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Articles 31 - 60 of 77
Full-Text Articles in Education
Online Collaboration And Implications For Learning And Society, Gary R. Brown, Mary Wack
Online Collaboration And Implications For Learning And Society, Gary R. Brown, Mary Wack
Office of Academic Innovation Publications
A review od current literature related to online learning, collaboration, and its larger impacts for society.
Does The Relationship Between Motivation And Performance Differ With Ability?, Christine E. Demars
Does The Relationship Between Motivation And Performance Differ With Ability?, Christine E. Demars
Department of Graduate Psychology - Faculty Scholarship
In this study of college students taking a science test or a social science test under non-consequential conditions, performance was positively correlated with self-reported motivation. The association, though, was smaller for students of lower ability (as measured by the SAT).
Nefdc Exchange, Volume 9, Number 2, Spring 1999, New England Faculty Development Consortium
Nefdc Exchange, Volume 9, Number 2, Spring 1999, New England Faculty Development Consortium
NEFDC Exchange
Contents
Developing New and Junior Faculty Careers - Mary Deane Sorcinelli. University of Massachusetts, Amherst
From the President - Susan J. Pasquale, Harvard Medical School
2nd Annual NEFDC Faculty Development Roundup May 26, 1999 Keene State College, Keene, New Hampshire
Review: Two very different books of teaching cases - Jeffrey Halprin, Nichols College
Board of Directors
Digital Diploma Mills Or Socratic Gymnasium? The Future Of The University, Gary R. Brown, Mary Wack
Digital Diploma Mills Or Socratic Gymnasium? The Future Of The University, Gary R. Brown, Mary Wack
Office of Academic Innovation Publications
Review of current literature on challenges to traditional higher education, focusing specifically on "Digital diploma mills or Socratic gymansium?" by David Noble.
Lifestyles, 1998: Patterns Of Alcohol And Drug Consumption And Consequences Among Western Washington University Students - An Extended Executive Summary, Patricia M. Fabiano, Yu-Ree Hyun, Gary (Gary Russell) Mckinney, Heather K. Mertz, Kristoffer W. (Kristoffer Williams) Rhoads
Lifestyles, 1998: Patterns Of Alcohol And Drug Consumption And Consequences Among Western Washington University Students - An Extended Executive Summary, Patricia M. Fabiano, Yu-Ree Hyun, Gary (Gary Russell) Mckinney, Heather K. Mertz, Kristoffer W. (Kristoffer Williams) Rhoads
Office of Institutional Effectiveness
A summary of findings from the 1998 Lifestyles Survey of AOD consumption and consequences among Western students.
The Effects Of Part-Time Work On School Students, Lyn Robinson
The Effects Of Part-Time Work On School Students, Lyn Robinson
LSAY Research Reports
This report investigates the character and consequences of part- time work by school students. It looks at students' experience of part-time work; the measured effects of part-time work on schooling; and the initial labour market outcomes of employment during secondary school.
Introduction: Are We Requiring What Our Students Most Need?, Michael Alan Netzley
Introduction: Are We Requiring What Our Students Most Need?, Michael Alan Netzley
Research Collection School of Social Sciences
Why devote a special issue to the topic of writing requirements for business students?The answer, I believe, is relatively simple: any such requirement mustreflect what business professionals should know and do in a knowledge economy.Because communication practices are changing radically, our requirements, too,must be reexamined. This issue provides a forum for such reexamination.
A Profile Of The 1997 Western Washington University Graduating Class, Gary (Gary Russell) Mckinney, Joseph E. Trimble, Jacqueline M. Andrieu-Parker
A Profile Of The 1997 Western Washington University Graduating Class, Gary (Gary Russell) Mckinney, Joseph E. Trimble, Jacqueline M. Andrieu-Parker
Office of Institutional Effectiveness
Information on Western graduates of a given year: grades, retention, GEI, athletes, time-to-degree issues, demographics, college, degree, transfer facts, and predictors of academic success (regression analysis).
Assessment, Accountability, And Student Learning Outcomes, Richard Frye
Assessment, Accountability, And Student Learning Outcomes, Richard Frye
Office of Institutional Effectiveness
A 'White Paper' discussing the differences between assessment and accountability, and how each is connected to student learning outcomes.
Running Start Student Profile: Western Washington University, Richard Frye, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Running Start Student Profile: Western Washington University, Richard Frye, Joseph E. Trimble, Gary (Gary Russell) Mckinney
Office of Institutional Effectiveness
A profile of a cohort of WWU Running Start students. GPA, GEI and other variables are presented, along with appropriate comparisons to non-Running Start students.
Wwu Lifestyles Project Iii: Patterns Of Alcohol And Drug Consumption And Consequences Among Western Washington University Students, Patricia M. Fabiano, Yu-Ree Hyun, Gary (Gary Russell) Mckinney, Heather K. Mertz, Kristoffer W. (Kristoffer Williams) Rhoads
Wwu Lifestyles Project Iii: Patterns Of Alcohol And Drug Consumption And Consequences Among Western Washington University Students, Patricia M. Fabiano, Yu-Ree Hyun, Gary (Gary Russell) Mckinney, Heather K. Mertz, Kristoffer W. (Kristoffer Williams) Rhoads
Office of Institutional Effectiveness
A study of AOD consumption and consequences among WWU students.
