Download or read book An Intrinsic Exploratory Case Study Instructors and Graduate Students Perceptions of Community Engagement Quality Factors Within a Selected Hybrid Program at a Private University written by Samantha C. Mercanti-Anthony and published by . This book was released on 2014 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods exploratory single case study examined instructors' and graduate students' perceptions of the factors that support high quality student engagement in hybrid learning communities in selected doctoral courses at a private university. The purpose of this study was to analyze the graduate student and instructor perceptions of the factors that support high quality student engagement in hybrid learning communities so that a framework for high quality student engagement could be developed. The literature review was designed to review the faculty and student perceptions of the online learning constructs within the engagement theory. These constructs are connected to the quality components of online learning, and the perceptions reflect both student and instructor perceptions of quality. The study showed that instructors and students within the hybrid-learning environment positively perceived the components connected to a quality fully online learning environment. Moreover, the study showed that team building to create a cohesive positive cohort was paramount for students' perceptions of their program. Lastly, the study showed that the role of the instructor was at times constrained in the course due to the pre-loaded content and the role of the student required more ownership to engage the content.
Download or read book Social Science Research written by Anol Bhattacherjee and published by CreateSpace. This book was released on 2012-04-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
Download or read book Sustainability in Higher Education written by J. Paulo Davim and published by Chandos Publishing. This book was released on 2015-08-24 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Support in higher education is an emerging area of great interest to professors, researchers and students in academic institutions. Sustainability in Higher Education provides discussions on the exchange of information between different aspects of sustainability in higher education. This book includes chapter contributions from authors who have provided case studies on various areas of education for sustainability. - Focus on sustainability - Present studies in aspects related with higher education - Explores a variety of educational aspects from an sustainable perspective
Download or read book Community Engagement Findings Across the Disciplines written by Heather K. Evans and published by Rowman & Littlefield. This book was released on 2017-08-19 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a reference for administrators and educators at institutions of higher learning who are thinking about taking serious steps to link their educational mission to helping their surrounding communities. Various research findings across the disciplines in higher education about integrating community engagement in traditional coursework are presented. This book provides a multi-disciplinary and multi-method approach to both incorporating and studying the effects of community engagement (service learning) in the curriculum. Multiple departments, from Kinesiology to Sociology, as well as various types of classes (undergraduate, graduate, online, face-to-face, traditional, international) are represented here. Both qualitative and quantitative work is included. Methods involved include interviews, case studies, reflections, and surveys. One chapter also uses longitudinal data collection to address the overall effect of engaging in community engagement during the undergraduate college experience. If you are not sure how to study the effects of community engagement on students at your university, this book is for you.
Download or read book Strengthening Forensic Science in the United States written by National Research Council and published by National Academies Press. This book was released on 2009-07-29 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scores of talented and dedicated people serve the forensic science community, performing vitally important work. However, they are often constrained by lack of adequate resources, sound policies, and national support. It is clear that change and advancements, both systematic and scientific, are needed in a number of forensic science disciplines to ensure the reliability of work, establish enforceable standards, and promote best practices with consistent application. Strengthening Forensic Science in the United States: A Path Forward provides a detailed plan for addressing these needs and suggests the creation of a new government entity, the National Institute of Forensic Science, to establish and enforce standards within the forensic science community. The benefits of improving and regulating the forensic science disciplines are clear: assisting law enforcement officials, enhancing homeland security, and reducing the risk of wrongful conviction and exoneration. Strengthening Forensic Science in the United States gives a full account of what is needed to advance the forensic science disciplines, including upgrading of systems and organizational structures, better training, widespread adoption of uniform and enforceable best practices, and mandatory certification and accreditation programs. While this book provides an essential call-to-action for congress and policy makers, it also serves as a vital tool for law enforcement agencies, criminal prosecutors and attorneys, and forensic science educators.
