Education Commons^™

Scaffolding High-Impact Practices For Asian Studies And The Environment, Brett Werner, Kyle Anderson, Matthew Klooster, Daniel Kirchner, Aaron Godlaski

Lewis Honors College Faculty Publications

Support from the Henry Luce Foundation allowed a team of Centre College faculty to develop multiple integrated programs connecting the study of Asia to the environment: the Centre Summer Language Institute (CSLI), the Asia & the Environment Lab (A&E Lab), January term courses abroad, student summer research and internships abroad, and student dissemination of research. Each of these high-impact practices (HIPs) alone has been empirically demonstrated to enrich student experiences, but when linked in succession through a scaffolded framework, student learning was synergistically magnified. The personal growth, academic interests, and career trajectory of students who completed all stages of the …

Leveraging Online Learning To Promote Systems Thinking For Sustainable Food Systems Training In Dietetics Education, Marie Spiker, Amanda Hege, Janice Giddens, Joanna Cummings, Jasia Steinmetz, Angie Tagtow, Erin Bergquist, Lauren Burns, Christina Campbell, Diane Stadler, Elizabeth Combs, Nancy Prange, Aaron Schwartz, Katie Brown, Kevin Sauer

Dietetics and Human Nutrition Faculty Publications

Educating and training a multisectoral food systems workforce is a critical part of developing sustainable, resilient, and healthy food and water systems. This paper shares perspectives from a working group of educators, learners, and food systems subject matter experts that collaborated over the course of a year to develop, pilot test, and evaluate two interactive webinar series with a multi-site cohort of dietetics interns and graduate students. The three-part webinar series format included a training webinar, a practice activity, and a synthesis webinar. In reflecting on the effectiveness of this format, we provide direct assessments of student learning from subject …

What Do Grades Mean? Variation In Grading Criteria In American College And University Courses, Anastasiya A. Lipnevich, Thomas R. Guskey, Dana M. Murano, Jeffrey K. Smith

Educational, School, and Counseling Psychology Faculty Publications

This study examined differences in the criteria used by college and university instructors in the United States to assign course grades. Two hundred and fifty course syllabi (159 from universities and 91 from four-year colleges) developed by randomly selected instructors from five academic disciplines (education, maths, science, psychology, and English) were examined to determine the extent to which instructors employed different criteria in assigning course grades in introductory-level courses. Sources of variation in grade assignment included the use of product versus process criteria, the prevalence of using performance exams, and the framing criteria for grades. Differences between institution types and …

General Education Learning Outcomes And Demographic Correlates In University Students In Hong Kong, Lu Yu, Daniel T. L. Shek, Xiaoqin Zhu

Pediatrics Faculty Publications

Although there are studies showing that higher education would benefit university students, empirical research that comprehensively assesses student general education learning outcomes and related demographic correlates based on longitudinal data is minimal, especially in the Chinese context. To address the research gaps, the present study was conducted to investigate learning outcomes amongst university students in one university in Hong Kong based on a four-year longitudinal design (N = 460). Four dimensions of student general education learning outcomes were measured, including effective reasoning and problem solving, leadership, moral character, and integration of learning. Results suggested a U-shaped pattern of student …

3 Secrets Of The Digital Humanities That You Never Knew, Jennifer Hootman

Library Presentations

No abstract provided.

Assessing Students’ Writing And Public Speaking Self-Efficacy In A Composition And Communication Course, T. Kody Frey, Jessalyn I. Vallade

Information Science Faculty Publications

One avenue for assessing learning involves evaluating self-efficacy, as this psychological beliefis a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing self-efficacy and public speaking self-efficacy in a composition and communication course. This course is structured to develop both writing and public speaking competencies; the research sought to determine whether students believed they were leaving the course feeling more confident in their capabilities within each respective academic domain. Results (N= 380) from pre- and post-test data suggest that students’ reported writing and public speaking self-efficacy significantly increased over the semester. Additionally, students’ …

Higher Education In Tajikistan: Institutional Landscape And Key Policy Developments, Alan J. Deyoung, Zumrad Kataeva, Dilrabo Jonbekova

Educational Policy Studies and Evaluation Faculty Publications

Higher education in Tajikistan has undergone substantial changes over the past 25 years as a result of both its internal crises and those social and economic transition challenges seen throughout the Newly Independent States (NIS). HEIs in the country have also shown eagerness to change and grow as they move toward world education space. In this chapter, we examine the evolution of the Tajik system of higher education from the Soviet time through independence (1991–2015) in terms of growth, emerging landscape and diversification, and key policy developments and issues. We analyze these changes in the context of relevant economic, social …

