Education Commons^™

Reflections On The Case Study: James Tuttle Vs. Lakeland Community College, Harlan Stelmach

Harlan Stelmach

As a Chair of a large academic department that supervises over thirty adjunct faculty members, I have sympathy with all the parties in this case. I have sympathy for administrators trying to maintain academic oversight of many adjunct faculty members who are often just on campus to teach their courses. I have sympathy for adjunct faculty who are under paid and often do the bulk of teaching at the general education level with very little guidance on the mission and values of an institution. As long as their student evaluations do not cause alarm, benign neglect often defines their relationship …

Teaching Big History, Richard B. Simon, Mojgan Behmand, Thomas Burke, Esther Quaedackers, Seohyung Kim, Kiowa Bower, Neal Wolfe, James B. Cunningham, Cynthia Taylor, Martin Anderson, J. Daniel May, Philip Novak, Debbie Daunt, Jaime Castner, Ethan Annis, Amy E. Gilbert, Anne Reid, Suzanne Roybal, Alan Schut, Cynthia Brown, Harlan Stelmach

Harlan Stelmach

Finding The Right Fit: University Course Selection And Completion, Daniel Edwards

Dr Daniel Edwards

As higher education enrolments continue to climb, the proportion of students failing to graduate remains high among some cohorts, according to analysis by Daniel Edwards.

Finding Common Ground: Identifying And Eliciting Metacognition In Eportfolios Across Contexts, Julie A. Bokser, Sarah Brown, Caryn Chaden, Michael Moore, Michelle Navarre Cleary, Susan C. Reed, Eileen Seifert, Kathryn Wozniak, Liliana Barro Zecker

Michelle Navarre Cleary

“Big History At Other Institutions: “Introduction’ And ‘The Big History Project: Bill Gates’S Favorite Course.’ ”, Mojgan Behmand

Mojgan Behmand

“Assessing Big History Outcomes: Or, How To Make Assessment Inspiring.”, Mojgan Behmand

Mojgan Behmand

"Big History And The Goals Of Liberal Education”, Mojgan Behmand

Mojgan Behmand

Valpo Library Newsletter, Spring 2013, Brad Eden, Rachael Muszkiewicz, Jonathan Bull, Judith Miller, Nora Belzowski, Detra Becker, Sam Simpson

Nora Belzowski

No abstract provided.

Leveraging Resources Across Units And Universities To Address Academic Literacies And Research Skills In Ontario Graduate Students, Melanie Mills, Elan Paulson

Melanie Mills

Students' Demand For Diverse Faculty Is A Demand For A Better Education, Tanya Washington

Tanya Monique Washington

No abstract provided.

Diving Deeper With Assessment, Hilary Hollingsworth

Dr Hilary Hollingsworth

ACER is helping educators to understand and implement assessment practices for positive classroom change and improved learning.

Sedentary Behavior And Related Factors Among Full-Time, University Faculty, Mary Keenan, Anna Greer

Anna E. Greer

Purpose - Sedentary behavior, independent of physical activity, is a risk factor for both morbidity and mortality. Little is known about factors related to sedentary behavior. The purpose of this paper is to examine the relationship between sedentary behavior and the demographic characteristics, perceived physical activity (PA) environment, and PA behaviors of 72 full-Time, university faculty members. Design/methodology/approach - For this cross-sectional study, data were collected online using Survey Monkey®. Findings - Participants spent an average of 473 and 328 minutes/weekend day in sedentary activity. There was a positive correlation between minutes spent in vigorous PA and minutes spent sedentary …

Growing Thinking Christians: An Investigation Of The Outcomes Of Christian Education, Patty Leblanc, Patty Slaughter

Patty LeBlanc

This investigation compared the influence of public and Christian high schools on the spiritual formation and academic achievement of college students. Recent high school graduates who attend a private, liberal arts university in the southeastern United States responded to an online survey and interview questions related to the influence of one's high school experience on spiritual formation and academic achievement. Significant differences were found between high school type and the type of problems faced by students and teachers, students' ability to intelligently defend their faith, and students' perceived ability to function in a diverse world.

