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Full-Text Articles in Education
Nefdc Exchange, Volume 18, Number 2, Fall 2007, New England Faculty Development Consortium
Nefdc Exchange, Volume 18, Number 2, Fall 2007, New England Faculty Development Consortium
NEFDC Exchange
Contents
Message from the President - Judy Miller, Clark University
From the editors - Tom Thibodeau, New England Institute of Technology, and Jeanne Albert, Castleton State College
NEFDC Fall Conference, Friday, November 9, 2007, Worcester, Massachusetts; theme: Engaged Learning: Fostering Student Success; keynote speaker: George Kuh, Indiana University
Engaged Learning: The Foundation for Student Success, Note from our Fall Conference Keynote Speaker - George Kuh, Indiana University
Fall Conference Agenda
Learning Through Community Engagement - Kevin R. Kearney, Massachusetts College of Pharmacy and Health Sciences
Reciprocal Mentoring - Mathew L. Ouellett and Susan E. McKenna, University of Massachusetts Amherst
Helpful …
Evaluation Of An Adult Education Technology Program, Iwasan D. Kejawa Ed.D
Evaluation Of An Adult Education Technology Program, Iwasan D. Kejawa Ed.D
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The purpose of this study was to evaluate the adult education technology program at a chartered alternative adult education center in Florida. The adult education center had a low rate of students passing the Florida Comprehensive Assessment Test (FCAT). This study examined the impact of the use of computer technology in an effort to improve student learning in mathematics, reading, and science. Computers at the institution were used by all students for tutorials to prepare them for the FCAT and to obtain a high school diploma. The research questions for this study were as follows: 1. Is the education technology …
2007 Survey Of Summer Sessions Students At The University Of Nebraska-Lincoln, Paul Savory
2007 Survey Of Summer Sessions Students At The University Of Nebraska-Lincoln, Paul Savory
Department of Industrial and Management Systems Engineering: Faculty Publications
During Summer 2007, UNL Summer Sessions (FlexEd) surveyed summer students to learn about their experience in taking a summer course(s). The survey results will offer confirmation of what we are doing well and will provide guidance on areas of improvement and better strategies for marketing UNL summer opportunities. A total of 227 students completed the survey. Fifteen summer classes were selected to complete a paper-based or electronic version of the survey. The classes were from three different summer sessions and used different delivery mechanisms (on-campus, studio, distance education).
Nefdc Exchange, Volume 18, Number 1, Spring 2007, New England Faculty Development Consortium
Nefdc Exchange, Volume 18, Number 1, Spring 2007, New England Faculty Development Consortium
NEFDC Exchange
Contents
Message from the President - Judith Kamber, Northern Essex Community College
From the editors -
Encounters With George: Information Literacy and Mathematics at Berkshire Community College - Karen Carreras-Hubbard and Annette Guertin, Berkshire Community College
Achieving Information Literacy Goals Through Collaboration - Pamela Bedore, University of Connecticut, Avery Point
Teaming Up! The Sociology/English Composition I /Librarian Embed Experience at Northern Essex Community College - Linda A. Desjardins, Northern Essex Community College
Common Learning Outcomes for First-Year Information Literacy - Mary Adams, University of Massachusetts Dartmouth; Gabriela Adler, Bristol Community College; Susan Berteaux, Massachusetts Maritime Academy; Marcia Dinneen, Bridgewater State …
Pre/Post Assessment Of Abilities, Paul Savory
Pre/Post Assessment Of Abilities, Paul Savory
Industrial and Management Systems Engineering: Instructional Materials
One approach to assess if students are learning in a course is to conduct a pre-test, post-test assessment of the course material. By comparing the two results, one can make an assessment of the knowledge learned in the course. For certain types of courses, it can be a challenge in defining an assessment instrument that measure student knowledge. This example is one I have developed for my IMSE 440/840 (Discrete Event Computer Simulation) course. Students are asked rate their ability for key course objectives defined on the course syllabus. I administer it on the first day of the course and …
When Motivating Generation Y In The Classroom, Jim Westerman
When Motivating Generation Y In The Classroom, Jim Westerman
Professional and Organizational Development Network in Higher Education: Archives
Generation Y students have matured and developed in an artificial, technologically-centered environment significantly different from what prior generations have experienced. This essay examines the impact of this environment on student classroom expectations and provides suggestions for how faculty can adapt their pedagogy to be successful.
Student Plagiarism: How To Maintain Academic Integrity, Ludy Goodson
Student Plagiarism: How To Maintain Academic Integrity, Ludy Goodson
Professional and Organizational Development Network in Higher Education: Archives
Plagiarism detection tools undermine academic integrity when they ignore student copyright protections, contribute to a vendor’s unauthorized commercial gains, fail to detect many forms of plagiarism, and require instructors to do the real detection. By becoming aware of these realities and possibilities, instructors can develop more effective strategies to reduce plagiarism while simultaneously enhancing students’ academic performance.
Incorporating Course-Level Evidence Of Student Learning Into Program Assessment, Nancy Simpson, Laurel Willingham-Mclain
Incorporating Course-Level Evidence Of Student Learning Into Program Assessment, Nancy Simpson, Laurel Willingham-Mclain
Professional and Organizational Development Network in Higher Education: Archives
Assessment works well when it draws on faculty expertise and is integrated into students’ daily learning experiences. This essay argues for course-embedded assessment and outlines sound practices, practical steps, and examples.
Microteaching To Maximize Feedback, Peer Engagement, And Teaching Enhancement, Barbara J. Millis, Gosia Samojlowicz
Microteaching To Maximize Feedback, Peer Engagement, And Teaching Enhancement, Barbara J. Millis, Gosia Samojlowicz
Professional and Organizational Development Network in Higher Education: Archives
A proven, highly structured microteaching model that goes beyond mere presentation skills and “shooting-from-the-hip” group feedback has successfully prepared both faculty and graduate students for their teaching responsibilities. This approach uses a three-part process: (1) presentation; (2) one-on-one feedback from mentor while the group, using structured roles, prepares feedback; and (3) group feedback that is both constructive and consensus-based.
Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder
Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder
Professional and Organizational Development Network in Higher Education: Archives
What should all faculty know about using and assigning writing inside and outside of the classroom? This essay offers ideas for faculty to use writing to help students learn material, strategies for designing and sequencing formal written assignment, and a well-tested (and time-saving) framework for offering students feedback on their writing.
Information Literacy: Imperatives For Faculty, Leora Baron-Nixon
Information Literacy: Imperatives For Faculty, Leora Baron-Nixon
Professional and Organizational Development Network in Higher Education: Archives
With the burgeoning of information, and especially the unfettered growth of online information, long-held assumptions about students’ access to and interaction with information have to be re-evaluated. Faculty play a key role in ensuring that information literacy skills are acquired and practiced at all levels of instruction.
Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren
Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren
Professional and Organizational Development Network in Higher Education: Archives
As faculty, we too often feel overwhelmed by an excessive workload, an unfriendly administration, and an unforgiving evaluation system. In this essay, we explore initiatives we can reasonably expect to implement to create an institutional environment in which we can develop and flourish as teachers.
When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border
When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border
Professional and Organizational Development Network in Higher Education: Archives
Disabilities are usually discussed in academe in the context of the undergraduate student population; nevertheless, graduate students and faculty also represent a certain percentage of persons with disabilities. This essay presents a case study and an analysis of a consultation with a graduate instructor, inviting us to examine the issues of disability in the life of a teacher.