Education Commons^™

There Is Always An Iceberg, Valerie Lucus-Mcewen Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

This Ain't The Same Cert, Valerie Lucus-Mcewen Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

Culturally Responsive Counseling: What To Consider?, Teresa A. Smith

Teresa A. Smith

Understanding differences

Fema Deputy Administrator Challenges Emergency Managers, Valerie Lucus-Mcewen Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

The Challenge Is High, Valerie Lucus-Mcewen Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

Cultural Identity Everybody Has One, Teresa A. Smith

Teresa A. Smith

Rituals and traditions influence on cultural identity development.

Collective Choice, Justin Schwartz

Justin Schwartz

This short nontechnical article reviews the Arrow Impossibility Theorem and its implications for rational democratic decisionmaking. In the 1950s, economist Kenneth J. Arrow proved that no method for producing a unique social choice involving at least three choices and three actors could satisfy four seemingly obvious constraints that are practically constitutive of democratic decisionmaking. Any such method must violate such a constraint and risks leading to disturbingly irrational results such and Condorcet cycling. I explain the theorem in plain, nonmathematical language, and discuss the history, range, and prospects of avoiding what seems like a fundamental theoretical challenge to the possibility …

Online Learning For Older Adults: Dealing With Internet Visual Literacy Skills, Beth Rubin

Beth Rubin

This chapter describes key aspects of designing online courses for older adults who may have lower levels of internet visual literacy than younger learners, as described in existing literature. It describes a case in which such design was implemented and training offered, but was insufficient to support older learners. It recommends specific instructional actions, above and beyond those recommended in the literature, to support online course success.

The Comprehensive School Counseling Program: A Data Driven System, Teresa A. Smith, Carmella Fair

Teresa A. Smith

The relationship between the school counseling program and data.

Recovery From Chaos: The Human Element, Valerie Lucus Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

Going Back To School, Valerie Lucus Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

The Effect Of Learning Management Systems On Student And Faculty Outcomes, Beth Rubin, Ron Fernandes, Maria Avgerinou, James Moore

Beth Rubin

This study examines the effects of interactive and learning structures enabled by different Learning Management Systems (LMS) on satisfaction and learner engagement in online courses. An LMS can support or hinder active engagement, meaningful connections between segments of the course, easy communication, and formative feedback by making it easier or more difficult for faculty to communicate course requirements, provide open-ended feedback, and place course elements that are used together contiguous to one another. This study compares sections of the same course, offered by the same instructors using the same course materials in at least two different LMSs. It examines whether …

Designing Multimedia For The Internet Visual Literacy Of Adult Online Learners, Beth Rubin, Dee Schmidgall, Lisa Ramos-Torrescano

Beth Rubin

This paper describes how to use multimedia effectively in online courses aimed at adult audiences who have lower internet visual literacy. This paper will help faculty and others who develop online courses for adults to understand key principles for using multimedia to increase engagement and learning, reduce distraction, and take cognitive load limits and student internet visual literacy into account.

A Phenomenographic Study Of What It Means To Supervise Doctoral Students, April Wright, Jane Murray, Patricia Geale

Jane Murray

We utilize the research methodology of phenomenography in this study to explore what doctoral supervisors understand supervision to be and how they enact this understanding in the practice of supervising students. Twenty interviews were undertaken with supervisors at three Australian universities to uncover “lived” experiences of doctoral research supervision. Five qualitatively different ways of conceiving supervisors’ roles emerged through phenomenographic analysis of the transcripts. Our findings suggest that while supervisors undertake similar tasks when supervising, they approach these tasks differently because of their qualitatively different understandings of what supervision is.

No Handshakes At Commencement: How About Elbow Bumps Instead?, Valerie Lucus Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

Enhancing Authentic Assessment Through Information Technology, Beth Rubin

Beth Rubin

This chapter provides a framework to analyze the opportunities to enhance authenticity when assessment is mediated by information technology (IT), as well as the limitations of IT mediation on authenticity. The potential degree of authenticity is determined by several aspects of the competence being assessed: the chronicity of access to and use of information; the durability of the display; the use of written, oral and non-verbal communication; and computer use. The framework is used to identify IT tools that enable more authentic assessment as well as sample approaches and limitations on authenticity.

