Education Commons^™

National Learning And Teaching Resource Audit And Classification Final Report, Philip Hider, Barney Dalgarno, Sue Bennett, Ying-Hsang Liu, Carole Gerts, Carla Daws, Barbara Spiller, Pru Mitchell, Robert Parkes, Raylee Macaulay

Information Management

The Australian Office for Learning and Teaching's (OLT) research repository is used to disseminate the results of higher education research. This is the final report of a project that investigated how the resources in the research repository should be described and indexed so that they could be accessed more effectively. The project team ascertained which attributes of the resources needed to be described and how they should be described, developed a metadata schema, selected and/or created appropriate indexing vocabularies and reindexed the resources.

Academic Department Indicators 2014-2015, Uno Office Of Institutional Effectiveness

Program Review

The audience is the Academic Planning Council (APC), college and department heads, and faculty. The purpose is to report instructional productivity measures useful for making comparisons and observing trends. Selected departmental information in this report is submitted annually to the Delaware Study, a National Study of Instructional Costs and Productivity.

This Instructional Productivity information corresponds to the UNO state- and tuition-funded budget. The Supplemental Information at the end of the document provides counts and statistics for campus-wide programs embedded in most colleges. Only Dual Enrollment instruction is excluded from the productivity report since it is a fee-based instructional program for …

Extensibility - Validation Of Workplace Learning In Higher Education - Examples And Considerations, Deirdre Goggin, Stephen Cassidy, Irene Sheridan, Phil O'Leary

Conference Papers

The importance of effective curriculum design and development in structuring and supporting learners in their knowledge attainment has been outlined in the writings of Tyler (1949) [1] which supports the approach adopted in European Higher Education stemming from the 1999 Bologna Declaration (European Commission, 2009). These structures are assisted in part by national and European qualification frameworks and the Dublin descriptors which are explicit of the variances in knowledge, skill and competence as one progresses in higher education and training. In addition, the inclusion of learning outcomes and programme objectives in the development of comprehensive curricula has been linked to …

How Can We Accurately Measure Whether Students Are Gaining Relevant Outcomes In Higher Education?, Tatiana Melguizo, Gema Zamarro, Tatiana Velasco, Fabio Sanchez

Education Reform Faculty and Graduate Students Publications

The main objective of this study is to empirically test a number of theory-based models (i.e. fixed effects (FE), random effects (RE), and aggregated residuals (AR)) to measure both, the generic knowledge as well as the degree attainment rates and early labor outcomes, gained by students in different programs and institutions in higher education. There are four main findings: First, the results of the paper confirm the need of using models that address the issue of student selection into programs and institutions in order to avoid biased estimates. Second, our findings provide suggestive evidence in favor of using FE models. …

Differences In Post-Secondary Persistence, By Gender: A Phenomenological Study Of Traditional College Students, Karen Louise Clark

Doctoral Dissertations and Projects

The purpose of this qualitative phenomenological study was to explore persistence differences by gender, among traditional-age college students at a private, residential, liberal arts college in a Mid-Atlantic state. The number of students attending college has steadily increased. However, females have increasingly outnumbered males in college enrollment and persistence. This is a growing concern for higher education. The following research questions guided the research: How do traditional-age college seniors describe persistence? How do traditional-age college seniors describe experiences or beliefs that contributed to their persistence? What are the persistence differences, by gender? Twenty females and thirteen males (n=33) participated in …

Faculty Perceptions Of The Adoption And Use Of Clickers In The Legal Studies In Business Classroom, Denise M. Farag, Susan Park, Gundars Kaupins

Management Faculty Publications and Presentations

The use of clickers in the classroom can improve student engagement and motivation. However, few studies have been conducted on faculty opinions of the use of clickers. This paper measures clicker use amongst legal studies in business faculty and investigates perceptions and factors associated with adoption of clickers in the discipline. Survey results indicate that most legal studies in business faculty have either never or rarely use clickers, and very few faculty members in the discipline use clickers regularly. Instructors perceive clickers to improve teaching, but may be reluctant to adopt them because of time constraints.