Co-Curricular Tools For Reflective Practice: Depaul's Strategies For Critical Reflection, Jennifer O'Brien, Lynn Copp, Lauri Dietz, Heather Jagman

Heather Jagman

Are you looking for new ways to encourage faculty, staff, and student employees to become more effective reflective practitioners? Inspired by theorists such as David Kolb who asserts that reflection is the bridge to learning being transferred from one context to another, we've learned at DePaul that creating a university-wide culture of reflection requires co-curricular collaboration. By learning from and reinforcing each other's reflective practices, our aim is to help maximize the transfer of learning across curricular and co- curricular contexts. Join us for an interactive session where the facilitators will model reflective activities that foster professional learning, growth, and …

What To Do About Those Absent Students, Rocky Dailey

Rocky Dailey

Slimmer, Brighter, And Nearly Perfect: The New Big History Textbook Is Here, Mojgan Behmand

Mojgan Behmand

Rarely has the appearance of a new textbook been the cause of such delight as broke out amongst the First Year Experience faculty at Dominican University of California in August 2013. The book that triggered such reaction is a seemingly unassuming volume, Big History: Between Nothing and Everything (2013), written by historians David Christian, Cynthia Stokes Brown, and Craig Benjamin, and published by McGraw-Hill. Why was the book greeted with such enthusiasm, you might ask? Was it that the world needed another textbook on history? That the Dominican faculty felt a special bond with one of the authors, Dominican professor …

A Comparison Of Skills Competency Test Scores Among Philippine-Educated Nursing Students After An Intensive Medical-Surgical Course, Margaret Fink, Debbie Daunt, Patricia Harris, Barbara Mccamish

Patricia Harris

Objective: This study examined the effect of a 10-week intensive medical-surgical course on ability to perform 16 common, acute care skills among Philippine educated nursing students seeking licensure in California. The aims of the study were to (1) determine competency in performing skills at the start of the medical-surgical course and (2) evaluate the effectiveness of the medical-surgical course in improving skill competency. Methods: Twenty-three Philippine educated nursing students participated in a 4-hour skills competency test procedure that involved 4 patient care stations and 16 common acute care skills. During the last week of the 10-week medical-surgical course that included …

Beyond Coming Out: New Insights About Glbq College Students Of Color, Terrell Strayhorn, Royel Johnson, Trevion Henderson, Derrick Tillman-Kelly

Dr. Royel M. Johnson

Attracting Top Teaching Talent, Geoff Masters

Prof Geoff Masters AO

In some of the world’s highest-performing countries, entry to teaching is now as competitive as courses such as engineering, science, law and medicine.

Listening To Their Voices: Factors That Inhibit Or Enhance Postsecondary Outcomes For Students' With Disabilities, Dorothy Garrison-Wade

Dorothy Garrison-Wade

Although an increasing number of students with disabilities are considering postsecondary educational opportunities, many of these students find the challenges daunting as compared to their secondary educational experiences. The purpose of the qualitative case study reported herein was to learn more about students' perceptions of services received in college in order to develop a clearer understand of how to better ensure positive outcomes. Fifty nine students with various disabilities and six disability resource coordinators from five two year community colleges and three four-year universities participated in the study. Three major themes emerged from the data, including: (a) capitalizing on student …

Lift Every Voice And Sing: Faculty Of Color Face The Challenges Of The Tenure Track, Dorothy Garrison-Wade, Gregory Diggs, Diane Estrada, Rene Galindo

Dorothy Garrison-Wade

This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process.

Response To Commentary On “Rethinking Combined Departments: An Argument For History & Anthropology” By Stephen M. Lyon/Durham University, Uk; Yasar Abu Ghosh, Pavel Himl, Tereza Stöckelová, Lucie Storchová/Charles University, Prague; Robert Gibb/University Of Glasgow; Jakob Krause-Jensen/Aarhus University, Denmark; Veerendra P. Lele/Denison University, Ageeth Sluis, Elise Edwards

Ageeth Sluis

Contains response from the authors, Ageeth Sluis and Elise Edwards.

