Education Commons^™

Called To Teach: Interpreting The Phenomenon Of Calling As A Motivating Factor, Samuel J. Smith, Jared T. Bigham

Samuel James Smith

International Course Transformation Process In Psychology, L. Bartolini, A. Gharib, W. Phillips

LeeAnn Bartolini

The Power Of Simple Hands-On Cyberforensics Exercises: A Guide For Faculty, Gary C. Kessler, Jim Hoag

Gary C. Kessler

University College Presents Faculty Excellence Awards, Jing'an Tang Ed.

Jing'an Tang

In his first year as an instructor Jing'anTang was one of two professors honored with the Faculty Excellence Award given after a nomination by several University College students who were enrolled in his Business Policy course. The award, which has been bestowed since 2004, recognizes faculty who have gone above and beyond the call of duty, according to Mary Lou DeRosa, interim dean of University College.

Skills Lab Vs. Simulation Lab: A Comparison Of Two Approaches For Teacing Intravenous Push Medication Administration (Poster), Margaret Fink

Margaret Fink

Skills Lab Vs. Simulation Lab: A Comparison Of Two Approaches For Teacing Intravenous Push Medication Administration, Margaret Fink

Margaret Fink

Party Themes: Just Fun Or Offensive?, Larry D. Long

Larry D. Long

Fraternities and sororities commonly organize themed social functions. Unfortunately, many of these functions have themes that are racially or sexually derogatory. The belief is that these themes are “just for fun” and there isn’t any intent to harm or offend anyone. This session reviews examples of inappropriate party themes and provides suggestions on creating more inclusive and welcoming environments in fraternities and sororities.

Ausserhalb Des Hörsaals Die Politischen Ränkespiele Üben, Beat Habegger

Beat Habegger

No abstract provided.

Proposal For Using A Studio Formant To Enhance Institutional Advancement, Shannon M. Chance

Shannon M. Chance

Universities today need to become quicker on their toes. They must continually scan the environment and seize emerging opportunities – and institutional advancement must lead this effort. An unfortunate number of institutional advancement operations are ill equipped for the task at hand. Many suffer from high staff turnover and overly hierarchical systems that reflect excessive fragmentation and compartmentalization. They inadvertently perpetuate stifling and unnecessary bureaucracy. Organizing advancement efforts around the metaphor of the design studio or creative workshop promises to (a) pool talent, (b) cultivate collaboration, and (c) align diverse but related interests in order to promote fruitful advancement. By …

Motivation For Faculty Community Engagement: Learning From Exemplars, Kerryann O'Meara

KerryAnn O'Meara

This explorative study examines the motivations of sixty- eight faculty exemplars in community engagement. Analysis of personal narrative essays reveals a great diversity in personal and professional motivation, including but not limited to the desire to teach well, personal commitments to specific issues, neighborhoods, and people, a perceived fit between community engagement and disciplinary goals, and a desire for meaningful collaboration. This study reports the first phase in a multiphase study and finds that faculty exemplars have a rich reservoir of motivations that are both intrinsic and extrinsic, rooted in personal goals and identity as well as some organizational cultures. …

An Integrated Model For Advancing The Scholarship Of Engagement: Creating Academic Homes For The Engaged Scholar, Lorilee R. Sandmann, John Saltmarsh, Kerryann O'Meara

KerryAnn O'Meara

A new integrated model is offered for the preparation of future faculty that addresses the transformation of institutions of higher education into supportive environments for the next generation of engaged scholars. Drawing on the knowledge bases of the scholarship of engagement, institutional change, preparing future faculty, the role of disciplinary associations, and promising practice for institutional engagement, the model provides a framework for approaches that would prepare individuals (primarily doctoral students and early career faculty) as learners of engagement while instigating and catalyzing institutions as learning organizations.