Download or read book The Coding Manual for Qualitative Researchers written by Johnny Saldana and published by SAGE. This book was released on 2009-02-19 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Coding Manual for Qualitative Researchers is unique in providing, in one volume, an in-depth guide to each of the multiple approaches available for coding qualitative data. In total, 29 different approaches to coding are covered, ranging in complexity from beginner to advanced level and covering the full range of types of qualitative data from interview transcripts to field notes. For each approach profiled, Johnny Saldaña discusses the method’s origins in the professional literature, a description of the method, recommendations for practical applications, and a clearly illustrated example.
Download or read book Community College Professors Perceptions of Open Educational Resources and Their Impact on Student Success and Social Justice in Education written by Sharon Moskowitz Kauffman and published by . This book was released on 2021 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this instrumental qualitative case study was to address the challenges that community college professors face when curating or creating high-quality and low- or no-cost open educational resources (OERs), the accessibility of the resources, and the impact OER has on student success and social justice in education. The goal of this instrumental qualitative case study was to examine faculty’s perceptions of OERs and explore whether and how the professors thought use of OERs helps to improve student engagement and student success in the classroom. In seeking to explore community college professors’ perceptions of OER and their impact on student engagement and student success, the researcher used an instrumental qualitative case study. The target population for this study was full- and part-time faculty members who have created, curated, or have taught at least one semester (in the face-to-face, blended, or distance learning formats) using OER course content. This study utilized purposeful sampling and an additional participant was identified, invited and accepted the invitation as a result of the snowballing approach to selecting participants. The researcher conducted 12 semistructured interviews using open-ended questions to collect the data for this study. Analysis of the interviews led to the development of 5 themes and 10 subthemes associated with the data. The researcher’s interpretations led to three results. Based on the data and research findings, the researcher concluded that social justice in education emerged as being implied and woven through all participants’ responses. A comprehensive discussion on social justice in education is a subject for further research. There were three recommendations for practice covering these topic areas: (a) continue to foster the development and curation of OER, working collaboratively with partners internal and external to the institution; and (b) develop and promote OEP that allow students to acquire skills and knowledge, learning from their own and each other’s experiences; (c) create flexible and sustainable course design for the post-pandemic environment. There were two recommendations for future research as follows: (a) broaden the approach to work toward social justice in education; and (b) recognize students as producers and creators of content and provide them with interactive learning environments in which to learn and become agents of change. Keywords: open educational resources (OER), social justice in education community college, student engagement, student success, faculty perceptions, benefits to students, inclusive learning environment, student creators of content, OER quality
Download or read book Teaching Online written by Claire Howell Major and published by JHU Press. This book was released on 2015-03-15 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Demystifies online teaching for both enthusiastic and wary educators and helps faculty who teach online do their best work as digital instructors. It is difficult to imagine a college class today that does not include some online component—whether a simple posting of a syllabus to course management software, the use of social media for communication, or a full-blown course offering through a MOOC platform. In Teaching Online, Claire Howell Major describes for college faculty the changes that accompany use of such technologies and offers real-world strategies for surmounting digital teaching challenges. Teaching with these evolving media requires instructors to alter the ways in which they conceive of and do their work, according to Major. They must frequently update their knowledge of learning, teaching, and media, and they need to develop new forms of instruction, revise and reconceptualize classroom materials, and refresh their communication patterns. Faculty teaching online must also reconsider the student experience and determine what changes for students ultimately mean for their own work and for their institutions. Teaching Online presents instructors with a thoughtful synthesis of educational theory, research, and practice as well as a review of strategies for managing the instructional changes involved in teaching online. In addition, this book presents examples of best practices from successful online instructors as well as cutting-edge ideas from leading scholars and educational technologists. Faculty members, researchers, instructional designers, students, administrators, and policy makers who engage with online learning will find this book an invaluable resource.
Download or read book Research Methods in Human Development written by Paul C. Cozby and published by WCB/McGraw-Hill. This book was released on 1989 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: For undergradute social science majors. A textbook on the interpretation and use of research. Annotation copyright Book News, Inc. Portland, Or.
Download or read book The Role of interest in Learning and Development written by K. Ann Renninger and published by Psychology Press. This book was released on 2014-02-04 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.