Multidimensional Resilience In Honors Students At Bryant University, Haley Nicol

Honors Projects in Applied Psychology

College level honors programs are continuously working towards improvement of their programs and working towards improving the college experience for their students. Apart from recognition and developing a positive reputation for the university, the goals for these selective academic programs include better serving their students from both academic and professional perspectives, as well encouraging and increasing program completion retention rates. There are various ways of testing students to assess their mindset and personal drive as well as gauge the possibility of students graduating with successful completion of their Capstone project or thesis in their senior year. To better understand how …

Assessing Student Learning: Growing The Culture, Cultivating Buy-In, Improving Quality, Paul Force-Emery Mackie

Social Work Department Publications

All institutions face the common challenge of developing, conducting, and maintaining high quality, purposeful, and relevant student learning assessment processes and protocols. In 2012 Minnesota State University, Mankato created the University Assessment Coordinator position as a reassigned faculty line. This position initially focused on strengthening linkages between institutional, academic, and co-curricular/service program assessment needs through the development of training opportunities, program assessment of learning model development, reporting assistance, data interpretation, and information integration. This presentation highlights how the process and position was structured, challenges identified and addressed, and successes that emerged from the process.

An Exploration Of Rpl In Higher Education In Ireland With Particular Focus On Quality Assurance, Deirdre Goggin, Irene Sheridan, Phil O'Leary

Conference Papers

This paper focuses on examining the practice of Recognition of Prior Learning (RPL) a provision which allows a learner present previously acquired relevant learning for assessment for credit. In general all forms of learning are formally recognised within an RPL system which includes informal, non formal and formal learning. The key misconception within higher education can be that RPL requires a different quality assurance system than that of conventional assessment methods.

This paper explores current assessment policies and practices in Ireland with a particular focus on the structural realities required to deliver good practice with RPL provision for summative purposes. …

An Empirical Study Of Critical Success Factors Of Mobile Learning Platform From The Perspective Of Instructors, Muasaad Alrasheedi, Luiz Fernando Capretz

Electrical and Computer Engineering Publications

Mobile learning is newest learning platform and based on the rapid rate of proliferation of mobile technology throughout the world is expected to grow at a rapid rate. However, the adoption of m-Learning is proceeding at a cautious rate. This mismatch in the rate of growth of the technology itself and the use of the technology in learning is a subject of extensive interest to researchers. However, research in the area has been mostly focused on understanding the success factors of the platform from learners’ perspective. In this research, we have conducted an extensive analysis of the extent to which …

Bridgewater State University Factbook, 2014-2015, Office Of Institutional Research, Bridgewater State University

Factbook

No abstract provided.

Improving A Curriculum Through Incremental Changes Based On Programmatic Assessment Results, Batoul Senhaji-Tomza, Suzanne R. Soliman, Paramita Basu

Touro College of Pharmacy (New York) Publications and Research

Objectives: To describe implementation of incremental curriculum changes aimed at addressing identified gaps via subjective and objective programmatic assessment in a 2 + 2 curriculum.

Method: After low first-time NAPLEX pass rates for two consecutive class years, subjective and objective assessment of a 2 + 2 curriculum was conducted. The curriculum was benchmarked to the other existing 2 + 2 program. Other assessments that occurred include: intensive course content review, course credit number versus instructional time audit, vertical and horizontal topical sequence revision in the clinical, basic sciences and social and behavioral course sequences, faculty/student feedback and focus groups; outside …

Evaluate To Learn: Integrating Assessment Data To Improve Outcome Of A Didactic Biomedical Science Course, Paramita Basu, John Fisher, Batoul Senhaji-Tomza, Suzanne R. Soliman

Touro College of Pharmacy (New York) Publications and Research

Objectives: To describe the evaluation system used to identify curricular issues within a pre-clinical biomedical science course in a Pharm.D program and report the difference in outcome after implementation of the resulting changes.

Method: Course content, sequence of delivery and integration of topics with other courses in the relevant tracks were reviewed to identify discrepancies. Evaluation feedback from students and faculty were obtained from E-value online course evaluation system, and end of course discussion reports. Student performance in the course before and after implementing the recommended changes were compared to assess their effectiveness.

Results: Content duplications and …

Common Data Set, 2015-2016, Office Of Institutional Research, Bridgewater State University

Common Data Sets

No abstract provided.