College Knowledge: An Assessment Of Urban Students’ Awareness Of College Processes., Douglas Burelson, Ronald Hallett, Daniel Park

Ronald Hallett

The contemporary college or university campus is a complex and dynamic environment that requires students to navigate myriad institutional processes. College preparedness is not simply a matter of being academically ready for postsecondary-level work, but also requires that students have a procedural knowledge of other university processes - what we define herein as "college knowledge." This article presents that results of an evaluation of a college preparation program that focuses on college knowledge and provides a road map for designing an effective college knowledge program.

When A Group Presentation Isn’T Enough: Financial Aid Advising For Low-Income Urban College Bound Students, Kristan Venegas, Ronald Hallett

Ronald Hallett

Group presentations are the common ways to communicate information about financial aid to high school students. This article discusses the value of group presentation and suggests that additional techniques should supplement this approach, especially in the case of low-income urban college-bound students.

Privacy And Social Networking Sites, Dianne M. Timm, Carolyn J. Duven

Dianne M Timm

College students are increasingly sharing their lives online through social networking sites with little concern for who may be viewing their information. Understanding student use of social networking sites along with privacy rights online will help professionals in the development of appropriate online activity and policies.

Beyond The Horizon, Dianne M. Timm, Junco Reynol

Dianne M Timm

Student affairs professionals have an obligation and an opportunity to support students moving through the college-years stages of psychosocial development by helping them use technology in approrpriate ways.

Application Of Rasch-Based Espegs Model In Measuring Generic Skills Of Engineering Students: A New Paradigm, Rozeha A Rashid, Razimah Abdullah, Hamzah Ghulman, Mohd Masodi

Razimah Abdullah

The Faculty of Electrical Engineering, Universiti Teknologi Malaysia (FKE) teaching and learning processes was certified to ISO 9001:2000 and now seeks the Engineering Accreditation Council of Malaysia (EAC) approval. One of FKE’s top management commitment is to ensure the programme accreditation requirements are met. EAC adopts American Accreditation Board of Engineering and Technology 2000 (ABET) principles which promote outcome based education (OBE) learning process. OBE calls for the evaluation of the course learning outcomes (CLO) as specified in each Course Outline. Performance measurement has been largely dependent on students’ performance in carrying out tasks such as tests, quizzes or submission …

Fulfilling The Dream : An Online Early Childhood Teacher Education Course, Pauline Taylor

Associate Professor Pauline Taylor-Guy

Remedial/Developmental Education And The Cost Of Community College Transfer: A Los Angeles County Sample, Tatiana Melguizo, Linda Serra Hagedorn, Scott Cypers

Linda Serra Hagedorn

This study calculates and explores the total costs of a community college education prior to transfer to a four-year college. Included are all courses both at and below the college level by 411 students who attended one of the nine community colleges in the Los Angeles Community College District (LACCD) and who successfully transferred to a four-year institution. The main finding is that students with deep developmental needs averaged five years at the community college before transferring, and transferred only one year's worth of college-level courses. Of concern is the great number of African American and Latino students in remedial …

University Of Denver---Hicks Research Cited On Ud Website, Terence Hicks

Terence Hicks, Ph.D., Ed.D.

No abstract provided.

Introducing Learning Commons Functionality Into A Traditional Reference Setting, Jeffrey A. Franks

Jeffrey A Franks

The Bologna Process And Its Impact In Europe: It's So Much More Than Degree Changes, Laurel S. Terry

Laurel S. Terry

The Bologna Process is a massive, multi-year project designed to create the European Higher Education Area by the year 2010. It began approximately ten years ago when four European Union (EU) countries signed a relatively vague declaration. It has now grown to forty-six countries, including all of the EU Member States and nineteen non-EU countries. The Bologna Process countries have agreed on ten action lines for restructuring European higher education. These action lines are nothing short of revolutionary - they address everything from adoption of a three-cycle degree system (e.g., bachelor-master's-doctorate degrees), European-wide quality assurance efforts, mobility of higher education …