The Eiu Student Life Survey: Explanations For Involvement, David Milberg, Douglas Bower, Charles Eberly
The Eiu Student Life Survey: Explanations For Involvement, David Milberg, Douglas Bower, Charles Eberly
Faculty Research & Creative Activity
The research reported in this paper was designed to assist the EIU General Education Assessment Committee to understand the ways in which undergraduate students made use of their time on campus, both in-class and out-of-class. The results provided stakeholders with information to support student activities and student involvement. The survey instrument used for data collection is also attached.
The Eiu Student Life Survey: Explanations For Involvement, David Milberg, Douglas J. Bower, Charles G. Eberly
The Eiu Student Life Survey: Explanations For Involvement, David Milberg, Douglas J. Bower, Charles G. Eberly
Faculty Research & Creative Activity
The research reported in this paper was designed to assist the EIU General Education Assessment Committee to understand the ways in which undergraduate students made use of their time on campus, both in-class and out-of-class. The results provided stakeholders with information to support student activities and student involvement. The survey instrument used for data collection is also attached.
Finance 1999-2000, Uno Office Of Institutional Effectiveness
Finance 1999-2000, Uno Office Of Institutional Effectiveness
IPEDS Finance
IPEDS Finance annual report contains the following information: • Revenues by source (e.g., tuition and fees, government, private gifts) • Expenses by function (e.g., instruction, research, plant maintenance and operation) • Scholarships, physical plant assets and indebtedness • Assets, liabilities and net assets • Different formats are used based on the institution’s accounting standards
Human Resources 1999-2000, Uno Office Of Institutional Effectiveness
Human Resources 1999-2000, Uno Office Of Institutional Effectiveness
IPEDS Human Resources
IPEDS Human Resources annual report contains the following information: • Employees by primary occupational activity, faculty status, full and part time (collected separately for medical schools) • Full-time instructional staff by academic rank, gender and function • Total salary outlay and number of months covered by academic rank and gender
Human Resources, Staff Information, 1999, Uno Office Of Institutional Effectiveness
Human Resources, Staff Information, 1999, Uno Office Of Institutional Effectiveness
IPEDS Human Resources
IPEDS Human Resources annual report contains the following information: • Employees by primary occupational activity, faculty status, full and part time (collected separately for medical schools) • Full-time instructional staff by academic rank, gender and function • Total salary outlay and number of months covered by academic rank and gender
Student Financial Aid 1999-2000, Uno Office Of Institutional Effectiveness
Student Financial Aid 1999-2000, Uno Office Of Institutional Effectiveness
IPEDS Financial Aid
IPEDS Student Financial Aid annual report contains the following information: • Number and percent of undergraduate and of full-time, first-time, degree/certificate-seeking undergraduate students receiving student financial aid, by type of aid and average amount of aid received
Fall Enrollment 1999-2000, Uno Office Of Institutional Effectiveness
Fall Enrollment 1999-2000, Uno Office Of Institutional Effectiveness
IPEDS Fall Enrollment
IPEDS Fall Enrollment annual report contains the following information: • Full- and part-time fall enrollments by level, by race/ethnicity and gender of student • Number of students engaged in distance education, by level and location • Age distributions by student level (odd-numbered years) • State of residence of first-time first-year students (even-numbered years) • Total number of students in the entering class • Fall-to-fall retention rates of full-time and part-time, first-time degree/certificate-seeking undergraduate students (less than 4-year institutions), and first-time bachelor’s degree-seeking students (4-year institutions)
Graduation Rates 1999-2000, Uno Office Of Institutional Effectiveness
Graduation Rates 1999-2000, Uno Office Of Institutional Effectiveness
IPEDS Graduation Rate
IPEDS Graduation Rates annual report contains the following information: • Numbers of students entering the institution as full-time, first-time, degree or certificate-seeking in a particular year (cohort), by race/ethnicity and gender • Number completing within 150% of normal time to program completion • Number transferred to other institutions • Developed to help institutions comply with requirements of Student Right-to-know • Worksheets are provided to calculate rates
Can Diversity Programs Change Behaviors In The Campus Environment?, Sharon Ulmar
Can Diversity Programs Change Behaviors In The Campus Environment?, Sharon Ulmar
Educational Leadership Faculty Proceedings & Presentations
“Once diversity programs have been conducted, the participants must move forward. It is clear from the action plans that more attention must be paid to ensure that more participants take action.”
Selected Institutional Characteristics, Bridgewater State College, Academic Year, 1998-1999, Office Of Institutional Research And Assessment, Bridgewater State College
Selected Institutional Characteristics, Bridgewater State College, Academic Year, 1998-1999, Office Of Institutional Research And Assessment, Bridgewater State College
Factbook
No abstract provided.