Rethinking Combined History Departments: An Argument For History And Anthropology, Ageeth Sluis, Elise Edwards

Ageeth Sluis

Many opportunities for more integrated teaching that better capture the interdisciplinary nature of contemporary scholars' work and better achieve the aims of liberal arts education still remain untapped, particularly at smaller schools where combined departments are often necessary. The disciplinary boundaries between history and sociocultural anthropology have become increasingly blurred in recent decades, a trend reflected in scholarly work that engages with both fields, as well as dual-degree graduate programmes at top U.S. research universities. For many scholars, this interdisciplinarity makes sense, with the two disciplines offering critical theoretical tools and methods that must be used in combination to tackle …

Response To Commentary On “Rethinking Combined Departments: An Argument For History & Anthropology” By Stephen M. Lyon/Durham University, Uk; Yasar Abu Ghosh, Pavel Himl, Tereza Stöckelová, Lucie Storchová/Charles University, Prague; Robert Gibb/University Of Glasgow; Jakob Krause-Jensen/Aarhus University, Denmark; Veerendra P. Lele/Denison University, Ageeth Sluis, Elise Edwards

Elise M. Edwards

Contains response from the authors, Ageeth Sluis and Elise Edwards.

Rethinking Combined History Departments: An Argument For History And Anthropology, Ageeth Sluis, Elise Edwards

Elise M. Edwards

Many opportunities for more integrated teaching that better capture the interdisciplinary nature of contemporary scholars' work and better achieve the aims of liberal arts education still remain untapped, particularly at smaller schools where combined departments are often necessary. The disciplinary boundaries between history and sociocultural anthropology have become increasingly blurred in recent decades, a trend reflected in scholarly work that engages with both fields, as well as dual-degree graduate programmes at top U.S. research universities. For many scholars, this interdisciplinarity makes sense, with the two disciplines offering critical theoretical tools and methods that must be used in combination to tackle …

Decoding The Ethnic Labels Used By Undergraduates Of Latin American Descent, Carlos Hipolito-Delgado

Carlos P. Hipolito-Delgado

Ethnic labels provide insights to a client’s self-definition and meaning making. Results from a study of 500 undergraduates indicate that those who identified as Chicana/o, Latina/o, Hispanic, “hyphenated American” (e.g., Cuban American), or who identified by nationality differed on key psychological constructs. The importance of self-definition in counseling and research is discussed.

Developing Counseling Students’ Multicultural Competence Through The Multicultural Action Project, Carlos Hipolito-Delgado, Jennifer Cook, Elaine Avrus, Erica Bonham

Carlos P. Hipolito-Delgado

The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural com- munities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students who participated in MAP. Through their narratives, the participants reported increased knowledge, awareness, and skills. The importance of sustained contact and interpersonal re- lationships in improving student learning outcomes is discussed and recommendations are provided.

Internalized Racism, Perceived Racism, And Ethnic Identity: Exploring Their Relationship In Latina/O Undergraduates, Carlos Hipolito-Delgado

Carlos P. Hipolito-Delgado

This study sought to investigate if perceived racism and internalized racism are predictors of ethnic identity development in Chicana/o and Latina/o college students. This study also aimed to identify factors that serve as predictors of internalized racism. Finally, this study sought to identify if differences exist between those who self identify as Chicana/o, Latina/o, Hispanic, hyphenated American, or by nationality in terms of ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency. Chicana/o and Latina/o undergraduates who were members of ethnic student organizations were asked to complete an online survey that asked about their ethnic identity, U.S. …

Igniting The Fire Within Marginalized Youth: The Role Of Critical Civic Inquiry In Fostering Ethnic Identity And Civic Self-Efficacy., Carlos Hipolito-Delgado, Shelley Zion

Carlos P. Hipolito-Delgado

Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relationships, inquiry-based learning, and critical conversations about social and educational inequities in promoting the psychological empowerment of marginalized students.

Archives Alive!: Librarian-Faculty Collaboration And An Alternative To The Five-Page Paper, Tom Keegan, Kelly Mcelroy

Tom Keegan