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Articles 1 - 10 of 10
Full-Text Articles in Education
Doing Well By Doing Good: A Study Of The Effects Of A Service-Learning Experience On Student Success, Judith S. Berson, William F. Younkin
Doing Well By Doing Good: A Study Of The Effects Of A Service-Learning Experience On Student Success, Judith S. Berson, William F. Younkin
Higher Education
This study explored the effects of service learning on student success in college. The study consisted of 286 students enrolled in six paired community college courses in various disciplines. One section of each pair was taught using traditional subject matter and course materials,while the other section of each pair was required to participate in a 20-hourservice learning activity in addition to the regular course curriculum.Participating faculty completed questionnaires and interviews regarding the courses, and students completed end-of-course evaluations. The results indicated that, overall, students who participated in the sections with a service learning requirement achieved higher final course grades and …
Cognitive And Affective Learning In The Basic Course: Effects Of Delivery Format, Immediacy, And Communication Apprehension, Susan J. Messman, Jennifer Jones-Corley, David Mezzacappa, Deborah J. Crusan
Cognitive And Affective Learning In The Basic Course: Effects Of Delivery Format, Immediacy, And Communication Apprehension, Susan J. Messman, Jennifer Jones-Corley, David Mezzacappa, Deborah J. Crusan
English Language and Literatures Faculty Publications
A quasi-experimental design was used to investigate changes in learning outcomes for students enrolled in large-lecture/break-out sections versus in self-contained sections of the basic communication course.More precisely, the study explores the relationship between communication apprehension, immediacy and learning outcomes for the two class formats.Results indicate that students' cognitive learning outcomes are slightly higher in the large-lecture/break-out sections versus self-contained sections. In addition, affective learning decreases for all students from the first day of class and slightly more for students in the large-lecture/break-out sections. However, when the teacher is perceived as highly immediate, there is no difference in formats. (Contains 5 …
Steer For Open Water, C. William Pollard
Steer For Open Water, C. William Pollard
C. William Pollard Papers
In this reflection on Exodus 33, Pollard encourages the graduating class of Emmanuel Bible Institute (Oradea, Romania) to "steer for open waters" by serving their Romanian context with confidence that their vocation is a means of implementing their faith in daily life.
Swosu Ninety-Fourth Annual Spring Convocation, Southwestern Oklahoma State University
Swosu Ninety-Fourth Annual Spring Convocation, Southwestern Oklahoma State University
Graduation Programs
This is the program for the SWOSU Ninety-Fourth Annual Spring Convocation Exercises, held at the Milam Stadium on Saturday, May 9, 1998, 11:00 a.m.
Bridging The Gulf (New Haven, Ct), C. William Pollard
Bridging The Gulf (New Haven, Ct), C. William Pollard
C. William Pollard Papers
Delivered at the Yale Berkeley Seminar (hosted by Berkeley Divinity School at Yale) in New Haven, CT, this speech asks how Christians might bridge the gulf between work and faith (or God and profit). Pollard posits that the link between the two is to be found in people, all of whom are made in the image of God. In this framework, the corporate firm may be construed as an institution of moral formation.
Attempting Preventing Reinventing The Wheel: Establishing Chicano/A-Latino/A Studies At A Midwest Urban University, Joseph A. Valades, Theresa Barron-Mckeagney, Michael Carroll, Lourdes Gouveia, Lucy Garza
Attempting Preventing Reinventing The Wheel: Establishing Chicano/A-Latino/A Studies At A Midwest Urban University, Joseph A. Valades, Theresa Barron-Mckeagney, Michael Carroll, Lourdes Gouveia, Lucy Garza
Social Work Faculty Proceedings & Presentations
“This session will focus on the personal observations of three faculty who sought to establish a minor in Chicano/a-Latino/a Studies . . . Follow our graphic accounts as we wrestle with the decision of actually embarking on such a quest amidst our thencurrent demands of doctoral coursework, research, teaching and tenure.” In the fall semester of 1995, Chicano/a Studies was formally recognized as a "minor" at the University of Nebraska at Omaha. Two years previously, three faculty members from the College of Public Affairs and Community Service at UNO diligently worked to gather student and faculty support and put the …
Critical Moments: A Case Study Approach For Easing The Cultural Isolation Of Underrepresented College Students, Reshell Ray, Diane Gillespie
Critical Moments: A Case Study Approach For Easing The Cultural Isolation Of Underrepresented College Students, Reshell Ray, Diane Gillespie
Teacher Education Faculty Proceedings & Presentations
This workshop will familiarize participants with a cultural diversity case study approach for curriculum reform called “Critical Moments.” The program has a culturally diverse student body and a multicultural curriculum in the social sciences and . . . has won national and local awards for its retention and teaching of underrepresented students.
A Philosophy Of Life And Work, C. William Pollard
A Philosophy Of Life And Work, C. William Pollard
C. William Pollard Papers
This speech -- delivered at the Wharton School of Business's (University of Pennsylvania) 1998 Zweig Executive Dinner Series -- outlines the rapid socio-economic changes prevalent at the end of the 20th century. In light of these, Pollard asks whether the corporation can be oriented to both maximizing profit and forming the moral character of those it employs.
Tenure, C. William Pollard
Tenure, C. William Pollard
C. William Pollard Papers
In this extract from a memo written to Walt Kaiser (then President of Gordon-Conwell Theological Seminary and a board member at Wheaton College), Pollard writes of his discomfort with establishing tenure as a policy at Wheaton.
One For The Crows, One For The Crackers: The Strange Career Of Public Higher Education In Houston, Texas, Amilcar Shabazz
One For The Crows, One For The Crackers: The Strange Career Of Public Higher Education In Houston, Texas, Amilcar Shabazz
Afro-American Studies Faculty Publication Series
The dynamics of how the dual system of higher education in Jim Crow America emerged and operated is explored in this article in the context of the largest city in the 20th century U.S. South: Houston, Texas. The history herein moves from a pragmatic response to a deep need for postsecondary educational opportunity in the 1920s to a major expansion in the 1940s in the face of the lawsuit of Heman Sweatt to the 1960s after state-mandated segregation is officially ended.