Download or read book Higher Education in the Digital Age written by James J. Duderstadt and published by Greenwood Publishing Group. This book was released on 2002 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic management and administrative processes rely heavily on technology in business offices, virtual laboratories, digital libraries, and the like. Technology also has an impact upon teaching, freeing classrooms from constraints of time and space. Yet many university leaders are hesitant to set technology as a priority. This book is designed to address the subject from a perspective appropriate to leaders. An important concept covered here is that the new advances in information technology drive a significant restructuring of our social institutions, which will provide access to knowledge and education that was formerly restricted to the privileged. The generation raised with this technology demands new approaches to teaching and learning-this poses a unique challenge to traditional faculty members. The authors of this book believe "It is our collective challenge as scholars, educators, and academic leaders to develop a strategic framework capable of understanding and shaping the impact that this extraordinary technology will have on our institutions." They believe that academic institutions will change in form and character, and that such changes will affect the mission, function, and possibly even the concept of the university. The role of leadership is to both see over the horizon and adapt leadership styles to an environment of constant change. Leadership must formulate a clear and consistent institutional vision.
Download or read book School Improvement written by Alma Harris and published by Routledge. This book was released on 2013-02-01 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book aims to demystify the principles and practice of school improvement by demonstrating how successful classroom and school improvement occurs. It outlines the conditions, strategies and approaches that promote sustainable improvement and provides an overview of the main theoretical perspectives in this area. This accessible text will be useful for practitioners working within schools and with schools, offering clear guidance for those keen to raise standards and improve achievement. The What's In It For Schools? series aims to make educational policy issues relevant to practitioners. Each book in the series focuses on a major educational issue. The author sets the issue in context, looks at how it impacts on the daily lives of schools and teachers, and raises key questions. The books are grounded in sound theory, recent research evidence and best practice, and will make an excellent addition to any staffroom bookshelf.
Download or read book Teaching at Its Best written by Linda B. Nilson and published by John Wiley & Sons. This book was released on 2010-04-20 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation." Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!" L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions." Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips
Download or read book Minority Serving Institutions written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-02-05 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€"and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.
Download or read book A Case Study of Community College Students Perceptions of Linked Courses Instructors Use of Chickering and Gamson s 1987 Principles for Good Practice in Undergraduate Education Within Student Learning communities and the Importance of the Principles in Helping Students with Their Academic Writing Skills written by Claudia L. Cousins and published by . This book was released on 2012 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this single-site case study was to explore and describe community college students' perceptions of linked courses instructors' use of Chickering and Gamson's (1987) Principles for Good Practice in Undergraduate Education within student learning communities and students' perceptions of how important the principles were in helping them with their academic writing skills. More specifically, the study focused on students enrolled in a community college in a northeastern state and who have participated in at least one learning community that included a writing course (e.g., English composition) and a content course (e.g., biology, sociology, philosophy). The framework used for the study is Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education . They are (a) encouraging contacts between students and faculty, (b) developing reciprocity and cooperation among students, (c) using active learning techniques, (d) giving prompt feedback, (e) emphasizing time on task, (f) communicating high expectations, and (g) respecting diverse talents and ways of learning (Chickering & Gamson, 1987). Two data collection methods were used: a researcher-designed survey, The Student Learning-Community Academic Writing Skills Survey (Cousins, 2011), and an in-person interview. The survey was a two part 42-item, self-report paper-pencil instrument. The first part was designed to elicit information about the students, and the second part was designed to gather information about strategies that their linked courses instructors used in the linked courses that they took over the past year at the college. All of the 15 participants who completed survey participated in the interviews. Findings were recorded for each component of the second part of The Student Learning- Community Academic Writing Skills Survey (Cousins, 2011) which is based on Chickering and Gamson's (1987) seven principles. The analysis of the survey and interview data yielded 154 findings. Overall, students perceived that their linked courses instructors did not use all of Chickering and Gamson's (1987) seven principles within their linked courses. Interviewees provided varied examples of how their linked courses instructors practiced the strategies within student learning-communities. The interview data reinforced the survey data. Conclusions and recommendations for practice and future research are presented for each of the seven components of the conceptual framework.
