structure our initial findings, but propose that a more complex framework is required to understand new faculty experience under these conditions of institutional transformation.
A Logistic Approach to Predicting Student Success in Online Database Courses
Author: Garman, George
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Database Management Systems,Electronic Learning,Cloze Procedure,Scores,Regression (Statistics),Academic Achievement,Success,Reading Tests,Equations (Mathematics),Goodness of Fit,Statistical Significance,Online Courses,Predictor Variables

This paper examines the affects of reading comprehension on the performance of online students in a beginning database management class. Reading comprehension is measured by the results of a Cloze Test administered online to the students during the first week of classes. Using data collected from 2002 through 2008, the significance of the Cloze Test score is analyzed with respect to the three different assessment methods used in the class as well as to the overall average score of the students in the class. The data are tested using a binary logistic model that analyzes the data on a success (improvement) or failure (no improvement) basis. The analysis finds that reading comprehension has a significant impact on the scores students earn on examinations and on the final class average. However, the reading comprehension score has no significant impact on assessments that are more under the control of the student such as online open-book quizzes and projects.
Examining the Perceptions of Brand Images Regarding Competing MBA Programs
Author: Hinds, Timothee
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Masters Programs,Undergraduate Students,Competition,Concept Mapping,Focus Groups,Reputation,Student Attitudes,Questionnaires,Likert Scales,Correlation,Familiarity,Educational Quality,Educational Environment,Paying for College,Gender Differences,Marketing

In today's economic environment, it is crucial to create a strong, consistent brand image within a graduate business program. This study examines the perceptions that students at Southeastern Louisiana University hold about its MBA program and the MBA programs of its main competitors. A focus group was conducted to identify competitors and factors used to compare MBA programs. A questionnaire was designed and distributed and the results were analyzed using perceptual maps.
Enriching Social Work through Interdisciplinary Disability Studies
Author: Carter, Irene
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Work,Professional Education,Interdisciplinary Approach,College Curriculum,Disabilities,Inclusion,College Programs,Foreign Countries

This paper recommends that faculties of Social Work incorporate Disability Studies in their curriculum by embracing its interdisciplinary deconstructionist perspective. Disability Studies encourages Social Work to move beyond person-in--the-environment and anti-oppressive approaches to find more effective ways of removing barriers for persons with disabilities, and new opportunities to include them in the larger culture. Discussing the critical nature of Disability Studies, the authors point out how Social Work is learning to embrace the interdisciplinary nature of Disability Studies.
A Conceptual Framework for the Indirect Method of Reporting Net Cash Flow from Operating Activities
Author: Wang, Ting J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Accounting,Financial Audits,Costs,Money Management,Teaching Methods

This paper describes the fundamental concept of the reconciliation behind the indirect method of the statement of cash flows. A conceptual framework is presented to demonstrate how accrual and cash-basis accounting methods relate to each other and to illustrate the concept of reconciling these two accounting methods. The conceptual framework recognizes additional categories of effects defined in the Accounting Standards Codification 230-10-45-28 and International Accounting Standards 7.18 (Statement of Financial Accounting Standards No. 95) in regard to the indirect method, which makes the concept of reconciliation between the accrual- and cash-basis more thorough and complete. The paper provides an approach to teaching the concept of the reconciliation of accrual and cash-based accounting methods.
Examining the Relationship between the National Survey of Student Engagement and the ETS Business Major Field Test
Author: Ward, Chris
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Scores,Standardized Tests,College Students,Student Surveys,Grade Point Average,Measures (Individuals),Learner Engagement,Educational Assessment,Correlation,Regression (Statistics),Least Squares Statistics

In this study, the authors examined the relationship between the various NSSE (National Survey of Student Engagement) survey items or classifications and the ETS Major Field Test (MFT) in Business. The sample consisted of 87 business students at a small liberal arts college. Many of the survey items were linked positively to the ETS Major Field Test. The results suggest that MFT is a better measurement than GPA for NSSE. As a noteworthy finding from the analysis, we need to mention that MFT is a better measurement of student engagement described in the NSSE rather than GPA. Therefore, it seems that the MFT is a valid external measurement of student engagement. In particular, the MFT shows a relative strength in assessing &quot;Integration of Diversity into Coursework.&quot;
Introductory Business Textbook Revision Cycles: Are They Getting Shorter?
Author: Zinser, Brian
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Textbooks,Textbook Preparation,Textbook Content,Comparative Analysis,Publishing Industry,Introductory Courses,Costs,College Instruction

The rate of textbook revision cycles is examined in light of the recent trend towards more rapid revisions (and adoptions of textbooks). The authors conduct background research to better understand the context for textbook revision cycles and the environmental forces that have been influencing what appears to be more rapid textbook revisions. A study methodology is designed, data are collected and analyzed, and the results are reported, eventually supporting the contention that textbook revision cycles are indeed becoming more frequent. The managerial implications of the findings are discussed, along with future areas for research.
The Use of Deep Learning Strategies in Online Business Courses to Impact Student Retention
Author: DeLotell, Pam Jones
Date: 2010-00-00
Type: Journal Articles
Subjects: Online Courses,Learner Engagement,Critical Thinking,Hermeneutics,Electronic Learning,Educational Strategies,Educational Practices,Academic Persistence,College Students,Business Administration Education

