Education Commons^™

A Decade Of Building The Community-Engaged School Of Health And Human Sciences At The University Of North Carolina Greensboro, Emily M. Janke, Joi Bulls, Dave Demo, Celia Hooper, Jeremy Rinker

eJournal of Public Affairs

This case example illustrates key opportunities, processes, and outcomes of nearly a decade of intentional efforts to build and support community-engaged faculty culture and institutionalization in the School of Health and Human Sciences at the University of North Carolina Greensboro. Situated within a university-wide, faculty-led movement to institutionalize support for community engagement through policy and practice, we describe the motivation of faculty and administrative leadership to integrate support for community engagement across teaching, research and service roles in the Health and Human Sciences unit at UNCG. We present critical moments of opportunity that were leveraged by faculty and administrative leadership …

Understanding The First-Year Experience Of Traditional-Aged, College-Ready Students At A Private, New England Liberal Arts College, Patrick Flynn

Educational Studies Dissertations

The current study’s research problem concerns the forty-year trend of college-ready, traditional-aged students stopping out of undergraduate programs across the United States. While literature concerning gender theory, the college transition, emerging adulthood, and college student development provide a foundation for considering the problem, there have been very few studies conducted concerning the FYE of this study’s participants, a set of five white cisgender males. Understanding their FYE at a substantive level will lead to further research and hopefully open pathways to increasing retention.

The present study collected significant data concerning the daily experience of five students with the hope of …

Asynchronous Electronic Feedback For Faculty Peer Review: Formative Feedback That Makes A Difference, Chad Rohrbacher

Publications

This case study at Embry-Riddle Aeronautical University - Daytona Beach campus (ERAU-DB) describes the process of facilitating a faculty peer observation model that uses asynchronous electronic feedback through the Teaching Partners program offered by the Center for Teaching and Learning Excellence (CTLE). This practical, hybrid model of peer observation builds on practices found in current models and uses digital recording and web-based software to encourage faculty feedback that will positively impact their pedagogical practice. The results of this study suggest to truly cultivate a dialogue between faculty and/or education developer in the process, the goals should be clearly stated, the …

Arriving At A Better Answer: A Decision Matrix For Science Lab Course Format, Emily K. Faulconer, Laura S. Faulconer, James R. Hanamean

Publications

At first glance, scientific laboratory experiences might appear to be challenging to move to the cloud. Skeptics may point to sensory feedback limitations and inequivalence of student outcomes. However, emerging data increasingly provide evidence that scientific laboratory courses are not only amenable to online learning, but also can deliver student outcomes at or above traditional in-person courses. In identifying a science lab format, each institution weighs factors like lab course goals, budget, program growth, access, and safety. This article presents a single case study and a decision matrix for how one institution informed their choice for the modality of a …