Participatory Decision-Making Vis-A-Vis Teachers' Morale And Students' Achievements In Public Secondary Schools In Zamboanga City, Philippines, Socorro P. Canaya

Frede G Moreno

Participatory decision-making and teachers’ morale are positively and significantly correlated in public secondary schools in Zamboanga City, Philippines. Public secondary school teachers in Zamboanga City have High Morale in their work performance as teachers. This is evident in decision-making processes and activities regarding high school students with disciplinary problems, selection of the honor students, planning of the yearly In-Service Training for Teachers (INSET), preparation of the calendar of activities and conduct of remedial classes for slow learners.

Participatory Decision-Making Vis-A-Vis Teachers' Morale And Students' Achievements In Public Secondary Schools In Zamboanga City, Philippines, Socorro P. Canaya

Frede G Moreno

Participatory decision-making and teachers’ morale are positively and significantly correlated in public secondary schools in Zamboanga City, Philippines. Public secondary school teachers in Zamboanga City have High Morale in their work performance as teachers. This is evident in decision-making processes and activities regarding high school students with disciplinary problems, selection of the honor students, planning of the yearly In-Service Training for Teachers (INSET), preparation of the calendar of activities and conduct of remedial classes for slow learners.

Interview With Business Administrator, Arthur Lang

Arthur Lang

No abstract provided.

Campus Emergency Management And Business Continuity, Valerie Lucus Cem, Cbcp, David Burns

Valerie Lucus-McEwen CEM CBCP

Presentation to the 2008 National Safety Council Congress

The Best-Laid Plans: A Case Of Cross-Cultural Online Learning, Beth Rubin

Beth Rubin

This article describes a case of cultural barriers affecting the success of an online course developed in one country and co-taught from two locations, and analyzes the cultural, communication and procedural factors that contributed to failure.

Conversations About Emergency Management On Campus, Valerie Lucus Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

Using Pandemic Planning To Promote Disaster Recovery - Or What I Learned From The Bird Flu, Valerie Lucus Cem, Cbcp, Laine Keneller

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

Analysis Of The Baseline Assessments Conducted In 35 U.S. State/Territory Emergency Management Programs: Emergency Management Accreditation Program (Emap) 2003-2004, Valerie Lucus Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

The Emergency Management Accreditation Program (EMAP) is a non profit organization developed to accredit government emergency management programs in the 56 U.S. states and territories. This accreditation model is based on the NFPA 1600 Standard on Disaster/Emergency Management and Business Continuity Programs. In 2003, the Federal Emergency Management Agency funded EMAP to conduct baseline assessments of each U.S. state and territory to assess their emergency management capabilities. Between January 2003 and December 2004, EMAP conducted baseline assessments of 35 U.S. state and territory emergency management programs. This study was designed to analyze the results of those assessments, and suggests most …

My First D.A.S.U.M.: A Perspective On The Directors Of Admissions At State Universities In Michigan, Christopher W. Tremblay, Ed.D

Christopher W Tremblay, Ed.D

No abstract provided.

Analysis Of Baseline Assessments: Emergency Management Accreditation Program, 2003-2004, Valerie Lucus Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

Emergency management is an established system to prepare for, respond to, recover from and mitigate the consequence of disasters. Natural and manmade disasters have increased public interest in the systems and organizations that have evolved to protect the public from their effects. The Emergency Management Accreditation Program (EMAP) was developed as a method to evaluate and accredit emergency management programs. Between January 2003 and December 2004, with funding from the Federal Emergency Management Agency, EMAP conducted

baseline assessments of 35 U.S. state and territory emergency management programs.

This study was designed to analyze the results of those EMAP baseline assessments. …

Emap Baseline Assessments Confirm Focus On Response, Valerie Lucus Cem, Cbcp

Valerie Lucus-McEwen CEM CBCP

No abstract provided.

Remarks Given To Ball State University, Stephanie Marshall

Stephanie Pace Marshall, Ph.D.

No abstract provided.

First Press Conference With The Illinois Mathematics And Science Academy Given By Stephanie Pace Marshall, Founding President, Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

No abstract provided.

Remarks To The First Faculty And Staff Meeting Given By Stephanie Pace Marshall, Founding President Of The Illinois Mathematics And Science Academy (Imsa), Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

No abstract provided.