Students' Views On General Education: Insights Gained From The Narratives Of Chinese Students In Hong Kong, Daniel T. L. Shek, Florence K. Y. Wu, Wen Yu Chai

Pediatrics Faculty Publications

The General University Requirements (GUR) is a component of the new 4-year undergraduate program at The Hong Kong Polytechnic University (PolyU). This study examined students’ views and experiences of the GUR using a qualitative methodology. Written comments of 240 freshmen, sophomores, and senior-year students with reference to open-ended questions on their memorable experiences in the GUR study were collected. The qualitative findings suggested that students generally had positive views on the GUR in terms of its widely adopted active and experiential learning pedagogy, useful and attractive contents, caring teaching staff, and rich learning outcomes. Challenges were also identified for further …

Do College Rankings Matter? Examining The Influence Of “America’S Best Black Colleges” On Hbcu Undergraduate Admissions, Willis A. Jones

Educational Policy Studies and Evaluation Faculty Publications

College rankings have become a ubiquitous part of American higher education. As the popularity of rankings has increased, so have the number of research studies attempting to better understand the impact rankings have on college/university admissions outcomes. In the past, these studies have focused almost exclusively on elite national universities and liberal arts colleges. This study broadens research in this area by examining how the introduction of U.S. News and World Report’s “America’s Best Black Colleges” section influenced undergraduate admissions among historically black colleges and universities (HBCUs). The findings suggest that college rankings have little correlation with admissions outcomes …

Global Kentucky (Spring 2015), University Of Kentucky International Center

Global Kentucky

No abstract provided.

The Parlous State Of Academia: When Politics, Prestige And Proxies Overtake Higher Education's Teaching Mission, Viviane Callier, Richard H. Singiser, Nathan L. Vanderford

Toxicology and Cancer Biology Faculty Publications

Original and significant research benefits the careers of those running universities and brings prestige to their institution. World class teaching, by and large, does not, and this has important consequences for higher education's tripartite mission. Most notably, emphasis on the research mission of major higher education institutions dwarfs that of the teaching mission and this is to the detriment of teachers and students. Policy interventions are needed to address this discrepancy.

Global Kentucky (Fall 2014), University Of Kentucky International Center

Global Kentucky

No abstract provided.

Review Of Central Retention Efforts And Results, Benjamin C. Withers

Undergraduate Education Faculty Presentations

Goals for the Discussion:

• How and why college metrics and goals will be established
• How you and your faculty/staff can get and use data using HANA/Tableau
• How college committees can work
• Accountability and reporting

Global Kentucky (Winter 2014), University Of Kentucky International Center

Global Kentucky

No abstract provided.

A Profile On First-Generation College Students At The University Of Kentucky: A Focus On Retention Efforts, Matthew Deffendall, Nichole Knutson, David Sacks

Undergraduate Education White Papers

This paper provides an overview of the first-generation college student (FGCS) profile at the University of Kentucky. This paper then compares the FGCS population at the University of Kentucky to the general student population at the university, specifically focusing on levels of degree attainment. In addition, the national literature on FGCS is discussed. Based upon national literature and institutional data, the authors provide practical suggestions on how to best serve FGCS at the University of Kentucky.

Moving On: Distance Learning At The University Of Kentucky, Randolph Hollingsworth

Undergraduate Education White Papers

This white paper provides the context and historical status of distance learning at the University of Kentucky, offers a global perspective on the potential of an enhanced role for distance learning at the University, and recommends a series of steps to improve the policies, procedures and innovative approaches to distance learning at UK.

University Of Kentucky Adult Learning Focused Institution (Alfi) Task Force: Findings And Recommendations, Randolph Hollingsworth

Undergraduate Education White Papers

This report to Provost Kumble Subbaswamy details the wide-ranging work over two years of the UK Adult Learning Focused Institution (ALFI) Task Force. The findings in sum assert that the undergraduate population at the University is primarily of a traditional age and that little explicit attention is given to adult learners in UK's stated policies or procedures. The recommendations are that by becoming more "adult friendly" the University could also provide more flexibility and promise for success to all its students.

Evidence About The Potential Role For Affirmative Action In Higher Education, Braz Camargo, Ralph Stinebrickner, Todd Stinebrickner

University of Kentucky Center for Poverty Research Discussion Paper Series

In two recent cases involving the University of Michigan, the Supreme Court examined whether race should be allowed to play an explicit role in the admission decisions of schools. The primary argument in these court cases and others has been that racial diversity strengthens the quality of education offered to all students. Underlying this argument is the notion that educational benefits arise if interactions between students of different races improve preparation for life after college by, among other things, fostering mutual understanding and correcting misperceptions. Then, a fundamental condition necessary for the primary legal argument to be compelling is that …