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Full-Text Articles in Education

Student Perceptions Of Dual-Listed Courses, Katia Balassiano, Kurt A. Rosentrater, Sara B. Marcketti Jan 2014

Student Perceptions Of Dual-Listed Courses, Katia Balassiano, Kurt A. Rosentrater, Sara B. Marcketti

Apparel, Events and Hospitality Management Publications

Academic departments regularly offer dual-listed courses in which one course has two course numbers, yet are taught in the same place, at the same time, by a single instructor, and in one department to undergraduate and graduate students. While universities discourage their use by subjecting such courses to more rigorous approval processes, academic departments often offer these courses to solve logistic and resource concerns. Little empirical research has examined students’ perceptions of dual listed courses. This pilot study presents quantitative and qualitative findings (n = 781) of a survey sent to students enrolled at a Midwestern, land-grant University. The findings reveal ...


A Reexamination Of Factors Contributing To Apparel Majors' Stress And Abilities To Effectively Manage Their Time, Joy M. Kozar, Sara B. Marcketti, Xinxin Wang Oct 2013

A Reexamination Of Factors Contributing To Apparel Majors' Stress And Abilities To Effectively Manage Their Time, Joy M. Kozar, Sara B. Marcketti, Xinxin Wang

Apparel, Events and Hospitality Management Conference Proceedings and Presentations

This study is a replication of the time spent and stress study reported in 2006. The purpose of this study was to provide an update to the original results, noting differences and similarities among students today vs. five years ago.


Student Perceptions Of A Hybrid Textile Science Course, Sara B. Marcketti, Carmen Nicole Keist, Laurel Dawn Romeo Nov 2011

Student Perceptions Of A Hybrid Textile Science Course, Sara B. Marcketti, Carmen Nicole Keist, Laurel Dawn Romeo

Apparel, Events and Hospitality Management Conference Proceedings and Presentations

Online, hybrid/blended and other distance education courses are used by colleges and universities as an instructional tool to meet budget and population growth needs. Advantages of hybrid courses include self paced leaning, ability to review course content, convenience, and exploration of topics through additional weblinks.


Leadership In Action: Student Leadership Development In An Event Management Course, Sara B. Marcketti, Susan W. Arendt, Mack C. Shelley Jan 2011

Leadership In Action: Student Leadership Development In An Event Management Course, Sara B. Marcketti, Susan W. Arendt, Mack C. Shelley

Apparel, Events and Hospitality Management Publications

The purpose of this paper was to examine the leadership practice scores and leadership behaviors of students before and after an event management course. A mixed methods approach was utilized. The Student- Leadership Practice Inventory (S-LPI) was administered to a sample of 184 students in three semesters of an event management course. Students completed the S-LPI at the beginning and at the end of the course. The students also wrote reflections of their leadership behaviors and learnings.

Results of the study showed that students’ mean leadership scores increased significantly for all practice areas between pre and post, with the largest ...


Attitude Toward Learning Science Of Students In Introductory Geology Courses, Joan Y. Jach, Cinzia Cervato Jan 2004

Attitude Toward Learning Science Of Students In Introductory Geology Courses, Joan Y. Jach, Cinzia Cervato

Geological and Atmospheric Sciences Publications

Research into attitudes in science focuses largely on determining if certain instruction methods affect student attitude and there is a broad range of opinions as to what attitude means and how to study it. We have analyzed the attitude of students enrolled into two introductory geology classes with the goal to test if demographic factors and success in the class play a significant role in determining students attitude towards science and learning science. A pre-test and a post-test Likert-type attitude questionnaire were administered to two introductory Geology classes at Iowa State University during the Autumn semester 2002. Results were analyzed ...


Collaborative Knowledge Building In Web-Based Learning: Assessing The Quality Of Dialogue, Elsebeth K. Sorensen, Eugene S. Takle Jan 2002

Collaborative Knowledge Building In Web-Based Learning: Assessing The Quality Of Dialogue, Elsebeth K. Sorensen, Eugene S. Takle

Geological and Atmospheric Sciences Publications

This paper addresses the question of how to qualify a knowledge building dialogue in web-based collaborative learning. It investigates the idea of qualifying the dialogue through grading requirements and through providing students with meta-awareness around their dialogue. We investigate and analyze the changes in quality of student interaction in three different deliveries of the course that emerge in response to three different types of instruction on expected behavior. From this we draw preliminary conclusions on the extent to which descriptions of expected behavior influence the interactive process and the quality of the interaction.