Critical Thinking Requires Critical Questioning, Karen J. Thoms
Critical Thinking Requires Critical Questioning, Karen J. Thoms
Professional and Organizational Development Network in Higher Education: Archives
Just what is a critical thinker? According to Richard Paul (1990), a critical thinker is someone who is able to think well and fair mindedly about his or her own beliefs and viewpoints as well as those which are diametrically opposed. The critical thinker does not just think about these beliefs and viewpoints, but explores and appreciates their adequacy, cohesion, and reasonableness. Attitudes and passions are included. To become a critical thinker is not to be the same person you are now, but only with better abilities; it is to become a different person (page iii).
Critical thinking is expected …
Are We Going To Cyberspace, Or Is This Just Another Trip To Abilene?, William K. Jackson
Are We Going To Cyberspace, Or Is This Just Another Trip To Abilene?, William K. Jackson
Professional and Organizational Development Network in Higher Education: Archives
The costs of technology are high, and the options for its use are varied. In order to avoid arriving at a technological Abilene, we must continually ask and answer the question "what ought we do with technology?" and not "what can we do with technology?" Purpose must lead deployment. Otherwise, we risk expending great efforts and scarce resources to produce the educational equivalent of "Thank you for calling, press 1 if you. . ."
Interdisciplinary Teaching And Learning, Deborah Dezure
Interdisciplinary Teaching And Learning, Deborah Dezure
Professional and Organizational Development Network in Higher Education: Archives
Interdisciplinary initiatives are proliferating throughout higher education at an unprecedented rate (Edwards, 1996; Gaff and Ratcliff, 1997; Klein, 1996). They can be found in general education, replacing and augmenting distribution requirements; in emerging disciplines, such as cultural and gender studies, environmental studies, and neuroscience; in new curricular designs, such as learning communities, capstone courses, and service learning; and in the new pedagogies, such as collaborative learning, discovery and problembased learning, and the use of technology, particularly the Internet for instruction.
If we want our students to engage in complex intellectual tasks to integrate the insights of different disciplines, then lets …
Learning Outside The Box: Making Connections Between Co-Curricular Activities And The Curriculum, Myra S. Wilhite, Elizabeth A. Banset
Learning Outside The Box: Making Connections Between Co-Curricular Activities And The Curriculum, Myra S. Wilhite, Elizabeth A. Banset
Professional and Organizational Development Network in Higher Education: Archives
Students have much to gain from the integration of co-curricular activities into the curriculum. In out-of-class experiences, students tend to take greater responsibility for their own learning; they learn from one another as well as their instructors. In addition, cocurricular activities promote personal growth, physical and mental health, academic achievement, social and cultural awareness, and help students formulate short- and long-range goals.
Successful co-curricular programs encourage the development of friendships, a sense of belonging, enhanced intellectual awareness, improved academic performance, an appreciation of different perspectives, and close interaction with faculty and staff members who really care about students.
Essential Programs And Services: Equity And Adequacy In Funding To Improve Learning For All Children, Maine State Board Of Education
Essential Programs And Services: Equity And Adequacy In Funding To Improve Learning For All Children, Maine State Board Of Education
School Funding - Essential Programs and Services (EPS)
This report has been prepared at the request of the Maine State Legislature. It is an attempt to define and quantify the resources that are necessary for each child in Maine to meet the standards set by the Learning Results. The recommendations provide an adequate and equitable amount of resources. The committee has defined "essential programs" to be the eight content areas of the Learning Results. The essential services are all those resources that would be required for each child to meet the standards.
The services deemed necessary for all students to achieve the Learning Results standards are categorized as …
Home For The Holidays: A Red-Flag, Carry-In, Reclaiming Intervention, John W. Hill
Home For The Holidays: A Red-Flag, Carry-In, Reclaiming Intervention, John W. Hill
Educational Leadership Faculty Publications
No abstract provided.
A Personal Reflection On The Curriculum Development Process In Pakistan, Muhammad Memon
A Personal Reflection On The Curriculum Development Process In Pakistan, Muhammad Memon
Institute for Educational Development, Karachi
No abstract provided.
The Professional Development Of Educational Managers In Sindh: Some Personal And Participants’ Reflections, Muhammad Memon
The Professional Development Of Educational Managers In Sindh: Some Personal And Participants’ Reflections, Muhammad Memon
Institute for Educational Development, Karachi
No abstract provided.
Listening In The Classroom: A Two-Way Street, Elisa Carbone
Listening In The Classroom: A Two-Way Street, Elisa Carbone
Professional and Organizational Development Network in Higher Education: Archives
Listening to our students creates a supportive environment in which students feel respected. If students feel respected and valued, they will be less afraid to ask questions, express opinions, and share insights; and they will be more likely to listen to each other during discussions. This is an environment conducive to the enhancement of learning.
It is well worth taking the time to teach students how to improve their listening habits. Let them know about the differential between thought speed and speech speed. Encourage them to do mental summaries of your lecture while you re speaking. Have them act out …