Download or read book What Makes the First year Seminar High Impact written by Tracy L. Skipper and published by Research Reports on College Tr. This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The responsibility for college success has historically rested with the student, but since the 1980s, educators have taken increasing ownership of this, designing structures that increase the likelihood of learning, success, and retention. These efforts have included a variety of initiatives--first year seminars, learning communities, writing-intensive courses, common intellectual experiences, service-learning, undergraduate research, and senior capstones among others--that have come to be known as high-impact practices. Although first year seminars have been widely accepted as a high impact educational practice leading to improved academic performance, increased retention and acquisition of critical 21st Century outcomes, first-year seminars tend to be loosely defined in the literature. National explorations of course structure and administration demonstrate the diversity of the curricular initiatives across various campuses. In order to determine the attributes that all of these varied courses share in common that contribute to their effectiveness, the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina invited contributions for a book exploring effective educational practices within the first-year seminar. This collection of case studies represents a wide variety of institutional and seminar types. The authors describe the structure, pedagogy, and assessment strategies that lead to high quality seminars and they offer abundant models for ensuring the delivery of a high-quality educational experience to all entering students. The table of contents includes the following: (1) Structural Supports for Effective Educational Practices in the First-Year Seminar (Tracy L. Skipper); (2) The American University of Rome (Jenny Petrucci); (3) Cabrini University (Richard Gebauer, Michelle Filling-Brown, and Amy Perischetti); (4) Clark University (Jessica Bane Robert); (5) Coastal Carolina University (Michele C. Everett); (6) Durham Technical Community College (Kerry F. Cantwell and Gabby McCutchen); (7) Florida South Western State College (Eileen DeLuca, Kathy Clark, Myra Walters, and Martin Tawil); (8) Indiana University--Purdue University Indianapolis (Heather Bowman, Amy Powell, and Cathy Buyarski); (9) Ithaca College (Elizabeth Bleicher); (10) LaGuardia Community College, CUNY (Tameka Battle, Linda Chandler, Bret Eynon, Andrea Francis, Preethi Radhakrishnan, and Ellen Quish); (11) Loyola University Maryland (Mary Ellen Wade); (12) Malone University (Marcia K. Everett, Jay R. Case, and Jacci Welling); (13) Montana State University (Margaret Konkel and Deborah Blanchard); (14) Northern Arizona University (Rebecca Campbell and Kaitlin Hublitz); (15) Southern Methodist University (Caitlin Anderson, Takeshi Fujii, and Donna Gober); (16) Southwestern Michigan College (Christi Young, Jeffrey Dennis, and Donald Ludman); (17) St. Cloud State University (Christine Metzo); (18) Texas A & M University-Corpus Christi (Rita A. Sperry, Andrew M. Garcia, Chelsie Hawkinson, and Michelle Major); (19) The University of Arizona (Marla Franco, Jessica Hill, and Tina Wesanen-Neil); (20) University of Kansas (Alison Olcott Marshall and Sarah Crawford-Parker); (21) University of Maryland Baltimore County (Lisa Carter Beall); (22) University of New Hampshire (Neil Niman, Tamara Rury, and Sean Stewart); (23) University of North Carolina Wilmington (Zachary W. Underwood); (24) University of Northern Iowa (Deirdre Heistad, April Chatham-Carpenter, Kristin Moser, and Kristin Woods); (25) University of Texas at Austin (Ashley N. Stone and Tracie Lowe); (26) University of Texas at San Antonio (Kathleen Fugate Laborde and Tammy Jordan Wyatt); (27) University of Wisconsin-Madison (Susan Brantly and Sorabh Singhal); (28) Virginia Commonwealth University (Melissa C. Johnson and Bety Kreydatus); and (29) Conclusion: What Does It Mean to Be High Impact? (Tracy L. Skipper). (Individual chapters contain references.).
Download or read book Ensuring Quality Education and Good Learning Environments for Students written by Ana B. Bernardo and published by . This book was released on 2021 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing-learning processes in our classrooms.