Interest, application and understanding--these are key elements in successful online classroom experiences and all part of what is commonly referred to as deep learning. Deep learning occurs when students are able to connect with course topics, find value in them and see how to apply them to real-world situations. Asynchronous discussion forums in business courses offer excellent opportunities for instructors to promote deep learning and, thereby, positively impact retention rates. Instructional strategies that encourage deeper thought and further consideration of course topics not only lead to robust discussions but also to heightened student interest and motivation levels. This paper presents a review of deep learning strategies, explains how they can be successfully incorporated into asynchronous course discussions and highlights several critical connections between deep learning and increased student retention.
Channels for Improved Performance from Living on Campus
Author: de Araujo, Pedro
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Academic Achievement,Grade Point Average,Comparative Analysis,Dormitories,On Campus Students,Regression (Statistics),Student Surveys,Models,Predictor Variables,Student Behavior,Drinking,Drug Use,Study Habits

In a recent study, de Araujo and Murray (2010) find empirical evidence that living on campus leads to improved student performance, finding both immediate effects (GPA improves while the student lives on campus) and permanent effects (GPA remains higher even after moving off campus). Using the same dataset, we extend the analysis to explain why students that live on campus perform better. We examine two possible channels. First, we examine whether on-campus students are more likely to take advantage of university provided resources (libraries, tutors, computer technology, university sponsored extracurricular activities, etc) than off-campus students. Secondly, we examine peer influences and interactions, including collaborative studying with friends and/or classmates and engagement in drug and alcohol consumption. For both these channels, we look for evidence of immediate and permanent effects. We find significant peer-effect channels that explain the positive permanent effect of academic performance from living on campus, and find two channels that explain why students should immediately perform better while they live on campus, but the evidence does not point to utilization of university resources.
High to Low Tide: The High School-University Transition
Author: Stone, David C.
Date: 2010-00-00
Type: Journal Articles
Subjects: High Schools,Transitional Programs,Chemistry,College Students,Success,Observation,Performance Factors,Articulation (Education),Change Strategies,Questionnaires,Online Surveys,Cohort Analysis,Student Characteristics,Academic Achievement,Achievement Need,Student Attitudes,Educational Practices,College Preparation,Foreign Countries

In this paper I summarize some key findings from a three-year study of the high school-university transition for students attending a large arts and science faculty, within the context of their first university chemistry course. I then discuss these results within the broader context of research on success in higher education. Final conclusions are drawn from both my own observations and participant discussion from the session at the 2009 Society for Teaching and Learning in Higher Education (STLHE) conference at the University of New Brunswick.
Learning Effectiveness Using Different Teaching Modalities
Author: Carrol, Norman E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Masters Degrees,Masters Programs,Online Courses,Electronic Learning,Conventional Instruction,Comparative Analysis,Assignments,Tests,Academic Achievement,Instructional Effectiveness,Course Evaluation,Graduate Students,Teacher Student Relationship,Grading,Teaching Methods

There is much discussion about whether online instruction is as effective as face-to-face instruction. To address this question, a comparative study was made of two sections of an MBA organizational theory course, one taught online and the other face-to-face. The content covered by both sections was the same with similar assignments and a common final examination. There was little difference between the sections on the results of the final examination or the student course evaluations. This study suggests that neither modality is more effective than the other with regard to student achievement or their perceptions of course effectiveness.
Developing Effective Guidelines for Faculty Teaching First-Year University Students
Author: Carter, Irene
Date: 2010-00-00
Type: Journal Articles
Subjects: Guidelines,College Freshmen,Teaching Methods,College Faculty,Teaching Guides,Educational Practices,Instructional Design,Academic Achievement,Educational Principles,Learner Controlled Instruction,Access to Education,Educational Strategies,Barriers,Program Implementation,Instructional Improvement,Instructional Effectiveness

First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.
Inspiring Writing in the Sciences: An Undergraduate Electronic Journal Project
Author: Pritchard, Peggy
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Content Area Writing,Physical Sciences,Engineering Education,Science Education,Introductory Courses,Undergraduate Students,Writing for Publication,Student Research,Electronic Journals,Learning Activities,Computer Uses in Education,Scoring Rubrics,Librarian Teacher Cooperation,College Faculty,Workshops,Writing Assignments,Tutorial Programs

Most faculty will agree that students must learn to write well (Emerson, MacKay, MacKay, &amp; Funnell, 2006), and in the sciences, a variety of approaches have been taken. In the College of Physical and Engineering Science at the University of Guelph, we have developed a way of embedding research, writing, and analytical skills into an introductory Nanoscience course that gives students the true-to-life experience of writing for publication, ignites their imaginations, and inspires them to do their best. Following the process of scholarly publication, students become researchers, authors, and reviewers for an electronic journal. Through appropriately timed workshops and tutorials, they receive support and feedback. Rubrics for the assessment of the students' performances as authors and peer reviewers provide them with more insight into what constitutes work that falls below expectations, or meets or exceeds them. These rubrics also enable faculty to evaluate student contributions efficiently and fairly. In this essay, we showcase a suite of pedagogical tools that includes learning activities, open access software and assessment rubrics, and share our experiences of a faculty-librarian collaboration.